Editorial: The effects of policies for the education and learning of adults - from \u27adult education\u27 to \u27lifelong learning\u27, from \u27emancipation\u27 to \u27empowerment\u27

Practices of adult education and learning have historically been closely related to policy arrangements – often by defining and reproducing the culture of local, regional or subcultural communities – but increasingly in the service of the consolidation of the nation states. Depending on political situations and institutional arrangements, the states in Europe have been involved in the promotion and institutional framing of adult education and learning. Today the role of the nation state is changing in many ways, and it also affects the role assigned to education and learning arrangements. Both policies at the supranational level and market forces have had an increasing influence on the understanding of what adult education/lifelong learning is about. The shifts in the meaning and use of central concepts in this field are illustrative of these changes. In this issue the authors have intended to create a space for reflection on these policy transformations and their consequences. In a call for articles four questions were guiding contributors in addressing ‘the work and effects of policies for the education and learning of adults’: 1. How can we interpret the shift in policy vocabulary e.g. from ‘education to learning’, and from ‘emancipation to empowerment’? 2. What is the influence of transnational agencies and how has this inspired education policy at the national level? 3. How is the role of the state in education and learning policies conceptualized? Are there differences in differing (local/national/international) contexts? 4. What is the future role of the nation state in adult education? (DIPF/Orig.

The paradox of exclusion through inclusion. Interpreting inclusion from a critical pedagogical perspective

In our contribution we investigate firstly the general discussion on inclusion in education that had its origins in educational reform movements and in special needs education policies and practices. In line with this, we describe the growing interest in international organizations, resulting into varied attempts on national and local levels to create equal opportunities for all, with particular attention for students with special needs. We furthermore analyse how these concrete policies and practices of inclusive education often coalesced with deficit approaches, resulting into the above-mentioned paradox of exclusion through inclusion. In a next step, we explore how and why inclusive practices keep on reinforcing existing dependencies and possible ways out of the dilemma. In a final section we analyse how in adult education research literature, this paradox of exclusion through inclusion is dealt with and what answers are developed in this particular field of research. (DIPF/Orig.

Editorial: digital the new normal - multiple challenges for the education and learning of adults

Wildemeersch D, Jütte W. Editorial: digital the new normal - multiple challenges for the education and learning of adults. European Journal for Research on the Education and Learning of Adults. 2017;8(1):7-20

Balancing Instrumental, Biographic and Social Competencies: Enhancing the Participation of Young Adults in Economic and Social Processes

No abstract available

Editorial: RELAs 10-year anniversary: what have we accomplished?

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.info:eu-repo/semantics/publishedVersio

Learning ‘social responsibility’ in the workplace: conjuring, unsettling, and folding boundaries

This article proceeds from the argument that while the discourse of social responsibility (SR) is increasingly evident in pedagogies circulating through the workplace, its actual practices tend to be obscured beneath complex tensions and moral precepts presented as self-evident. Through an examination of individuals’ learning of SR in the workplace contexts of small enterprise, this discussion asks: How can we consider social responsibility in work, and the project of learning social responsibility in and for work, in more flexible ways that account for its complex enactments in pluralist contexts? The article explores dynamics of responsibility as both response and identity within literature on social responsibility in the workplace, and examines the process of learning SR as a matter of negotiating boundaries to enact response and identity. Drawing from findings of a qualitative study of 25 small enterprise owners engaging a process of learning SR practice, the article explores what are argued to be their boundary practices of conjuring, unsettling and folding boundaries as they developed viable locations and relations of social responsibility in their unique situations

Editorial: Adult education and the community

In the past decade, the issue of community has become an important social and even political theme. Researchers and politicians share a concern about an observed loss of social cohesion. (...) Many authors dealing with the issue of social capital are rather pessimistic about present-day social developments and call for a renewal of the social fabric, often by looking back to (alleged) forms of association in the past. This position is shared by many European scholars who also consider processes of individualisation as one of the main causes of what they consider the breakdown of the social fabric. More recently this analysis is being complemented by a critical analysis of the challenges posed by multicultural society. The authors represent two sets of three papers in this volume. (DIPF/Orig.

Dealing with cross-border higher education. Comparing the Chinese and the Indian ways

Cross Border Higher Education (CBHE) is one of the issues of the present knowledge era. As knowledge transmission is becoming increasingly borderless, we understand that the forces of globalisation, neo-liberal principles and the General Agreement on Trade in Services (GATS) are the three important driving factors for this development in cross-border education and higher education is the most affected area by this development. The huge higher education potentials of China and India have greatly attracted cross-border providers and in recent years there has been remarkable growth in the CBHE of these two countries. The accession of China and India to the World Trade Organization (WTO) and the agreement on GATS allowed the free entry of for-profit cross-border educational providers both in and out. Both of these countries have encountered several problems in dealing with the CBHE. In response, they have taken some measures in recent years to regulate and manage CBHE. However, we understand that many things are not yet clear. We also became more curious recently to know how these two countries differ and resemble one another in dealing with CBHE. In this paper we would like to understand and compare the similarities and the differences in the ways that China and India organise and manage the CBHE. (DIPF/Orig.

Editorial: adult education and the aesthetic experience

In this issue, "the editors of RELA want to stimulate the reflection and dialogue on how aesthetics plays a role both in theory and in practices of adult education and learning." (DIPF/Orig.

Een verantwoorde uitweg leren : over sociaal-agogisch handelen in de risicomaatschappij

Contains fulltext : 18557_verauile.pdf (publisher's version ) (Open Access)This inaugural lecture was presented by the author at the occasion of his acceptance of the chair of social pedagogy and andragogy at the University of Nijmegen, on th 22nd of September 1995. The lecture develops some perspectives about the future of the discipline of social pedagogy and andragogy, given the changing circumstances and challenges, both on societal level and on the level of the discipline. The transformations of society we witness today are interpreted with reference to the concept of the risk-society. Against this backdrop the former and future orientations of social pedagogy and andragogy are investigated. Finally, the concepts of 'social learning' is put forward as a key concept in view of the organisation of the curriculum and the research programme of the unit of social pedagogy65 p