Discourses on Empowerment in Adult Learning: A View on Renewed Learning

Autor/in	Daniele, Luisa
Titel	Discourses on Empowerment in Adult Learning: A View on Renewed Learning
Quelle	In: IAFOR Journal of Education, 5 (2017) 2, S.49-64 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Adult Learning; Discourse Analysis; Position Papers; Definitions; Empowerment; Lifelong Learning; Adult Education; Educational Change; Educational Development; Problem Solving; Learning Activities; Learning Experience; Questioning Techniques; Functional Literacy; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Diskursanalyse; Positionspapier; Begriffsbestimmung; Life-long learning; Lebenslanges Lernen; Adult; Adults; Education; Adult basic education; Bildungsreform; Bildungsentwicklung; Problemlösen; Lernaktivität; Lernerfahrung; Befragungstechnik; Fragetechnik; Funktionale Kompetenz; Ausland; Europa
Abstract	The paper examines critically the dimension of empowerment in the European discourse, starting from some operational definitions used in official documents. The author analyses the shift in the European documents from 2000 to recent years, from a lifelong learning vision to an adult education approach, basically labour market-oriented, thus leaving aside the social cohesion and self-emancipatory dossiers. Against this background, a theoretical approach derived from the categories of transaction and reflexivity is suggested, setting out from the works of John Dewey. This paper investigates whether the categories of experience, problem posing and emancipation are more suitable for a long-term project on adult learning than the categories of activation, problem solving, and empowerment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01