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Continuity and Discontinuity in Learning Careers Potentials for a Learning Space in a Changing World Series: Research on the Education and Learning of Adults, Volume: 6
- 2018
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.
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- Czubak - Koch, M, et al.
(författare)
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Między uniwersytetem a światem pracy. Tranzycje w narracjach studentów polskich i hiszpańskich : Between university and the world of employment. Transitions in the narration of Polish and Spanish students
- 2017
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Ingår i: Dyskursy Mlodych Andragogow ( ANDRAGOGICAL DISCOURSE). - 2084-2740. ; 19:2017, s. 9-18
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Tidskriftsartikel (refereegranskat)abstract
- BETWEEN UNIVERSITY AND THE WORLD OF EMPLOYMENT. TRANSITIONS IN THE NARRATION OF POLISH AND SPANISH STUDENTS summary: The authors of this article present a part of the study done under the project research EMPLOY which advocates fostering employability of non-traditional students through improving the effectiveness of transition from university to labor market. The article presents partial findings of narrative surveys taking into account the perspective of non-traditional Spanish and Polish students in a comparative manner. The authors while interpreting the findings used mainly the concept of transition in lifelong learning. In the transition of both Spanish and Polish non-traditional students one can identify the attempts to assess pragmatically opportunities and resources of the environment with regard to future employment. These are a certain modus operandi and individual paths based on the expectation system of normative nature. The findings indicate that transitions do not exclusively refer to relocation between different institutional contexts and learning environments but largely they mean ‘becoming’ (someone), thereforeindividual factors and perpetration play as important role as external social structures.
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Exploring Learning Contexts: Implications for Access, Learning Careers and Identities
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The concept of learning contexts is underpinned by different theoretical approaches and is open to a range of meanings in adult education. On the one hand, we can think about learning contexts as a phenomenon distributed across the social order of educational institutions, the workplace, home or community: they are embedded in practices. On the other hand, the learning context can be seen as an outcome of activity or a set of practices itself. At another level it is important to consider that the notion of lifewide learning and the distinction between formal/non-formal/informal learning are not universally accepted. Different scholars have warned that if the whole of life becomes “pedagogised" many aspects belonging to the private sphere are at risk of being exposed to external scrutiny, evaluation and intervention with related issues of power and control. This raises questions of: What is specific to a learning context which is not to be found in other contexts? And who names these contexts as learning contexts? This book offers different perspectives to face these questions. Developed from the ESREA Access, Learning Careers and Identities Network, the book provides contributions from Europe, Australia, Canada and India with a scholarly attempt to answers to these complex questions.
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- J., Minta, et al.
(författare)
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Edukacyjny potencjal narracji w konstruowaniu kariery. Dwuglos badawczy : Educational potential of narrative in carrier planning. Two researchers' voices
- 2018
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Ingår i: Terazniejszosc Czlowiek Edukacja Quarterly. - 1505-8808 .- 2450-3428. ; 21:Special issue, s. 205-217
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Tidskriftsartikel (refereegranskat)abstract
- In this article we address the issue of the importance of the educational potential of narration and narrative competences in the process of constructing careers by young people and adults. Prolonged education, difficult educational and professional transitions experienced by young people, as well as the destabilized nature of modern careers, result in a growing sense of uncertainty, unpredictability and inability to control their design and course. This feeling applies both to young people facing the choice of further education path, as well as students and graduates taking their first steps in the labour market. Therefore, the need to support the development of career competencies, including narrative competencies, both in young people and adults is becoming more and more visible. In this article we present the importance of narration for the construction of a career, illustrated by two separate research projects.
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- Nizinska, Adrianna, 1977, et al.
(författare)
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Shifts in the Perspective on Adult Education and Workplace Learning: An overview of Trends in the Discipline
- 2023
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Ingår i: In Zylicz, Dutta, Bhat (Eds.), Mapping Manager Development: Current and Upcoming Trends. - Berlin, Germany : Peter Lang Group AG, Lausanne. - 2194-5918. - 9783631864197 ; , s. 53-77
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Bokkapitel (refereegranskat)abstract
- The chapter seeks to offer and overview of adult learning perspective by describing and analyzing classical models of factors in adult learning and teaching, its current perceptions and effects of the theoretical tranasgressions on adult workplace learning.
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| 9. |
- Nizinska, Adrianna, 1977, et al.
(författare)
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Sustainability and Universities. Re-orienting Higher Education, Re-orienting Teaching
- 2019
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Ingår i: Educational Forum ( Forum Oswiatowe). - 0867-0323 .- 2450-3452. ; 31:2(62), s. 27-40
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to provide a relevant and timely argument in a debate on the role of the university in fostering sustainable development through academic teaching. It will discuss a specific area of teaching sustainability in higher education, contributing to the educational development by providing a critical overview of the ontological and epistemological challenges of sustainability in a broader context of institutional and structural forces framing the process of academic teaching and learning. It will problematize pedagogical work around sustainability issues, locating it in a macro and mezzo level of current challenges facing by universities all over the world. In particular, it will problematize and discuss the role of the university as well as concrete educational situations in relation to sustainable development.
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