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Researching inequality and lifelong education from 1982-2020: A critical review

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

  • Petya Ilieva-Trichkova , Bulgarian Academy of Sciences, Bulgarien
  • Sarah Galloway, University of Stirling, Storbritannien
  • Bernhard Schmidt-Hertha, Ludwig Maximilian University of Munich, Tyskland
  • Shibao Gou, University of Calgary, Canada
  • Anne Larson
  • Vicky Duckworth, Edge Hill University, Storbritannien
  • Tonic Marutona, University of Botswana, Botswana
The article explores the International Journal of Lifelong Education archives in the period 1982-2020. We analyse how the Journal engages with the issue of inequality, with a special focus on class, gender and migrant/ethnic background. This is accomplished by systematically identifying relevant articles within the archives, and reviewing these whilst taking account of the societal, cultural and political (or economic) contexts in which they were written. Most of the articles identified for review focussed on specific disadvantaged groups, discussing ways in which adult education might help, support and strengthen them. A minority took a more critical approach, assessing the drivers for inequality, or problematising the role of lifelong education as a catalyst for addressing inequality or social injustice. In our analysis, we distinguish between inequalities related to class, gender and migration/ethnicity as themes emerging from your initial sweep of the archives, however these themes are represented unequally both in terms of number and attention given across the decades. Perhaps surprisingly, given the different forms of inequality addressed in the Journal, it seems that only very few of these papers can be directly associated with historical events and contexts relevant to the times in which they were written. Theoretically driven conceptualisations of inequality are rarities within the archives, with some notable exceptions.
TidsskriftInternational Journal of Lifelong Education
Sider (fra-til)597-614
Antal sider18
StatusUdgivet - 2022

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