Patterns of Difference in Understandings of Equity and Social Justice in Adult Education Policies: Comparing National Reports in International Contexts by a Lexicometric Analysis

Autor/in	Breyer, Lisa
Titel	Patterns of Difference in Understandings of Equity and Social Justice in Adult Education Policies: Comparing National Reports in International Contexts by a Lexicometric Analysis
Quelle	In: Studies in the Education of Adults, 50 (2018) 2, S.152-166 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2018.1522943
Schlagwörter	Equal Education; Social Justice; Adult Education; Educational Policy; Global Approach; International Organizations; Policy Formation; Foreign Countries; Inclusion; Educational Quality; Access to Education; Educational Opportunities; Lifelong Learning; Educational Finance; Bulgaria; Cyprus; Czech Republic; Denmark; Estonia; Finland; Germany; Greece; Hungary; Ireland; Latvia; Lithuania; Netherlands; Poland; Portugal; Romania; Sweden; Armenia; Bosnia and Herzegovina; Georgia Republic; Macedonia; Montenegro; Norway; Russia; Serbia; Switzerland; Tajikistan; Turkey + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Politics of education; Bildungspolitik; Globales Denken; International organisation; International organisations; International organization; Internationale Organisation; Politische Betätigung; Ausland; Inklusion; Quality of education; Bildungsqualität; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Life-long learning; Lebenslanges Lernen; Bildungsfonds; Bulgarien; Zypern; Tschechische Republik; Dänemark; Estland; Finnland; Deutschland; Griechenland; Ungarn; Irland; Lettland; Litauen; Niederlande; Polen; Rumänien; Schweden; Armenien; Bosnia-Herzegovina; Bosnien-Herzegowina; Norwegen; Russland; Serbien; Schweiz; Tadschikistan; Türkei
Abstract	According to globalisation theories, the importance of international organisations such as UNESCO and EU regarding processes of policy-making is increasing and it is no longer the nation state alone that is regulating policy. Focusing on equity and social justice as central topics of the global discourse, the article raises the question of how these concepts are negotiated within the context of adult education. It presents empirical findings from a comparison of national reports by UNESCO member states and allows conclusions concerning connections between the international and the national level. As regards the methodological approach, the lexicometric analysis is introduced as an addition to the scope of methods currently applied in adult education policy research. The results of the study show that there are different patterns of understandings referring to equity and social justice when contrasting states that are solely UNESCO members with states that have a double-membership in UNESCO and EU: when having an additional EU membership, states refer to typical topics of the EU agenda such as employability, even if they are addressed as UNESCO members. Thereby, equity and social justice function as examples to show how agenda-setting by international organisations, especially by the EU, influences the national discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01