Adult education as empowerment: re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Cham, Switzerland
Palgrave Macmillan
[2021]
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| Series: | Palgrave studies in adult education and lifelong learning
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | xxi, 343 Seiten Diagramme |
| ISBN: | 9783030671358 9783030671389 |
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Contents 1 Introduction: The Feasibility of Re-Imagining Adult Education as Empowerment 1 13 References Part I Structure, Agency, and Empowerment in Adult Education Reconsidered 15 2 The Lifelong Learning Hybrid Introduction: The Admired and Contested Concept of Lifelong Learning A Glance at the History of the Concept of Lifelong Learning and Its Interpretation Lifelong Learning as a Manifestation of the ‘And’ Principle of Late Modernity Adult Education within the Scope of Lifelong Learning The Boundlessness of ‘And’ as aStarting Point References 17 17 22 27 36 39 41 xi
xii 3 4 Contents The Heuristic Potential of the Capability Approach in Studying (Adult) Education Introduction: In Favour of Theoretical Complementarity A Concise Overview of the Capability Approach Sen’s Account of the Capability Approach Nussbaum’s Capabilities Approach Main Critiques of the Capability Approach Education from the Capability Approach Perspective The Capability Approach as a Framework for Research on Education Conclusion and Steps Forward References 47 Adult Education as an Agency and Empowerment Process Introduction: Approaches to Learners’ Agency Agency Through the Capability Approach Lens Agency Regarding Adult Education Conceptual Model of People’s (Un)Realised Agency Patterns of Agency Regarding Adult Education Empowerment: Theoretical Perspectives Empowerment as a Contested Concept Empowerment Through the Capability Approach Lens Empowerment and Adult Education Patterns of Empowerment Through Adult Education Among People Experiencing Early Job Insecurity: An Empirical Study Patterns of Realised Empowerment Through Adult Education Patterns of Unrealised and Stumbled Empowerment Through Adult Education From Agency to Empowerment: Opportunities and Challenges References 47 48 49 56 58 61 67 70 ӀЪ 79 79 81 83 83 85 87 87 89 91 96 97 102 107 110
Contents 5 lhe Social Embeddedness of the Capability to Participate in Adult Education 115 Introduction: The Need for Bridging Determinants at Different Levels of Participation in Adult Education Towards an Integrative Lifelong Learning Participation Model Capability to Participate in Adult Education as Socially Constructed and Embedded Empirical Manifestations of the Social Embeddedness of Capability to Participate in Adult Education Data and Variables Empirical Strategy Participation in Adult Education and the Interplay of Different Factors The Changing ‘Faces’ of Capability to Participate in Adult Education within Different Social Environments References 6 xiii Lifelong Striving for Recognition: A Recognition Perspective Towards Adult Education 115 116 121 126 126 129 129 136 141 145 Introduction: Inequalities in Recognition as an Important Societal Risk 145 A Glimpse at Recognition Theory 147 Recognition as a Vital Human Need 147 The Status Model of Recognition 149 Recognition in and Through Adult Education 151 Adult Education as a Sphere of and Pathway to Recognition 152 Participation in Adult Education as a Matter of Justice 155 Recognition Theory as a Framework for Empirical Studies of Adult Education 157 Participation in Adult Non-formal Education as a Pathway to Recognition: Empirical Evidence 158 Data, Variables, and Empirical Strategy 159
xiv Contents The Attitude That Learning Increases Self-Confidence as a Factor for Participation in Non-formal Education The Importance of Recognition as a Value and Factor for Participating in Non-formal Education Increased Self-Confidence and Recognition Through Adult Non-formal Education Adult Education for Overcoming Recognition Gaps References Partii 161 163 164 165 168 Adult Education, Public Goods, and Common Goods 175 7 Towards a Holistic Understanding of the Missions and Roles of Adult Education 177 Introduction: Recent Trends in Visions on Lifelong Learning 177 Theoretical Approaches to the Roles and Missions of Education 181 Human Capital Theory 181 The Capability Approach 183 Recognition Theory 185 The Political Economic Perspective for Understanding Public and Private Goods 186 Roles and Missions of Adult Education 187 Education as an Institution 187 A Normative Model of the Roles of Adult Education 190 From the Normative Model to Reality 193 The Value of Adult Education: Empirical Evidence 195 Concluding Remarks 200 References 202 8 Equity for Whom, to What and Where: The MultiDimensional Character of Social Justice in Adult Education Introduction: The Important but Undertheorised Social Justice Perspective to Adult Education Theoretical Approaches to Social Justice 207 207 209
