"Ducking and Diving" Adult Educator Agency in Testing Times: Insights from England and New Zealand

Autor/in	Bowl, Marion
Titel	"Ducking and Diving" Adult Educator Agency in Testing Times: Insights from England and New Zealand
Quelle	In: Globalisation, Societies and Education, 12 (2014) 1, S.32-50 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2013.858516
Schlagwörter	Foreign Countries; Adult Educators; Professional Autonomy; Neoliberalism; Commercialization; Global Approach; Educational Policy; Adult Education; Resistance (Psychology); Teacher Attitudes; Educational Philosophy; Educational Theories; New Zealand; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Berufsfreiheit; Neo-liberalism; Neoliberalismus; Globales Denken; Politics of education; Bildungspolitik; Adult; Adults; Education; Adult basic education; Resistenz; Lehrerverhalten; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Neuseeland
Abstract	This article addresses the possibilities for adult educators to exercise professional agency in contexts which have become dominated by neoliberalism. It draws on research undertaken in England and New Zealand which investigated the impact of global discourses and policies on experienced adult educators whose philosophy of practice was orientated towards personal or social transformation. The narratives of four adult educators illustrate the impact of policies in both counties. They also demonstrate how globalising policies create dilemmas for practice which adult educators accommodate or resist. The paper discusses how different responses were linked to adult educators' biographies, their philosophical perspectives and theoretical underpinnings, their assessment of the possibilities for manoeuvre in their current context and their view of future. It suggests some of the challenges posed by different forms of resistance and argues for the importance of a philosophical and theoretical understanding in sustaining professional agency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10