"Education Permanente" in Post-War France, 1945-1960: Circulatory Regimes and Policy Repertoires

Autor/in	Hake, Barry J.
Titel	"Education Permanente" in Post-War France, 1945-1960: Circulatory Regimes and Policy Repertoires
Quelle	In: Studies in the Education of Adults, 54 (2022) 1, S.4-24 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2021.2007675
Schlagwörter	Educational History; Educational Policy; Foreign Countries; Adult Learning; Lifelong Learning; Policy Formation; Adult Education; Economic Development; Skill Development; Publications; Individualism; Collectivism; Social Systems; Social Change; Conflict; Educational Opportunities; France + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Ausland; Adulte education; Adult training; Erwachsenenbildung; Life-long learning; Lebenslanges Lernen; Politische Betätigung; Adult; Adults; Education; Adult basic education; Wirtschaftsentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Individualismus; Social system; Soziales System; Sozialer Wandel; Konflikt; Bildungsangebot; Bildungschance; Frankreich
Abstract	The literature regarding the social organisation of 'adult' learning opportunities throughout the life course postulates different significations of policy concepts such as 'lifelong education', 'permanent education', 'recurrent education', and 'lifelong learning' in the 1970s. This paper examines policy formation processes in France during the 1950s when the development of "éducation permanente" was characterised by often-conflicting policy repertoires articulating arguments for redistributing opportunities to participate in organised (adult) learning throughout life. In the post-war context of rapid economic growth and technological change, it focuses on the policy repertoires articulated by the state, civil society organisations, and markets regarding individual and collective opportunities to continue to acquire knowledge, skills and sensitivities throughout life. Based upon a critical rereading of primary and secondary published texts, the analysis suggests that "éducation permanente" constituted a social field of problematic relationships between individual and collective interests regarding the acquisition of knowledge, skills and sensitivities. This constituted the dialectic between economic/vocational, technical reconversion practices in relation to social, cultural, and personal regeneration practices in a rapidly changing capitalist society. The conclusions identify a number of issues calling for further comparative historical research into often-conflicting policy repertoires that propagated policies to promote 'long lives of learning'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11