1995
DOI: 10.1080/02660830.1995.11730615
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‘Mythmaking and Mortmain’: The Uses of Adult Education History?

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Cited by 7 publications
(3 citation statements)
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“…The process concurs with the creation of 'the grand historical narrative' of educating people in European countries (e.g. Chase 1995), but it must be noted that, despite similarities, the general tendencies are submerged to the specific local and historical conditions (English and Mayo 2012). Therefore, even though universal suffrage in Finland was established in 1905, the representations of the commoners and the working class, such as child-like, primitive and bibulous creatures, prevailed as a morally regulative order excluding them from the status of a morally defined adulthood.…”
Section: Construction Of the People In The Nineteenth Centurymentioning
confidence: 99%
“…The process concurs with the creation of 'the grand historical narrative' of educating people in European countries (e.g. Chase 1995), but it must be noted that, despite similarities, the general tendencies are submerged to the specific local and historical conditions (English and Mayo 2012). Therefore, even though universal suffrage in Finland was established in 1905, the representations of the commoners and the working class, such as child-like, primitive and bibulous creatures, prevailed as a morally regulative order excluding them from the status of a morally defined adulthood.…”
Section: Construction Of the People In The Nineteenth Centurymentioning
confidence: 99%
“…All too often, however, rather than recognising civil society organisations and markets as cultural actors in pluralist arenas comprising individual and collective learning endeavours, historical narratives tend to construct a-historical lineages for long-standing forms of institutionalised forms of 'adult education' (Chase 1995). Often recognised by the state, for example via subsidies for folk high schools, these institutions have a strong, sometimes nationalist, sense of exceptionalism, serving both celebratory and self-justifying purposes.…”
Section: Mapping Our Way Out: a Comparative Historical Prolegomena To...mentioning
confidence: 99%
“…[10] Hake understood, in part, as the product of a defensive and nostalgic habitus associated with a long history of "mythmaking" in the world of adult education (Williams, 1959;Chase, 1995;Hughes & Tight, 1995;Strain & Field, 1997;Hake, 2021). This mythical tendency involves a collective engagement in celebrating Faure's report, together with UNESCO's "political utopia" of lifelong education (Wain, 2001;Elfert, 2015).…”
Section: Re-reading First-generation Policy Narratives: Crossroads Blind Alleys and Diversionsmentioning
confidence: 99%