Mapping our way out? Critical reflections on historical research and the 1972 Faure report.

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. 125-141Infoseite 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	10.25656/01:25173 10.3384/rela.2000-7426.3584
URN	urn:nbn:de:0111-pedocs-251733
Schlagwörter	Bildungspolitik; Entschulung; Quelle; Erwachsenenbildung; Lebenslanges Lernen; 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
Update	2023/1