Literaturnachweis - Detailanzeige
| Autor/in | Hake, Barry J. |
|---|---|
| Titel | Mapping our way out? Critical reflections on historical research and the 1972 Faure report. |
| Quelle | In: European journal for Research on the Education and Learning of Adults, 13 (2022) 2, S. 125-141
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| Sprache | englisch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 2000-7426 |
| DOI | 10.25656/01:25173 10.3384/rela.2000-7426.3584 |
| URN | urn:nbn:de:0111-pedocs-251733 |
| Schlagwörter | Erwachsenenbildung; Lebenslanges Lernen; Bildungspolitik; Entschulung; Quelle; 20. Jahrhundert; 70er Jahre |
| Abstract | Contributions to the literature have postulated an historical shift in policy narratives from the Faure report’s formulation of “lifelong education” for UNESCO in 1972 to a focus on “lifelong learning” since the mid-1990s. It has also been argued that the policy narrative articulated by de-schoolers in the early 1970s was incorporated in the Faure report. This paper critically examines the empirical foundations for such arguments and is based on a re-reading of the policy repertoire articulated by Faure’s report together with an analysis of the de-schoolers’ reception of the report in the early 1970s. Based upon a re-reading of primary texts and secondary sources from the 1970s, the analysis demonstrates that these widely accepted arguments constitute a problematic interpretation of the historical relationships between the key policy narratives in the 1970s. The conclusions identify a number of significant areas for further empirical research regarding the historical relationships between first generation policy narratives. (DIPF/Orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
