| 1. |
- Ahl, Helene
(författare)
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Motivation in adult education : A problem solver or a euphemism for direction and control?
- 2006
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Ingår i: International Journal of Lifelong Education. - : Informa UK Limited. - 0260-1370 .- 1464-519X. ; 25:4, s. 385-405
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Tidskriftsartikel (refereegranskat)abstract
- Adults' motivation to participate in continued education is of immediate interest, as lifelong learning is now considered as the solution to the pressing problems of increased levels of unemployment, not least among unskilled workers. Many theories concerning motivation and adult education maintain that individuals are innately motivated to learn, and conclude that motivation problems result from various dispositional, situational and structural impediments. If such barriers are removed, adults will be naturally motivated to educate themselves. This article argues against these theories and maintains that motivation should not be regarded as something residing within the individual. It is rather a construct of those who see it lacking in others. A critical reading of the literature shows how motivation theory stigmatizes people held ‘unmotivated’ in that the theories ascribe motivation problems to the individual, while assuming the basis upon which the problem is formulated for granted, and making those who formulate the problem invisible. Instead of a problem solver, motivation becomes a euphemism for direction and control. This article suggests that motivation should be seen as a relational concept, rather than as residing within the individual. Adults' motivation, or lack of this, is best understood in relation to those who formulate the problem. Instead of asking what motivates adults to study, research should focus on who states that this is a problem, and why, and the reasons for this conclusion. This approach makes the operations of power visible, and demonstrates how the discourse of lifelong learning, as a necessary political response to economic and technological determinism, constructs adults as inadequate.
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| 2. |
- Andersson, Per, et al.
(författare)
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Governing through non/recognition: the missing 'R' in the PLAR for immigrant professionals in Canada and Sweden
- 2009
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Ingår i: International Journal of Lifelong Education. - : Informa UK Limited. - 0260-1370 .- 1464-519X. ; 28:4, s. 423-437
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Tidskriftsartikel (refereegranskat)abstract
- Despite claims that prior learning assessment and recognition (PLAR) can act as a transformative social mechanism and a means of social inclusion, this study reports that PLAR has become a serious barrier to adult learning rather than a facilitator. Drawing from Foucault's concept of governmentality, the study examines the difficulties that immigrant professionals have experienced in having their foreign credentials and work experience recognized in the contexts of Canada and Sweden. Using document analysis and interviews, the study analyses how PLAR has created a system of governing through technologies of power and technologies of the self which work as dividing practices in discounting and devaluating immigrants' prior learning and work experience. The study concludes that PLAR has become a technical exercise and a governing tool rather than a form of social transformation.
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| 3. |
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| 4. |
- Andersson, Per, et al.
(författare)
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Mobility of knowledge as a recognition challenge : experiences from Sweden
- 2010
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Ingår i: International Journal of Lifelong Education. - London and New York : Informa UK Limited. - 0260-1370 .- 1464-519X. ; 29:2, s. 201-218, s. 54-71
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the tensions between mobility, knowledge and recognition, and what the impact of migration could be on lifelong education and society. This is discussed with the case of Sweden as the starting point. The main issue in Sweden concerning migration is the admission of refugees. Sweden has had a relatively open policy concerning refugees in recent decades, and a large number of refugees have also been granted residence permits. Thus, they have not come to Sweden due to a labour shortage, and the demand for their knowledge in the labour market has not been high. Their knowledge is not recognised in terms of employment in vocations where their prior learning could be utilised. This means that Sweden has faced challenges concerning questions of recognition and lifelong education. In this article, we take as our starting point the policy in this area, including policy texts and national initiatives as well as experiences from such initiatives, to discuss the role of lifelong education and recognition of prior learning in a situation where mobility concerns not only migration of people but also of knowledge. We discuss how this knowledge, which has been situated in another national context, can be recognised and included in further lifelong education, and what type of lifelong education or lifelong learning is needed in this situation.
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| 5. |
- Arriaza Hult, Maria, 1990-
(författare)
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Schooling party life - A frame analysis of Spanish left parties intra-party education
- 2022
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Ingår i: International Journal of Lifelong Education. - : Routledge; Taylor & Francis. - 0260-1370 .- 1464-519X. ; 41:3, s. 294-307
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how the three Spanish parties that formed a coalition government at the beginning of 2020 - (i) the Spanish Social Democratic Party, (ii) the United Left and (iii) Podemos - organise education for their members. With frame analysis as a theoretical itinerary, the study begins to outline what the parties schools are about, how they are organised, and why parties provide education for their members. The analysis reveals that the weekend schools vary between ideological and policy-orientated content. These schools are similar in form, but differ in terms of the student-teacher relationships and whether they focus on theory or practice, implying different pedagogical methods. The motivation for party education is framed as fulfiling participatory functions or providing members with the right to education. Thereby, by identifying frames and uncovering different tendencies for how parties organise their party schools, the descriptive framing perspective allows for a broader discussion of how members are socialised into their parties.
