1,721,186 research outputs found
UNESCO, educação de jovenes e adultos e mobilização política
Full text linkUNESCO is a supranational actor, whose political action contributes to the mobilization of a range of social actors around the governance of youth and adult education.
In this article the author examines the types of mobilization processes that occur through interactions between UNESCO and other political actors.
The results bring to light three modes of mobilization through which: 1) a shared past in youth and adult education is co-constructed (landmarking), 2) a viable future is envisioned through interactions between UNESCO and other political actors (brokering), and 3) specific standard-setting and monitoring instruments are created, in an attempt to produce material changes in youth adult education (framing).
In conclusion the author stresses the need for further research to deepen the understanding of these processes and the materiality of the changes they are (or are not) able to produce
Adult Education in Changing Times: Policies, Philosophies and Professionalism, M. Bowl (2014)
No full textThis book is an interesting contribution to unveiling the changing landscape for adult educators’ work, professional development and career progression in two
national contexts under heavy neoliberal influences, England and New Zealand. It draws on qualitative research undertaken by the author in 2011–12, but benefits
also from the author’s managerial experience in community-based adult education in England, and in adult and community education teaching and research in New
Zealand. Professional interest in and passion for giving visibility to the perspectives of adult educators, while enquiring the broader socio-political context that
frames their practice, is evidenced all through the book, as is the positioning of the author as an insider of the phenomenon under consideration, with her own
values, political awareness and preferences
UNESCO, Adult education and political mobilization
Full text linkIn this article the author examine the type of mobilization processes that occur via interactions between the UNESCO and other political actors, and how these processes led to the creation of standard-setting and monitoring instruments, like the Belém Framework for Action (UNESCO 2009) and the Global Report on Adult Learning and Education (UIL 2003, 2013). The findings point at three concurrent processes or modes of mobilization in adult education: landmarking, brokering and framing. Landmarking refers to the process of co-constructing a shared past for a broad set of actors with policy will in adult education; Brokering captures the process of supporting the transaction of values, ideas and information to envision a viable future for adult education; finally framing addresses the structuring of information and intentions to produce materials changes at governmental level in the field of adult education. Drawing on different data sources, for each mode the author present and discuss few of its incidences and visible marks
Advocating for European education: An embedded case study of two Brussels-based non-governmental organisations
No full textComprehending interest group politics is central to studying the European Union’s (EU) policy shaping and decision-making, in education as in other policy areas. Yet the contribution of non-governmental organisations (NGOs) to EU policy shaping and decision-making in European education has been overlooked. Drawing on organisational studies, this article presents the results of an embedded case study of two Brussels-based NGOs, one representing a sectorial interest and the other a broader interest in education. The author examines their organisational features, funding sources, relations to EU institutions and the advocacy tools they use to strengthen civil society’s voice at the European level. She argues that these NGOs act as agents in a double-loop transmission rather than simple transmission belts as depicted in the literature. She draws attention to their increased dependency on EU funds and constant need for alliances and coalition building as two aspects which may limit their freedom or increase internal competition in the future. Determining whether this reflects a more general trend in the advocacy work of Brussels-based NGOs will require expanding attention to other NGOs active in education and across sectors
Is the European (Active) Citizenship Ideal Fostering Inclusion within the Union? A Critical Review
No full textThis article reviews: (1) the establishment and functioning of EU citizenship: (2) the resulting perception of education for European active citizenship; and (3) the question of its adequacy for enhancing democratic values and practices within the Union. Key policy documents produced by the EU help to unfold the basic assumptions on which democratic principles and values are being promoted through education; while the literature produced primarily in political and social science challenges these assumptions. By doing so, the author argues that citizenship of the Union is creating new mechanisms of exclusion rather than promoting social equality and a strong sense of belonging to a bonding multicultural community, which are at the very core of democratic participation processes. Thus, the rhetoric embedded in the integrative process of the Union--based on the recognition of equal opportunities, access and democratic participation of all EU citizens--is founded on a limited interpretation of democratic citizenship rather than its concretisation as a multiple citizenship. As a result, the mechanisms in place at European level are creating specific patterns of social exclusion supported by educational reforms. Most citizens are therefore being excluded, due to the distinction between active and non-active citizens, which results from institutional demand on individual's conduct, whereas little, if any, attention is paid to actual institutional practices. On the contrary, this shift in paradigm--i.e. from the institutional demand on citizens to the recognition of citizens as performing subjects--challenges the "activism" embedded in recent debate on citizenship. Therefore it needs to be properly addressed, from a multicultural perspective, if education and learning processes are to sustain full democratic participation of all citizens and the construction of a multicultural Europe
Global polity in adult education and UNESCO: landmarking, brokering and framing policy
No full textAknowledging the complexity of local–global interconnections, the author argues for the adoption of a global polity perspective in adult education, here applied to study mobilisation processes that occur through UNESCO. The findings point to three processes that cross geopolitical borders and professional interests: ‘landmarking’, by which a shared sense of a common past is created; ‘brokering’, which helps shape a common future direction; and ‘framing’, which is used to convert ideational landscapes into material government-led actions. The theoretical perspectives and analytical insights presented could be used in analogous studies in other areas of education or with a focus on different political actors
Europeanisation and the changing nature of the (European) state: implications for studying adult and lifelong education.
