| 61. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Adult education and learning : a pluralistic research field?
- 2019. - 1
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Ingår i: Mapping out the research field of adult education and learning. - Cham : Springer. - 9783030109455 - 9783030109462 ; , s. 119-137
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Bokkapitel (refereegranskat)abstract
- What the field of adult education research is and how it can be described has been a debated issue over the decades. Several scholars argue that the field today is heterogeneous, borrowing theories and methods from a range of disciplines. In this chapter, we take such statements as a starting point for empirical analysis. In what ways could it be argued that the field is pluralistic rather than monolithic; heterogeneous rather than homogenous? Drawing on bibliographic data of the top cited articles in three main adult education journals between 2005 and 2012, we illustrate how the citation patterns have tendencies of homogeneity when it comes to the geographical country of authorship, since the USA, UK, Australia and Canada dominate, as well as the research methods adopted, since qualitative approaches have near total dominance. Furthermore, there is a tendency to adopt similar theoretical approaches, since sociocultural perspectives, critical pedagogy and post-structuralism represent more than half of the articles in our sample. At the same time, the results of our analysis indicate signs of scholarly pluralism, for instance, in terms of authorship, since both early career researchers and established researchers are represented among the top cited publications. We conclude the chapter by arguing that empirical analysis of publication and citation patterns is important to further the development of reflexivity within the field, not least for early career researchers, who might benefit from knowledge about what has been recognized among peers as worth citing in recent times.
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| 62. |
- Fejes, Andreas, 1977-, et al.
(författare)
-
Adult education and migration : A relational matter
- 2020
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Ingår i: European Journal for Research on the Education and Learning of Adults. - Linköping : Linköping University Electronic Press. - 2000-7426. ; 11:3, s. 269-273
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 63. |
- Fejes, Andreas, 1977-, et al.
(författare)
-
Adult Education and the Formation of Citizens : A critical Interrogation
- 2018
-
Bok (refereegranskat)abstract
- Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship.Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration.Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education.
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| 64. |
- Fejes, Andreas, 1977-
(författare)
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Adult education and the fostering of asylum seekers as “full” citizens
- 2019
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Ingår i: International Review of Education. - : Springer Netherlands. - 0020-8566 .- 1573-0638. ; 65:2, s. 233-250
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Tidskriftsartikel (refereegranskat)abstract
- The role of adult education in the shaping and fostering of democratic citizens is prevalent in current transnational and national policy discussions; a significance which has been further infused by the past few years’ historically high migration flows. This article focuses specifically on the role of adult education in shaping asylum seekers into “full” citizens in Sweden. Drawing on a poststructural discursive theorisation, the author analyses policy reports as well as interviews with project managers and leaders of study circles (a particular form of collaborative adult learning in Sweden) involved in a state-funded initiative called Svenska från dag ett [Swedish from Day One]. This programme emerged in the wake of the arrival of high numbers of asylum seekers in Sweden in the autumn of 2015 and onwards, providing them with an introduction to the Swedish language and to Swedish society. The author’s analysis illustrates how a discourse on asylum seekers as “not yet citizens” emerges, where “they” still lack certain knowledge and capabilities deemed necessary to potentially become “full” citizens in Sweden. Such knowledge, besides language, concerns (Swedish) cultural and institutional (e.g. healthcare and taxation) knowledge. The article concludes by raising some questions regarding the way in which the need for country-specific language as a basis for inclusion is taken for granted.
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| 65. |
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| 66. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Adult Education Research : Publication Strategies and Collegial Recognition
- 2018. - 1
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Ingår i: The Palgrave International Handbook on Adult and Lifelong Education and Learning. - London : Palgrave Macmillan. - 9781137557827 ; , s. 761-777
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Bokkapitel (refereegranskat)abstract
- In recent years, researchers throughout the world have come under increased pressure to publish in English, direct their scholarly work to internationally acclaimed journals indexed in the dominating databases (i.e. Scopus and Web of Science) and render their work citable among peers in other countries. In this chapter, we summarize some recent bibliometric studies that have mapped out what kind of research that have been published and cited in three leading journals related to adult––lifelong education and learning––and which researchers that has been given recognition. We argue that the strong political waves of managerial reform have made academic career trajectories and promotions more dependent upon publications and citations, thus necessitating a discussion about the most effective publication strategies for submission. At the same time, we acknowledge the multiple professional demands of adult educational scholars and highlight the ways different definitions of scholarly impact might stand in conflict with one another.
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| 67. |
- Fejes, Andreas, 1977-, et al.
(författare)
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An Emergence of Confession in Education
- 2015. - 1
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Ingår i: Foucault and a politics of confession in education. - : Routledge. - 9780415833813 - 9780415833806 ; , s. 3-17
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Confession is emerging as a technology that encourages learners to know who they ‘truly’ are. This technology has become common over the last years in education settings, supported in part through discourses of the learner, learner-centeredness, learning to learn and life narrative. In this chapter, we locate this emerging technology in relation to such discourses, but also to wider social change were practices of confession extend a domain of government into everyday life. We introduce the idea of confession as a political technology and exercise of power, for confession is not neutral in its attempts in shaping the learner and people more widely today. Confession is also a theorization emerging through the writing of Michel Foucault. We thus orient the reader to some of Foucault’s conceptual resources, outlining the emergence of confession historically. And we point to our purpose of this collection of chapters, in considering confession in education anew and from a critical angle, in a politics of government that can ask what it may do in shaping our ‘selves’ and our thinking.
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| 68. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Anställningsbarhetens olika innebörder
- 2016. - 2
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Ingår i: Anställningsbarhet. - Lund : Studentlitteratur AB. - 9789144104904 ; , s. 11-21
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 69. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Approaches to research in the education and learning of adults
- 2013
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Ingår i: European Journal for Research on the Education and Learning of Adults. - Linköping : Linköping University Electronic Press. - 2000-7426. ; 4:1, s. 7-16
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 70. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Becoming the role model : Youth recreational leaders, occupational choice and a will to include
- 2018
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Taylor & Francis. - 0159-6306 .- 1469-3739. ; 39:6, s. 901-912
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to analyse how a discourse on the role model operates in youth recreational work. Drawing on Michel Foucault’s concepts of subjectivity, discourse and power/knowledge, the article analyses interviews with youth recreation leader students enrolled at a folk high school, and their talk about occupational choice. The analysis illustrates how a discourse on the role model emerge and operate through the ways students’ descriptions of ‘being’, and ‘doing’ intersect with their becoming as role models. The analysis raises several important questions. Should youth recreational work only target those young people who are already marginalised? Are there other subject positions than the role model, available to take up in youth recreation work? Are experiences of marginalisation necessary in order for a desirable youth recreation leader to emerge?
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