Individual Autonomy or Social Engagement? Adult Learners in Neoliberal Times

Autor/in	McLean, Scott
Titel	Individual Autonomy or Social Engagement? Adult Learners in Neoliberal Times
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 65 (2015) 3, S.196-214 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713615573984
Schlagwörter	Foreign Countries; Neoliberalism; Personal Autonomy; Interpersonal Relationship; Qualitative Research; Self Help Programs; Books; Adult Students; Adult Education; Interviews; Individual Characteristics; Correlation; Canada + Suchen Sie Ihr Suchwort? Ausland; Neo-liberalism; Neoliberalismus; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Qualitative Forschung; Self help programmes; Selbsthilfebewegung; Book; Buch; Monographie; Monografie; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Interviewing; Interviewtechnik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Korrelation; Kanada
Abstract	Numerous scholars have documented and critiqued the predominance of neoliberal policies and rationalities shaping adult and continuing education around the world. Contemporary sociologists have argued that neoliberal citizens are characterized by hyperindividuality and a strong sense of personal autonomy. Self-help reading is widely viewed as one of the most neoliberal forms of adult learning. In this article, we challenge recent claims about the autonomy of the neoliberal subject through reporting results of qualitative research undertaken with 134 readers of self-help books. Using an innovative approach to explore people's self-characterizations, we argue that contemporary patterns of subjectivity may be more complex and socially engaged than those implied by prevailing accounts of our neoliberal times. Our findings are important for those seeking to understand the changing nature of adult learners, and for those seeking to understand the complex interplay of discourse and subjectivity in the contemporary field of adult education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01