Contents XV The Contribution of Adult Education to Social Equity as a Public Good 212 Social Justice in Participation of Employed and Unemployed People in Adult Education 216 Data and Indexes 216 Participation and Representation Among Employed and Unemployed Personsin Non-Formal Adult Education 218 Inclusion in and Fairness of Participation Among Employed and Unemployed People in Adult Education 219 Social Justice in Relation to What: Involvement of Students from Low and High Social Backgrounds in Different Higher Education Professional Fields 221 The Indispensable Value of the Social Justice Perspective for Understanding Adult Education 224 References 229 9 10 Fragile Sociality: Inequalities in Access to Adult Education and Social Trust Introduction: The Importance of Social Trust Social Trust as a Condition for Promoting Public and Common Goods Education, Educational Inequalities, and Social Trust The Influence of Inequalities in Adult Education on Social Trust—Empirical Evidence Data, Variables, and Empirical Strategy Low-trust and High-trust Societies Who Trusts Other People More—And Where? Who Trusts the Legal System More—And Where? Conclusion: Can Adult Education Contribute to Building High-trust Societies? References Irreducibly Social: Rethinking Adult Education as a Common Good Introduction: Adult Education—A Private, Public or Common Good? 235 235 237 238 242 242 245 247 250 253 256 261 261
xvi Contents The Irreducibly Social Character of Common Goods Rethinking Adult Education from a Common Good Perspective From Conceptualisation to Measurement of Adult Education as a Common Good Dimensions of Adult Education as a Common Good Data, Index Calculation, and Indicators The Social Embeddedness of Adult Education as a Common Good Adult Education as a Common Good Over Time Adult Education as a Common Good in Different SocioCultural Contexts The Common Good Perspective to Adult Education: Opportunities and Challenges References 11 12 263 266 269 269 271 277 277 279 283 288 Conclusion: Adult Education as an Instrument for Empowerment or Social Control? 293 The Argument Behind Lifelong Learning as a form of Social Control Adult Education as Anchored in Concrete Time and Space Imagination as a Never-Ending Process References 293 297 303 305 Methodological Note: Pros and Cons of Large-Scale International Surveys 309 Introduction: Adult Education Research—From Qualitative to Quantitative Studies Brief Presentation of the Large-Scale Surveys Used Opportunities and Challenges in Using Secondary Data from Large-Scale International Surveys for Analyses of Adult Education Availability and Accessibility Scope and Representativeness Comparative Perspective Methodological Adequacy and Rigorousness 309 310 314 314 315 316 317
Contents Theoretical Conceptualisation ‘Deafness’ of Numbers ‘Neutrality’ of Numbers (Non)equivalence ‘Imperialism’ of International Surveys Statistical and Technical ‘Burden’ Ethical Issues In Search of Methodological Diversity References Index xvii 319 320 322 322 323 324 325 326 328 333 |
| adam_txt |
Contents 1 Introduction: The Feasibility of Re-Imagining Adult Education as Empowerment 1 13 References Part I Structure, Agency, and Empowerment in Adult Education Reconsidered 15 2 The Lifelong Learning Hybrid Introduction: The Admired and Contested Concept of Lifelong Learning A Glance at the History of the Concept of Lifelong Learning and Its Interpretation Lifelong Learning as a Manifestation of the ‘And’ Principle of Late Modernity Adult Education within the Scope of Lifelong Learning The Boundlessness of ‘And’ as aStarting Point References 17 17 22 27 36 39 41 xi
