Empowering Vulnerable Adults through Second-Chance Education: A Case Study from Cyprus

Autor/inn/en	Papaioannou, Eleni; Gravani, Maria N.
Titel	Empowering Vulnerable Adults through Second-Chance Education: A Case Study from Cyprus
Quelle	In: International Journal of Lifelong Education, 37 (2018) 4, S.435-450 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Papaioannou, Eleni) ORCID (Gravani, Maria N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2018.1498140
Schlagwörter	Foreign Countries; Adults; At Risk Persons; Empowerment; Self Concept; Participation; Prior Learning; Social Capital; Literacy; Barriers; Adult Education; Adult Basic Education; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Risikogruppe; Selbstkonzept; Teilnahme; Vorkenntnisse; Sozialkapital; Alphabetisierung; Schreib- und Lesefähigkeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education; Zypern
Abstract	The purpose of this paper is to investigate whether and through what mechanisms vulnerable adults are empowered through a second-chance education programme. At the same time, the paper aims at unveiling the obstacles hindering learners' empowerment process and making suggestions for the improvement of the educational programme fostering further empowerment of the learners. To achieve the objectives set by the research, a hybrid methodological design was applied combining hermeneutic phenomenology and critical discourse analysis. Data collection was performed using three tools: semi-structured interviews, reflective journals and document analysis. The results led to the emergence of a multilevel empowerment scheme of vulnerable adults in the programme. The empowerment mechanisms that emerged were as follows: (a) empowerment through participation as a self-value, (b) empowerment through the reconstruction of past experiences, (c) empowerment through the strengthening of their social capital and (d) empowerment through literacy skills. At the same time, the study shed light on a number of factors that inhibit the process of learners' empowerment, which unveil structural and operational weaknesses of the programme as well as of the policies pursued by the State. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01