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TitelWhen theories become practice - a metaphorical analysis of adult-education school-leaders’ talk
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OriginalveröffentlichungEuropean journal for Research on the Education and Learning of Adults 7 (2016) 2, S. 191-205
Dokument
Schlagwörter (Deutsch)Erwachsenenbildung; Marketing; Führungskraft; Schulleiter; Fortbildungsstätte; Modell; Theorie-Praxis-Beziehung; Wirtschaftstheorie; Wirkung; Begriffsanalyse; Bildungsmanagement; Bildungsmarkt; Bildungspolitik; Berufliche Integration; Partizipation; Interview; Fallstudie; Schweden
TeildisziplinErwachsenenbildung / Weiterbildung
DokumentartAufsatz (Zeitschrift)
ISSN2000-7426
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):Marketization has changed the education system. If we say that education is a market, this transforms the understanding of education and influences how people act. In this paper, adult-education school-leaders’ talk is analysed and seven metaphors for education are found: education as administration, market, matching, democracy, policy work, integration and learning. Exploring empirical metaphors provides a rich illustration of coinciding meanings. In line with studies on policy texts, economic metaphors are found to dominate. This should be understood not only as representing liberal ideology, as is often discussed in analyses of policy papers, but also as representing economic theory. In other words, contemporary adult education can be understood as driven by economic theories. The difference and relation between ideology and theory should be further examined since they have an impact on our society and on our everyday lives. (DIPF/Orig.)
weitere Beiträge dieser ZeitschriftEuropean journal for Research on the Education and Learning of Adults Jahr: 2016
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PrüfsummenPrüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am02.11.2016
Empfohlene ZitierungBjursell, Cecilia: When theories become practice - a metaphorical analysis of adult-education school-leaders’ talk - In: European journal for Research on the Education and Learning of Adults 7 (2016) 2, S. 191-205 - URN: urn:nbn:de:0111-pedocs-125378
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