Editorial: The effects of policies for the education and learning of adults - from 'adult education' to 'lifelong learning', from 'emancipation' to 'empowerment'.

Autor/inn/en	Wildemeersch, Danny; Salling Olesen, Henning
Titel	Editorial: The effects of policies for the education and learning of adults - from 'adult education' to 'lifelong learning', from 'emancipation' to 'empowerment'.
Quelle	In: European journal for Research on the Education and Learning of Adults, 3 (2012) 2, S. 97-101Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:6739
URN	urn:nbn:de:0111-opus-67390
Schlagwörter	Bildungsbegriff; Bildungspolitik; Transnationale Kultur; Nationalstaat; Politische Sprache; Staatliche Einflussnahme; Globalisierung; Erwachsenenbildung; Weiterbildungsangebot; Lebenslanges Lernen; Begriffsanalyse; Begriffswandel; Einführung; Wirkung; Internationale Organisation
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/1