xii 3 4 Contents The Heuristic Potential of the Capability Approach in Studying (Adult) Education Introduction: In Favour of Theoretical Complementarity A Concise Overview of the Capability Approach Sen’s Account of the Capability Approach Nussbaum’s Capabilities Approach Main Critiques of the Capability Approach Education from the Capability Approach Perspective The Capability Approach as a Framework for Research on Education Conclusion and Steps Forward References 47 Adult Education as an Agency and Empowerment Process Introduction: Approaches to Learners’ Agency Agency Through the Capability Approach Lens Agency Regarding Adult Education Conceptual Model of People’s (Un)Realised Agency Patterns of Agency Regarding Adult Education Empowerment: Theoretical Perspectives Empowerment as a Contested Concept Empowerment Through the Capability Approach Lens Empowerment and Adult Education Patterns of Empowerment Through Adult Education Among People Experiencing Early Job Insecurity: An Empirical Study Patterns of Realised Empowerment Through Adult Education Patterns of Unrealised and Stumbled Empowerment Through Adult Education From Agency to Empowerment: Opportunities and Challenges References 47 48 49 56 58 61 67 70 ӀЪ 79 79 81 83 83 85 87 87 89 91 96 97 102 107 110
Contents 5 lhe Social Embeddedness of the Capability to Participate in Adult Education 115 Introduction: The Need for Bridging Determinants at Different Levels of Participation in Adult Education Towards an Integrative Lifelong Learning Participation Model Capability to Participate in Adult Education as Socially Constructed and Embedded Empirical Manifestations of the Social Embeddedness of Capability to Participate in Adult Education Data and Variables Empirical Strategy Participation in Adult Education and the Interplay of Different Factors The Changing ‘Faces’ of Capability to Participate in Adult Education within Different Social Environments References 6 xiii Lifelong Striving for Recognition: A Recognition Perspective Towards Adult Education 115 116 121 126 126 129 129 136 141 145 Introduction: Inequalities in Recognition as an Important Societal Risk 145 A Glimpse at Recognition Theory 147 Recognition as a Vital Human Need 147 The Status Model of Recognition 149 Recognition in and Through Adult Education 151 Adult Education as a Sphere of and Pathway to Recognition 152 Participation in Adult Education as a Matter of Justice 155 Recognition Theory as a Framework for Empirical Studies of Adult Education 157 Participation in Adult Non-formal Education as a Pathway to Recognition: Empirical Evidence 158 Data, Variables, and Empirical Strategy 159
xiv Contents The Attitude That Learning Increases Self-Confidence as a Factor for Participation in Non-formal Education The Importance of Recognition as a Value and Factor for Participating in Non-formal Education Increased Self-Confidence and Recognition Through Adult Non-formal Education Adult Education for Overcoming Recognition Gaps References Partii 161 163 164 165 168 Adult Education, Public Goods, and Common Goods 175 7 Towards a Holistic Understanding of the Missions and Roles of Adult Education 177 Introduction: Recent Trends in Visions on Lifelong Learning 177 Theoretical Approaches to the Roles and Missions of Education 181 Human Capital Theory 181 The Capability Approach 183 Recognition Theory 185 The Political Economic Perspective for Understanding Public and Private Goods 186 Roles and Missions of Adult Education 187 Education as an Institution 187 A Normative Model of the Roles of Adult Education 190 From the Normative Model to Reality 193 The Value of Adult Education: Empirical Evidence 195 Concluding Remarks 200 References 202 8 Equity for Whom, to What and Where: The MultiDimensional Character of Social Justice in Adult Education Introduction: The Important but Undertheorised Social Justice Perspective to Adult Education Theoretical Approaches to Social Justice 207 207 209
Contents XV The Contribution of Adult Education to Social Equity as a Public Good 212 Social Justice in Participation of Employed and Unemployed People in Adult Education 216 Data and Indexes 216 Participation and Representation Among Employed and Unemployed Personsin Non-Formal Adult Education 218 Inclusion in and Fairness of Participation Among Employed and Unemployed People in Adult Education 219 Social Justice in Relation to What: Involvement of Students from Low and High Social Backgrounds in Different Higher Education Professional Fields 221 The Indispensable Value of the Social Justice Perspective for Understanding Adult Education 224 References 229 9 10 Fragile Sociality: Inequalities in Access to Adult Education and Social Trust Introduction: The Importance of Social Trust Social Trust as a Condition for Promoting Public and Common Goods Education, Educational Inequalities, and Social Trust The Influence of Inequalities in Adult Education on Social Trust—Empirical Evidence Data, Variables, and Empirical Strategy Low-trust and High-trust Societies Who Trusts Other People More—And Where? Who Trusts the Legal System More—And Where? Conclusion: Can Adult Education Contribute to Building High-trust Societies? References Irreducibly Social: Rethinking Adult Education as a Common Good Introduction: Adult Education—A Private, Public or Common Good? 235 235 237 238 242 242 245 247 250 253 256 261 261
