Adult education research between field and rhizome - a bibliometrical analysis of conference programs of ESREA

Käpplinger, Bernd

doi:10.3384/rela.2000-7426.rela9061

Cited by 19 publications

(12 citation statements)

References 11 publications

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“…En relación a los métodos utilizados en las investigaciones, el estudio de Käpplinger (2015) concluye en la hegemónica utilización de métodos cualitativos -básicamente entrevistas e historias de vida -y la presencia muy marginal de los llamados métodos cuantitativos acompañados de análisis estadísticos.…”

Section: Un Breve Apunte Sobre La Investigación En Educación De Persounclassified

¿Existe siquiera la educación de personas adultas? Reflexiones sobre un concepto diverso

Lucio-Villegas

2018

RLE

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At present moment adult education is under a increasing process of homogenisation, either in methodologies, contents or, overall, its aims. In this paper we want to reflect and valorise the diversity of adult education as an element of resistance against the policies and practices of Lifelong Learning that reduces the person to a mere worker and consumer and education to an individual process addressed to the labour market. We will indicate diverse definitions, spaces and dimensions of adult education. We will also stress the diversity in terms of research. We will conclude emphasise how adult education must continue to be an alternative setting of resistance to the dominant tendencies and encouraging people's participation.Será que ainda existe educação de adultos? Reflexões sobre um conceito marcado pela diversidade Resumo: Na atualidade, a educação de adultos é objeto de um processo de crescente homogeneização, tanto em termos metodológicos, como de conteúdos, e, sobretudo, de finalidades.No presente artigo, pretendemos refletir e destacar a diversidade que caracteriza a educação de adultos enquanto elemento de resistência relativamente às políticas e às práticas de aprendizagem ao longo da vida que reduziram as pessoas a meros trabalhadores e consumidores, bem como a educação a um processo individual dirigido, de forma exclusiva, à inserção no mundo do trabalho. É nossa intenção assinalar diversas definições, modelos, âmbitos e dimensões da educação de adultos. Enfatizamos brevemente a diversidade da investigação neste campo. Concluímos assinalando que a educação de adultos deve manter-se uma proposta alternativa, de resistência a tendências dominantes, que potencie a participação dos sujeitos. Palavras-chave: comunidade; diálogo; experiencia; investigação; participaçãoL'éducation des adultes existe encore ? Réflexions à propos d'un concept marqué para la diversité Résumé: Actuellement, l'éducation des adultes est objet d'un procès d'homogénéisation, dans les méthodologies, les contenus et, surtout, les finalités. Dans cet article, nous voulons discuter et valoriser la diversité de l'éducation d'adultes en tant qu'élément de résistance aux politiques et aux pratiques d'apprentissage tout au long de la vie qui ont réduit la personne à un simple travailleur et a un consommateur, bien que l'éducation a un procès individuel dirigé exclusivement à l'insertion au monde du travail. Nous signalons différentes définitions, modèles, approches et dimensions de l'éducation des adultes. Nous nous détenons brièvement à la diversité de la recherche dans ce champ. Nous concluons en remarquant que l'éducation des adultes doit se maintenir une proposition alternative, de résistance aux tendances dominantes et qui doit valoriser la participation des personnes.

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Section: Un Breve Apunte Sobre La Investigación En Educación De Persounclassified

¿Existe siquiera la educación de personas adultas? Reflexiones sobre un concepto diverso

Lucio-Villegas

2018

RLE

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“…Some of these studies focus on a single journal only and its development over time (e.g. Harris and Morrison 2011;St.Clair 2011;Taylor 2001), while others focus on identifying issues of authorship and content across several journals (Fejes and Nylander 2014;Larsson 2009Larsson , 2010Rubenson and Elfert 2015) and yet some focus on conference publications (Käpplinger 2015). In short, these studies identify the following characteristics of adult learning as a research field: authors located at universities in the UK, US, Australia or Canada dominate the field in contribution as well as collegial impact; female authors render more publications than men do, while male authors still dominate the field in terms of scientific recognition and impact (Fejes and Nylander 2015;Taylor 2001).…”

Section: Previous Researchmentioning

confidence: 99%

“…In short, these studies identify the following characteristics of adult learning as a research field: authors located at universities in the UK, US, Australia or Canada dominate the field in contribution as well as collegial impact; female authors render more publications than men do, while male authors still dominate the field in terms of scientific recognition and impact (Fejes and Nylander 2015;Taylor 2001). Methodologically, research tends to be conducted within the qualitative paradigm, with interviews, sometimes in combination with observations, as the main method of generating data (Fejes and Nylander 2015;Käpplinger 2015). Theoretically, sociocultural perspectives on learning dominate and topic-wise, adult learning has been found to be the most common thematic (Fejes and Nylander 2015;Rubenson and Elfert 2015).…”

