Individualising Processes in Adult Education Research: A Literature Review

Autor/in	Papadopoulos, Dimitrios
Titel	Individualising Processes in Adult Education Research: A Literature Review
Quelle	In: International Journal of Lifelong Education, 42 (2023) 1, S.8-21 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Papadopoulos, Dimitrios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2022.2135141
Schlagwörter	Adult Education; Educational Research; Individualized Programs; Educational Policy; Research Methodology; Foreign Countries; Research Needs; Individualized Education Programs; Freedom; Responsibility; Risk; Student Diversity; Social Isolation; Barriers; Research Reports; Educational Practices; Program Implementation; Sweden + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsforschung; Pädagogische Forschung; Individualisierte Ausbildung; Politics of education; Bildungspolitik; Research method; Forschungsmethode; Ausland; Forschungsbedarf; Individualized education program; Individualisierendes Lernen; Freiheit; Verantwortungsübernahme; Zuständigkeit; Risiko; Soziale Isolation; Research report; Forschungsbericht; Bildungspraxis; Schweden
Abstract	Individualising processes often are prescribed as all-embracing solutions in adult education policies worldwide. Nevertheless, re-adaptation of educational frameworks to individual students' needs may result in tensions for involved agents due to complexities of such initiatives. This literature review examines individualising processes in international adult education research and aims to identify societal needs and challenges eliciting individualising processes and how the latter materialise in policy and practice, causing transformations of adult education in different contexts. The point of departure is Swedish Municipal Adult Education, which is viewed as a collective human activity embedded in a transnational policy agenda and involving a wide array of agents. Thus, the scope of the review involves international research. The analysis of the selected literature is based on the analytical concepts of motive and object, stemming from cultural-historical activity theory. The results indicate that, in the selected literature, individualising processes are problematised within three interrelated and not mutually exclusive themes: mediating between liberation and responsibility; alleviating the risk of exclusion; and addressing student diversity. The study concludes with recommendations for further research that considers the complexity and potentiality of the topic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01