| 1. |
- Fejes, Andreas, 1977-, et al.
(författare)
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RELAs 10-year anniversary : What have we accomplished?
- 2019
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linkoping University Electronic Press. - 2000-7426. ; 10:1, s. 7-12
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The first issue of RELA was published in 2010, so with this issue we enter the 10-year anniversary. In this editorial, we will firstly elaborate on what we as editors find that RELA has accomplished. Secondly, we introduce changes that are taking place while entering 2019, and lastly, we introduce the papers which are included in this issue.
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| 2. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Envisioning future research on the education and learning of adults
- 2010
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Ingår i: European Journal for Research on the Education and Learning of Adults. - Linköping : Linköping University Electronic Press. - 2000-7426. ; 1:1-2, s. 7-16
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Tidskriftsartikel (refereegranskat)abstract
- Establishing a new scholarly journal can be justified by the functional needs of a welldefined scientific discipline – or as opposition to its institutional and paradigmatic framework. This is, however, not the case with the European Journal for Research on the Education and Learning of Adults (RELA). It is, rather, so that the journal is part of the emergence of a scientific community, very deeply embedded in societal practices at the same time as it is reconstructing intellectually these practices and their context as scientific objects. In this case, the journal can attempt to provide an arena and some of the communicative resources for academic and broader social development of such a community. To fulfil this mission, its rationale and specific goals are equally related to a diagnosis of these societal practices and some visions for the role of scientific inquiry in these practices. As two of the six editors of RELA, and responsible for the editorial work of the first issue of the journal, we will discuss why this journal has been launched, and how the editors want to position it in the area of the education and learning of adults.
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| 3. |
- Harding, Tobias, 1975-
(författare)
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Learning democracy in a Swedish gamers’ association : Representative democracy as experiential knowledge in a liquid civil society
- 2011
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linkoping University Electronic Press. - 2000-7426. ; 2:2, s. 135-149
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Tidskriftsartikel (refereegranskat)abstract
- To explore the role of civil society organizations in learning democracy this article combines the concept of democracy as ‘phronēsis’ with neo-institutional theory, as well as with Hannah Pitkin’s concepts of representation. It presents a case study (based on qualitative research) of how democracy is learned in SVEROK, a Swedish youth organization focusing on activities such as computer and role-playing games, activities often associated with informal organization. In SVEROK they are organized in an organization sharing many features with established Swedish organizations, including hierarchic formal representative democracy. The norm in SVEROK is a pragmatic organizational knowledge focusing on substantive and formal representation. Organized education plays only a limited role. Learning is typically informal and experience-based. An organization similar to earlier national organizations is created by self-organized and self-governing associations in government-supported cooperation. The case study supports Theda Skocpol’s argument that organizational structure is vital to democratic learning.
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| 4. |
- Fejes, Andreas, 1977-, et al.
(författare)
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How pluralistic is the research field on adult education? : Dominating bibliometrical trends, 2005-2012
- 2015
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linkoping University Electronic Press. - 2000-7426. ; 6:2, s. 103-123
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Tidskriftsartikel (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 article, 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 article 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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| 5. |
- Rahm, Lina, 1973-, et al.
(författare)
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Popular education and the digital citizen : a genealogical analysis
- 2017
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Ingår i: European Journal for Research on the Education and Learning of Adults. - Linköping : Linköping University Electronic Press. - 2000-7426. ; 8:1, s. 21-36
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Tidskriftsartikel (refereegranskat)abstract
- This paper historicises and problematises the concept of the digital citizen and how it is constructed in Sweden today. Specifically, it examines the role of popular education in such an entanglement. It makes use of a genealogical analysis to produce a critical ‘history of the present’ by mapping out the debates and controversies around the emergence of the digital citizen in the 1970s and 1980s, and following to its manifestations in contemporary debates. This article argues that free and voluntary adult education (popular education) is and has been fundamental in efforts to construe the digital citizen. A central argument of the paper is that popular education aiming for digital inclusion is not a 21st century phenomenon; it actually commenced in the 1970s. However, this digitisation of citizens has also changed focus dramatically since the 1970s. During the 1970s, computers and computerisation were described as disconcerting, and as requiring popular education in order to counter the risk of the technology “running wild”. In current discourses, digitalisation is constructed in a non-ideological and post-political way. These post-political tendencies of today can be referred to as a post-digital present where computers have become so ordinary, domesticized and ubiquitous in everyday life that they are thereby also beyond criticism
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| 6. |
- Ahlgren, Katrin, et al.