Section: Previous Researchmentioning

confidence: 99%

“…Although we do not think that the total number of citations can be taken as a proxy for research quality, we believe that the bibliographic method we outline has a series of distinct advantages in comparison to conventional bibliometrics analysis (Hicks 2004(Hicks , 2013Persson 1991;Lariviére et al 2006) as well as previous bibliometrics studies on the field of adult learning (Fejes and Nylander 2015;Rubenson and Elfert 2015;Käpplinger 2015;Larsson 2010;Taylor 2001). Firstly, we are able to give a synthetic and panoramic view of the research field of adult learning based on previous citation patterns by utilizing the power of big data, spanning in total 151,261 citation links between more than 33,000 different authors.…”

Section: Introductionmentioning

confidence: 97%

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Exploring the Adult Learning Research Field by Analysing Who Cites Whom

Nylander

Österlund

Fejes

2017

Vocations and Learning

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In this article we report on findings from a large-scale bibliographic study conducted based on the citation practices within the field of research on adult learning. Our data consist of 151,261 citation links between more than 33,000 different authors whose papers were published in five leading international journals in the field of adult learning during the time period 2006-2014. By analysing the composition of the dominating citation clusters we are able to construct a telescopic view of the research field based on an accumulation of bibliographic citations. The results consist of two parts. First we go through the dominating players active in the field, their position and mutual relationship. Secondly, we derive two main structural oppositions inherent in the citation networks, one connected to the research object (studying education or work) and the second to the level of analysis (cognition or policy). We find that the most dominating tradition within adult learning the last few decades -sociocultural perspectives on learning -occupies a very central position in the space of citations, balancing between these opposing poles. We hope that this analysis will help foster reflexivity concerning our own research practices, and will reveal the relations of dominance currently prevailing within the field of adult learning.

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“…Drawing on the tradition of the sociology of science known as field analysis (Bourdieu 1988) we identify the dominating players based on the total number of citations, outline their positions in relation to one another and unravel the main epistemic traditions present in the field. Although we do not think that the total number of citations can be taken as a proxy for research quality, we believe that the bibliographic method we outline has a series of distinct advantages in comparison to conventional bibliometrics analysis (Hicks 2004(Hicks , 2013Persson 1991;Lariviére et al 2006) as well as previous bibliometrics studies on the field of adult learning (Fejes and Nylander 2015;Rubenson and Elfert 2015;Käpplinger 2015;Larsson 2010;Taylor 2001). Firstly, we are able to give a synthetic and panoramic view of the research field of adult learning based on previous citation patterns by utilizing the power of big data, spanning in total 151,261 citation links between more than 33,000 different authors.…”

Section: Introductionmentioning

confidence: 98%

Exploring the Adult Learning Research Field by Analysing Who Cites Whom

Nylander¹,

Österlund²,

Fejes³

2019

Lifelong Learning Book Series

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In this article we report on findings from a large-scale bibliographic study conducted based on the citation practices within the field of research on adult learning. Our data consist of 151,261 citation links between more than 33,000 different authors whose papers were published in five leading international journals in the field of adult learning during the time period 2006-2014. By analysing the composition of the dominating citation clusters we are able to construct a telescopic view of the research field based on an accumulation of bibliographic citations. The results consist of two parts. First we go through the dominating players active in the field, their position and mutual relationship. Secondly, we derive two main structural oppositions inherent in the citation networks, one connected to the research object (studying education or work) and the second to the level of analysis (cognition or policy). We find that the most dominating tradition within adult learning the last few decadessociocultural perspectives on learning-occupies a very central position in the space of citations, balancing between these opposing poles. We hope that this analysis will help foster reflexivity concerning our own research practices, and will reveal the relations of dominance currently prevailing within the field of adult learning.

show abstract

Adult education research between field and rhizome - a bibliometrical analysis of conference programs of ESREA

Cited by 19 publications

References 11 publications

¿Existe siquiera la educación de personas adultas? Reflexiones sobre un concepto diverso

¿Existe siquiera la educación de personas adultas? Reflexiones sobre un concepto diverso

Exploring the Adult Learning Research Field by Analysing Who Cites Whom

Exploring the Adult Learning Research Field by Analysing Who Cites Whom

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