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Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review

Standard

Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s. / Larson, Anne; Cort, Pia Seidler.
I: International Journal of Lifelong Education, Bind 41, Nr. 1, 2022, s. 91-106.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review

Harvard

Larson, A & Cort, PS 2022, 'Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s', International Journal of Lifelong Education, bind 41, nr. 1, s. 91-106. https://doi.org/10.1080/02601370.2022.2030422

APA

Larson, A., & Cort, P. S. (2022). Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s. International Journal of Lifelong Education, 41(1), 91-106. https://doi.org/10.1080/02601370.2022.2030422

CBE

Larson A, Cort PS. 2022. Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s. International Journal of Lifelong Education. 41(1):91-106. https://doi.org/10.1080/02601370.2022.2030422

MLA

Larson, Anne og Pia Seidler Cort. "Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s". International Journal of Lifelong Education. 2022, 41(1). 91-106. https://doi.org/10.1080/02601370.2022.2030422

Vancouver

Larson A, Cort PS. Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s. International Journal of Lifelong Education. 2022;41(1):91-106. Epub 2022 jan. 24. doi: 10.1080/02601370.2022.2030422

Author

Larson, Anne ; Cort, Pia Seidler. / Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s. I: International Journal of Lifelong Education. 2022 ; Bind 41, Nr. 1. s. 91-106.

Bibtex

@article{0d635359c1894493814b596b31034db7,
title = "Qualification, socialisation and/or subjectification – three international organisations{\textquoteright} prioritisation of the purposes of adult education and learning from the 1970s to the 2010s",
abstract = "The article examines the purposes UNESCO, OECD and EU historically have attributed to adult education and learning. The aim is to explore changes in international adult education and learning policies from the 1970s until the present day and outline how different international organisations have pushed for specific conceptualisations of what {\textquoteleft}adult education and learning is good for{\textquoteright}. The analysis draws on Biesta{\textquoteright}s domains of educational purpose to demonstrate how the functions of adult education and learning have changed as the welfare state has transformed into a neoliberal competition state. Based on an analysis of key policy documents, the article shows how each of the organisations has sought to set an agenda in line with its founding visions. UNESCO pushing for an agenda centred on subjectification and the aim of empowering the individual, but also including strong elements of both qualification and socialisation. OECD, on the other hand, having a more narrow understanding, seeing the purpose of adult education and learning as qualification for the labour market as part of a growth ideology. Finally, EU pushing both socialisation of European citizens and labour market qualifications. The analysis shows how, over the decades, adult education and learning policy has narrowed to focus on a primarily instrumental purpose, which creates new attributed meaning for both the purpose of socialisation and subjectification. ",
keywords = "voksenuddannelse, Livslang l{\ae}ring, voksenuddannelsespolitik, Biestas dom{\ae}ner af uddannelsesform{\aa}l, Adult education, Lifelong learning, Adult education policy, Biesta's domains of educational purpose, adult education policy, biesta{\textquoteright}s domains of educational purpose, lifelong learning, UNESCO, biesta's domains of educational purpose, POLICIES, CONSTRUCTION, LIFELONG, CITIZEN",
author = "Anne Larson and Cort, {Pia Seidler}",
year = "2022",
doi = "10.1080/02601370.2022.2030422",
language = "English",
volume = "41",
pages = "91--106",
journal = "International Journal of Lifelong Education",
issn = "0260-1370",
publisher = "Routledge",
number = "1",

}

RIS

TY - JOUR

T1 - Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s

AU - Larson, Anne

AU - Cort, Pia Seidler

PY - 2022

Y1 - 2022

N2 - The article examines the purposes UNESCO, OECD and EU historically have attributed to adult education and learning. The aim is to explore changes in international adult education and learning policies from the 1970s until the present day and outline how different international organisations have pushed for specific conceptualisations of what ‘adult education and learning is good for’. The analysis draws on Biesta’s domains of educational purpose to demonstrate how the functions of adult education and learning have changed as the welfare state has transformed into a neoliberal competition state. Based on an analysis of key policy documents, the article shows how each of the organisations has sought to set an agenda in line with its founding visions. UNESCO pushing for an agenda centred on subjectification and the aim of empowering the individual, but also including strong elements of both qualification and socialisation. OECD, on the other hand, having a more narrow understanding, seeing the purpose of adult education and learning as qualification for the labour market as part of a growth ideology. Finally, EU pushing both socialisation of European citizens and labour market qualifications. The analysis shows how, over the decades, adult education and learning policy has narrowed to focus on a primarily instrumental purpose, which creates new attributed meaning for both the purpose of socialisation and subjectification.

AB - The article examines the purposes UNESCO, OECD and EU historically have attributed to adult education and learning. The aim is to explore changes in international adult education and learning policies from the 1970s until the present day and outline how different international organisations have pushed for specific conceptualisations of what ‘adult education and learning is good for’. The analysis draws on Biesta’s domains of educational purpose to demonstrate how the functions of adult education and learning have changed as the welfare state has transformed into a neoliberal competition state. Based on an analysis of key policy documents, the article shows how each of the organisations has sought to set an agenda in line with its founding visions. UNESCO pushing for an agenda centred on subjectification and the aim of empowering the individual, but also including strong elements of both qualification and socialisation. OECD, on the other hand, having a more narrow understanding, seeing the purpose of adult education and learning as qualification for the labour market as part of a growth ideology. Finally, EU pushing both socialisation of European citizens and labour market qualifications. The analysis shows how, over the decades, adult education and learning policy has narrowed to focus on a primarily instrumental purpose, which creates new attributed meaning for both the purpose of socialisation and subjectification.

KW - voksenuddannelse

KW - Livslang læring

KW - voksenuddannelsespolitik

KW - Biestas domæner af uddannelsesformål

KW - Adult education

KW - Lifelong learning

KW - Adult education policy

KW - Biesta's domains of educational purpose

KW - adult education policy

KW - biesta’s domains of educational purpose

KW - lifelong learning

KW - UNESCO

KW - biesta's domains of educational purpose

KW - POLICIES

KW - CONSTRUCTION

KW - LIFELONG

KW - CITIZEN

U2 - 10.1080/02601370.2022.2030422

DO - 10.1080/02601370.2022.2030422

M3 - Journal article

VL - 41

SP - 91

EP - 106

JO - International Journal of Lifelong Education

JF - International Journal of Lifelong Education

SN - 0260-1370

IS - 1

ER -