Biographical learning and non-formal education: Questing, threads and choosing how to be older

Duncan, Sam

doi:10.1080/02660830.2015.11661673

Cited by 8 publications

(8 citation statements)

References 18 publications

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“…Presumably, with non-formal education one needs to engage the learners during the curriculum design process so that they become familiar with the curriculum itself, and adopt it as theirs (Duncan, 2015). This suggests that with any community development project a need analysis is important, and the stakeholders involved should all equally participate in each stage of curriculum development and implementation phases.…”

Section: Discussionmentioning

confidence: 99%

A non-formal education approach of medicinal plant sellers

Ndawonde

2021

WRSTSD

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This article reports on the results of a non-formal education intervention program that involved medicinal plant sellers in northern KwaZulu-Natal, South Africa. The study was done in two phases. It identified and explored the prevalent challenges of the medicinal plant-selling businesses. A selected number of medicinal plant sellers were exposed to a capacity-building instructional intervention strategy aimed at addressing the skills and knowledge gaps identified. The principles of education for sustainable development (ESD) were followed as part of the study's theoretical foundation. Data were collected through semi-structured and focus group interviews. The results reveal that the medicinal plant sellers face a number of challenges such as lack of business acumen, and knowledge about processing methods techniques and packaging. They have, for example, poor marketing and pricing skills, low banking esteem and poor record keeping, particularly of stock. This indicates their slow implementation and application of the information and skills as discussed in previous workshops. Positively, there is evidence that some of the medicinal plant sellers had begun revisiting their business practices based on previous discussions. Overall, the processing of medicinal plant materials and packaging needs urgent attention.

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Section: Discussionmentioning

confidence: 99%

A non-formal education approach of medicinal plant sellers

Ndawonde

2021

WRSTSD

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“…Nevertheless, we have to point-out that some of the men with poor educational background were able to be agentic in the sense of overcoming the constraints of structural conditions. As pointed by Duncan (2015) individuals have agency to a certain extent. In our results, we stated that some men use socialisation, gaming, and social support from their networks to experience a situation they do not complain off, even if by our standards their life quality is relatively low.…”

Section: Discussionmentioning

confidence: 99%

Education matters: cumulative advantages and disadvantages amongst Portuguese older men

Vilhena

Valadas

Fragoso

2019

RELA

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Our paper sought to analyse the influence of the educational background over various dimensions of the lives of Portuguese older men (age 60+) across the life course. Drawing on the theory of cumulative advantages and disadvantages we used biographical research, namely narrative interviews with men from different educational background: men with a very low educational background and men with a medium/high educational background. Our results show the influence of educational background in the life course, and how it can contribute to accumulation of advantages/disadvantages that explain their biographies and the very different situations in which they live today.

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“…In frameworks which are rooted in sociology, agency seems to be far more interwoven with the issues of social change and the social reproduction of structures, while theorization primarily centers on the social structure–individual relations. This may be the reason why this approach is overly theoretical (Afeltowicz & Sojak, 2013) and descriptive for empirical research; and consequently studies which directly tackle agency are rarer in adult education (e.g., Biesta & Tedder, 2007; Duncan, 2015; Ecclestone, 2007; Evans, 2007; Stetsenko, 2017; Udovyk, 2016).…”

Section: Agency and Biographical Learning Of Activists In Adult Educamentioning

confidence: 99%

Toward an Agentic Approach to Activist Learning: TheInterplayBetween Agency and Learning in the Narrative of Polish Activist

Bilon

2020

Adult Education Quarterly

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This article develops an agentic approach to activist learning and analyzes the interplay between agency and learning. The agentic approach derives from Alheit’s concept of biographical learning and Emirbayer and Mische’s concept of agency. The article builds on the case study of an activist’s narrative to show that the development of agency is not a linear process, and that no single unilateral relation was discernible between learning and agency. The interrelations between agency and learning are analyzed in the context of temporality, causation, and agentic dimensions. The article suggests a cycle of learning, action, and agency in activism as a framework for the study of activists learning.

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Biographical learning and non-formal education: Questing, threads and choosing how to be older

Cited by 8 publications

References 18 publications

A non-formal education approach of medicinal plant sellers

A non-formal education approach of medicinal plant sellers

Education matters: cumulative advantages and disadvantages amongst Portuguese older men

Toward an Agentic Approach to Activist Learning: TheInterplayBetween Agency and Learning in the Narrative of Polish Activist

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