Normative Presumptions of the European Union's Adult Education Policy

Autor/in	Mikulec, Borut
Titel	Normative Presumptions of the European Union's Adult Education Policy
Quelle	In: Studies in the Education of Adults, 50 (2018) 2, S.133-151 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mikulec, Borut)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2018.1522942
Schlagwörter	Foreign Countries; Adult Education; Educational Policy; Policy Formation; Lifelong Learning; Ideology; Educational Sociology; Educational Theories; Politics of Education; Norms; European Union + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Politics of education; Bildungspolitik; Politische Betätigung; Life-long learning; Lebenslanges Lernen; Ideologie; Bildungssoziologie; Erziehungssoziologie; Educational theory; Theory of education; Bildungstheorie; Educational policy; Normwert
Abstract	The European Union (EU) has significantly influenced the formation of European adult education policy in the last decade. By raising the importance and visibility of adult education, the EU has become an influential actor in the norm and standard setting for adult education and lifelong learning. However, as previous research has shown, the EU strengthens primarily the economic, instrumental and vocational perspectives of adult education and lifelong learning. We supplement this critique by analysing the values, normative presumptions and ideology of the EU's adult education policy. We analysed the core official EU policy documents on adult learning in 2000-2016 using documentary analysis as well as the theoretical framework of the political sociology of adult education and postmodernism-related theories in education. Our findings indicate that the EU conceptualises adult education not as an independent policy field but as a form of 'crisis knowledge', which aims to solve a variety of social, economic and political problems. Moreover, the EU's adult education policy functions with the typical ideology of modernity that generates old myths in today's rather late modern European societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01