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| 6. |
- Bengtsson, Anki
(författare)
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Enterprising career education : the power of self-management
- 2014
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Ingår i: International Journal of Lifelong Education. - : Informa UK Limited. - 0260-1370 .- 1464-519X. ; 33:3, s. 362-375
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Tidskriftsartikel (refereegranskat)abstract
- This article provides an account of how people’s career management is given prominence in contemporary European policy documents pertaining to career education for entrepreneurship in higher education and in vocational education and training. This study concerns the ways in which policy discourses of career management and governmental practices invoke individuals to understand themselves as entrepreneurial. Proceeding from post-Foucauldian theorizing of the concept of governmentality, the analysis draws attention to technologies and procedures designed to foster career self-management. Focus is also directed to the practices of self-knowledge, self-actualization and self-control as part of the formation of the subjectivity. It is argued that the governance of self-management operates in two interrelated ways: as a practice of inducing individuals to shape an entrepreneurial relation towards their needs and desires, and as a power to enterprise career education. In relation to this, the analysis elucidates how the discourse of competence acts upon individuals to capitalize themselves and engage in a permanent self-assessment of their needs.
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| 7. |
- Bergmo-Prvulovic, Ingela
(författare)
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Is career guidance for the individual or for the market? Implications of EU policy for career guidance
- 2014
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Ingår i: International Journal of Lifelong Education. - : Informa UK Limited. - 0260-1370 .- 1464-519X. ; 33:3, s. 376-392
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the essential understanding and underlying perspectives of career implicit in EU career guidance policy in the twenty-first century, as well as the possible implications of these for the future mission of guidance. Career theories, models and concepts that serve career guidance are shaped on the twentieth-century industrial division of labour and now face a crisis due to the influence of globalization on working life. The transition to a knowledge-based society also challenges the traditional view of career: vocational and educational paths are no longer linear, predictable or stable. The analyses of EU policy documents and ethical declarations discussed here indicate that meanings of career are under reconstruction and that these documents fail to clarify the underlying meanings or perspectives on career contained therein. The essential meaning of career, as communicated through characterizations and dominating underlying perspectives in EU policy, puts greater emphasis on career guidance as being conducted on behalf of society, rather than the individual. Ethical tensions within the career guidance profession appear to have increased, and the profession is also challenged in its professionalization by contradictions and broadened areas, activities and functions.
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| 8. |
- Bladh, Daniel, 1980-
(författare)
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Party functions and party education in the political landscape of Sweden
- 2022
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Ingår i: International Journal of Lifelong Education. - : Routledge; Taylor & Francis. - 0260-1370 .- 1464-519X. ; 41:4-5, s. 435-449
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Tidskriftsartikel (refereegranskat)abstract
- Political parties are widely recognised as indispensable actors in democratic systems. One way to illustrate the actions and role of political parties is to explicate various party functions that may be carried out in a political system. The aim of this paper is to explore the relationships between the organisation of party education and five specific party functions in Sweden. The empirical material consists of interviews with party officials from all eight parties that were represented in the national parliament during 2018-2022 as well as a mapping of educational content, structure, and activities from various parties. This material has been analysed in relation to five concrete party functions and a theoretical approach that highlights interactions and relationships occurring on different levels in apolitical system. The results demonstrate that there are different relationships between party education and party functions which may generate implications that are important both for the agency of a party but also to the broader political landscape. It is also possible to discern one specific function related to the provision of party education, namely an affirmation function.
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| 9. |
- Boström, Ann-Kristin
(författare)
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Informal learning in a formal context : Problematizing the concept of social capital in a contemporary Swedish context
- 2002
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Ingår i: International Journal of Lifelong Education. - : Informa UK Limited. - 0260-1370 .- 1464-519X. ; 21:6, s. 510-524
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Tidskriftsartikel (refereegranskat)abstract
- Definitions of social capital, advanced by Coleman and Fukuyama, and definitions of lifelong learning and intergenerational learning are discussed and compared, and a synthetic model is presented. This model relies heavily on the practical implementation of strategies for augmenting social capital, such as those applied within the granddad project, an intergenerational learning initiative conducted in schools in the Stockholm County area. It is concluded that intergenerational learning in this theoretical framework provides a foundation for lifelong learning practice in a social capital perspective, even though the definition of social capital used is broad and bears strong resemblance to the Japanese concept of kokoru, advanced by Okamoto (1992).
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| 10. |
- Boud, David, et al.
(författare)
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Creating a world class program : Reciprocity and constraints in global study.
- 2006
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Ingår i: International Journal of Lifelong Education. - : Informa UK Limited. - 0260-1370 .- 1464-519X. ; 25:6, s. 609-622
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Tidskriftsartikel (refereegranskat)abstract
- The article reflects on the construction of a common Master's programme across four universities located on four continents, in order to explore the role of networks in international educational collaboration. The study draws on the documented processes of the principal members of the programme team. It is presented as a case study of the development of the programme that uses ideas drawn from actor-network theory to draw attention to the conjunction of human and non-human actors that shaped the resulting web-based courses. Constraints arising from major institutional and systemic obstacles were addressed through the effects of the actor-network. The reciprocity of action and de-centring of individual activity made possible through the collaboration enabled the human actors to sustain a level of innovation within their own institutions that would not have been possible through them acting alone.
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