Full text linkDrawing on contributions from state theory, European studies and education, this chapter problematises how the changing nature of the state restricts or amplifies member states’ political space. In particular, part one outlines how changes that occurred with the European Union (EU) led to the subsidiarity principle in education to be by- passed, generating a new scenario for European policy work in education. Although this process, generally captured under the label of Europeanisation, has reinforced a shift in legitimate authority from member states to EU institutions, my argument is that the authoritative backing of political agencies from within member states is still an important aspect of EU policy work. Against this scenario, part two pays close attention to the organisational means by which the state works, so as to capture the changing nature of legitimate authority by and within member states. Here I argue that European policy work in education is increasingly a matter of individual, organisational and inter- systemic negotiation and coordination across member states (and its array of political agencies) and the EU (and its diverse political institutions) as a pooling of sovereignty. The chapter concludes with a few considerations on the implications of bringing the state back into the study of adult and lifelong education policies in Europe. Specifically, this implies raising a rather different set of questions from those addressed when either excluding or underestimating member states’ political space
Globalisation, transnational policies and adult education
No full textGlobalisation, transnational policies and adult education – This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper investigates how globalisation processes are constructed as policy problems when these transnational political agents propose adult education as a response. The author’s main argument is that while UNESCO presents the provision of adult education as a means for governments worldwide to overcome disadvantages experienced by their own citizenry, the EU institutionalises learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalisation to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, she presents the conceptual and methodological framework of her analysis. The author then exam- ines the active role played by UNESCO and the EU in promoting adult education as a policy objective at transnational level, and unpacks the specific problem ‘‘repre- sentations’’ that are substantiated by these organisations. She argues that UNESCO and EU processes assign specific values and meanings to globalisation, and that these reflect a limited understanding of the complexity of globalisation. Finally, she considers two of the effects produced by these problem representations
Addressing global citizenship education (GCED) in adult learning and education (ALE)
Full text linkThis paper was commissioned by the UNESCO Institute for Lifelong Learning (UIL) as background information to assist in drafting the publication Addressing global citizenship education in adult learning and education: summary report. It has been edited by UIL. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to UIL or APCEIU. Please cite this paper as follows: UIL (UNESCO Institute for Lifelong Learning) and APCEIU (UNESCO Asia-Pacific Centre of Education for International Understanding). 2019. Addressing Global Citizenship Education (GCED) in Adult Learning and Education (ALE). Paper commissioned for the 2019 UIL/APCEIU publication, Addressing global citizenship education in adult learning and education: summary report. Hamburg, UIL
Anecdotalization: From individual to collective learning through intimate accounts
No full textThis chapter claims a two-fold learning potential in the sharing of intimate accounts of personal epiphanies by education policy researchers. Communicating to others stimulates the researcher’s self-reflection and brings to consciousness what she has learned about the research/ed word and the self; practicing a method for communicating such learning to others acts as a bridge between individual and collective learning, as it prompts larger lessons for the benefit of the wider community of education policy researchers. Illustrating this double learning loop, the author draws on “anecdotalization” as a method for interrogating her research practice and to draw larger lessons from her being with and in the research/ed world. Hence, she shares two epiphanies from her fieldwork, implicating a UNESCO institute and a European educational stakeholder, which had multiple consequences for both her research methodology and her being a researcher and academic more broadly
- …