xvi Contents The Irreducibly Social Character of Common Goods Rethinking Adult Education from a Common Good Perspective From Conceptualisation to Measurement of Adult Education as a Common Good Dimensions of Adult Education as a Common Good Data, Index Calculation, and Indicators The Social Embeddedness of Adult Education as a Common Good Adult Education as a Common Good Over Time Adult Education as a Common Good in Different SocioCultural Contexts The Common Good Perspective to Adult Education: Opportunities and Challenges References 11 12 263 266 269 269 271 277 277 279 283 288 Conclusion: Adult Education as an Instrument for Empowerment or Social Control? 293 The Argument Behind Lifelong Learning as a form of Social Control Adult Education as Anchored in Concrete Time and Space Imagination as a Never-Ending Process References 293 297 303 305 Methodological Note: Pros and Cons of Large-Scale International Surveys 309 Introduction: Adult Education Research—From Qualitative to Quantitative Studies Brief Presentation of the Large-Scale Surveys Used Opportunities and Challenges in Using Secondary Data from Large-Scale International Surveys for Analyses of Adult Education Availability and Accessibility Scope and Representativeness Comparative Perspective Methodological Adequacy and Rigorousness 309 310 314 314 315 316 317
Contents Theoretical Conceptualisation ‘Deafness’ of Numbers ‘Neutrality’ of Numbers (Non)equivalence ‘Imperialism’ of International Surveys Statistical and Technical ‘Burden’ Ethical Issues In Search of Methodological Diversity References Index xvii 319 320 322 322 323 324 325 326 328 333 |
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| subject_GND | (DE-588)4120509-1 (DE-588)4015428-2 (DE-588)4015701-5 |
| title | Adult education as empowerment re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective |
| title_auth | Adult education as empowerment re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective |
| title_exact_search | Adult education as empowerment re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective |
| title_exact_search_txtP | Adult education as empowerment re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective |
| title_full | Adult education as empowerment re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective Pepka Boyadjieva, Petya Ilieva-Trichkova |
| title_fullStr | Adult education as empowerment re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective Pepka Boyadjieva, Petya Ilieva-Trichkova |
| title_full_unstemmed | Adult education as empowerment re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective Pepka Boyadjieva, Petya Ilieva-Trichkova |
| title_short | Adult education as empowerment |
| title_sort | adult education as empowerment re imagining lifelong learning through the capability approach recognition theory and common goods perspective |
| title_sub | re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective |
| topic | Lifelong Learning/Adult Education Educational Policy and Politics Philosophy of Education Educational Philosophy Professional & Vocational Education Lifelong learning Adult education Educational policy Education and state Philosophy and social sciences Education—Philosophy Professional education Vocational education Internationaler Vergleich (DE-588)4120509-1 gnd Erwachsenenbildung (DE-588)4015428-2 gnd |
| topic_facet | Lifelong Learning/Adult Education Educational Policy and Politics Philosophy of Education Educational Philosophy Professional & Vocational Education Lifelong learning Adult education Educational policy Education and state Philosophy and social sciences Education—Philosophy Professional education Vocational education Internationaler Vergleich Erwachsenenbildung Europa |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032940401&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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