The Debate on Intergovernmental Organisations and Adult Learning and Education Policies: Intersections between the Political and Scientific Fields

Autor/inn/en	Lima, Licínio C.; Guimarães, Paula; Mikulec, Borut
Titel	The Debate on Intergovernmental Organisations and Adult Learning and Education Policies: Intersections between the Political and Scientific Fields
Quelle	In: International Journal of Lifelong Education, 41 (2022) 6, S.572-596 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lima, Licínio C.) ORCID (Guimarães, Paula) ORCID (Mikulec, Borut)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2022.2110619
Schlagwörter	International Organizations; Adult Learning; Adult Education; Educational Policy; Educational Research; Periodicals; Lifelong Learning; Journal Articles; Politics; Sciences; Intellectual Disciplines + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Life-long learning; Lebenslanges Lernen; Journal article; Zeitschriftenaufsatz; Politik; Science; Wissenschaft; Geisteswissenschaften
Abstract	This article discusses the scientific debate that has been held in the "International Journal of Lifelong Education" (IJLE) over the past four decades concerning intergovernmental organisations (IGOs) and adult learning and education (ALE) policies. Drawing upon a field-analytical perspective comprising the political and scientific fields, this discussion is based on a systematic literature review of published articles in the IJLE and qualitative content analysis. The main findings stress the relative autonomy of the scientific subfield of ALE; however, the need to strengthen critical reflection to avoid interpretative perspectives imposed by IGOs' policy discourses and concepts is also emphasised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01