(författare)
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Continuity and change : migrants’ experiences of adult language education in Sweden
- 2020
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linkoping University Electronic Press. - 2000-7426. ; 11:3, s. 399-414
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to explore continuity and change in adult migrants’ experiences of Swedish for immigrants (SFI), a state-subsidised language programme for basic Swedish. The study has a longitudinal and comparative design, drawing on discourse analysis of qualitative interviews conducted with language learners in 2001/2002 and 2015/2016. This period was characterized by important societal shifts, defined by increased migration, growing tension between discourses on rights and obligations of adult migrants living in Sweden, and an intensified marketisation of the Swedish education system derived from neoliberal principles. The study describes how these changes affected SFI as well as the conceivable impact that restructuring the language programme had on the learners. Ultimately, the study highlights tensions between various state initiatives that impacted the language programme and the SFI participants’ experiences of being adult language learners.
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| 7. |
- Andersson, Per, Professor, 1964-, et al.
(författare)
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Discourses on quality in Swedish adult education
- 2024
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linköping University Electronic Press. - 2000-7426. ; 15:2, s. 141-158
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Tidskriftsartikel (refereegranskat)abstract
- Swedish municipal adult education has many providers. The overall responsibility for this service still lies with the municipalities, entailing the enactment of national policy with respect to providers. This study puts focus on the discursive enactment of policy concerning quality in adult education. Five discourses on quality are identified through interviews with school leaders, teachers, and students, namely that quality is about formal demands and processes, that it is a matter of student focus, that it is about teachers’ competence and working conditions, that it is about teaching, and that quality depends on the student group. School leaders focus on formal and organisational aspects of quality, while teachers and students focus on actual processes in the classroom, connecting to their own work and lives. Compared to national policy, the local discourses are limited mainly to studying, teaching, organisation, and short-term outcomes, while long-term aims in national policy are less prominent.
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| 8. |
- Bengtsson, Stefan, 1978-, et al.
(författare)
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What can we learn from COVID-19 as a form of public pedagogy?
- 2021
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linkoping University Electronic Press. - 2000-7426. ; 12:3, s. 281-293
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to investigate the corona-crisis as a large-scale, unplanned and unintended global experiment of ‘public pedagogy’. An investigation is focused on touching upon emergent questions such as: What does our experience of the crisis brought about by the emergence of this specific virus tell us about our assumptions of learning and of public engagement with an issue as a form of public pedagogy? We bring into play transactional theory of teaching and learning, as well as Jan Masschelein’s notion of pedagogical milieu of study and Timothy Morton’s concept of hyperobject to conceptualize what we can learn from COVID-19 in terms of teaching and learning.
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| 9. |
- Bergmo-Prvulovic, Ingela
(författare)
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Subordinating careers to market forces? : A critical analysis of European career guidance policy
- 2012
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linkoping University Electronic Press. - 2000-7426. ; 3:2, s. 155-170
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Tidskriftsartikel (refereegranskat)abstract
- This study explores language regarding career and career development in European policy documents on career guidance in order to disclose underlying view(s) of these phenomena conveyed in the texts. Qualitative content analysis was used to approach the subject in the texts, followed by a sender-oriented interpretation. Sources for interpretation include several sociological and pedagogical approaches based upon social constructionism. These provide a framework for understanding how different views of career phenomena arise. The characterization of career phenomena in the documents falls into four categories: contextual change, environment-person correspondence, competence mobility, and empowerment. An economic perspective on career dominates, followed by learning and political science perspectives. Policy formulations convey contradictory messages and a form of career 'contract' that appears to subordinate individuals' careers to global capitalism, while attributing sole responsibility for career to individuals.
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| 10. |
- Bjursell, Cecilia, 1970-
(författare)
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Inclusion in education later in life : Why older adults engage in education activities
- 2019
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Ingår i: European Journal for Research on the Education and Learning of Adults. - : Linköping University Electronic Press. - 2000-7426. ; 10:3, s. 215-230
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Tidskriftsartikel (refereegranskat)abstract
- The connection between education and wellbeing is presented as a general argument for the participation of older adults in education, but is this reason why older adults themselves choose to engage in education activities? This paper combines the results from two previous empirical studies and addresses how older adults account for their participation in education activities. The first empirical data set comprises a survey completed by 232 Swedish pensioners. The second empirical data set comprises stories by 53 Swedish pensioners about their participation at Senior University. The same dominant arguments for their participation in education emerged in both studies; namely (i) staying active and (ii) socialising. However, this observation can be understood in terms of motives and benefits, something which indicates a possible fusion of extrinsic- and intrinsic motivation. A closer reading of the narratives reveals that many participants enrolled in Senior University because other family members, friends, and former work-colleagues had enrolled. This suggests that what on the surface may appear as an individual’s choice could, in fact, be explained by social factors.
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