The ‘Second Chance’ Myth: Equality of Opportunity in Irish Adult Education Policies

Grummell, Bernie

doi:10.1111/j.1467-8527.2007.00374.x

Cited by 23 publications

(17 citation statements)

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“…Canada (Gibb, 2008;Gouthro, 2009;Ng & Shan, 2010), China (Liu, 2008), England (Bowl, 2010), Ireland (Grummell, 2007), Japan (Ogawa, 2013), New Zealand (Bowl, 2010;Bowl & Tobias, 2012;Zepke, 2009), South Africa (Zeelen, Rampedi, & van der Linden, 2014), and the United States (Holst, 2010;Kreber, 2010). Neoliberal rationalities are seen to be making it more difficult to think clearly about processes such as adult learning (Carpenter, 2012), training (Holst, 2009), needs assessment (Ayers, 2011), occupational competency (Boreham, 2004), social care and social justice (Taber, 2011), and the role of the state (English & Mayo, 2012).…”

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confidence: 99%

Individual Autonomy or Social Engagement? Adult Learners in Neoliberal Times

McLean

2015

Adult Education Quarterly

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Numerous scholars have documented and critiqued the predominance of neoliberal policies and rationalities shaping adult and continuing education around the world. Contemporary sociologists have argued that neoliberal citizens are characterized by hyperindividuality and a strong sense of personal autonomy. Self-help reading is widely viewed as one of the most neoliberal forms of adult learning. In this article, we challenge recent claims about the autonomy of the neoliberal subject through reporting results of qualitative research undertaken with 134 readers of self-help books. Using an innovative approach to explore people's self-characterizations, we argue that contemporary patterns of subjectivity may be more complex and socially engaged than those implied by prevailing accounts of our neoliberal times. Our findings are important for those seeking to understand the changing nature of adult learners, and for those seeking to understand the complex interplay of discourse and subjectivity in the contemporary field of adult education.

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confidence: 99%

Individual Autonomy or Social Engagement? Adult Learners in Neoliberal Times

McLean

2015

Adult Education Quarterly

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“…Johnston, 2000;Borg and Mayo, 2005;Brine, 2006;Grummell, 2008;Óhidy, 2008;Hurley, 2014). This is mirrored through policy with analysis of the SOLAS Further Elsewhere I propose three reasons to explain the ease at which the Community Sector has been co-opted.…”

Section: The Brunt Of New Public Managementmentioning

confidence: 99%

“…In an attempt to understand why this change has occurred, Murtagh (2014a: 13) links the expansion of the term lifelong learning to State policy interest in the expression from the 1950s onwards. Whilst lifelong learning was initially, though perhaps somewhat cautiously adopted by many adult educators, there has been increased recognition of its use as Trojan Horse for the implementation of a neoliberal vocationalisation of educational endeavour (Johnston, 2000;Borg and Mayo, 2005;Brine, 2006;Grummell, 2008;Óhidy, 2008). This colonisation (discussed in more detail within chapter four) is essential to acknowledge when refashioning Martin's concept of a universal approach.…”

Section: Universal Approaches To Community Educationmentioning

confidence: 99%

Rekindling Community Education in Neoliberal Times

Fitzsimons

2017

Community Education and Neoliberalism

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“…Additional education has been traditionally regarded by both foreign and Russian researchers as a type of adult education associated with professional conversion or advanced training in a specific field [Grummell, 2007;Huberman, 1974;Knowles, 1980;Derzhavina, 2008; Konstantinovskiy, Vakhshtayn, Kurakin, 2007;Lagutina, 2001;Gorshkov, Klyucharev, 2011]. For example, Christopher Knapper and Arthur Cropley define lifelong learning, which includes additional education, as a process that would "last the whole life of each individual; lead to systematic acquisition, renewal, and upgrading of knowledge, skills and attitudes, as this became necessary in response to the constantly changing conditions of modern life, with the ultimate goal of promoting self-fulfillment of each individual" (citation from [Grummell, 2007.…”

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confidence: 99%

How Students Develop and Meet Their Need for Additional Education

Merenkov

Sushchenko

2016

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Abstract. We analyze how university students develop and meet their need for additional education as the critical way to engage in lifelong learning, which starts in student days and continues throughout the life cycle. The article investigates into the theoretical approaches to the nature, content and orientation of the need for additional education, identifying the key factors encouraging university students to acquire additional major-related knowledge so as to sharpen their competitive edge in the labor market. We show that 71% of students experience the need for additional education, and 51% have already received some along with their regular university studies. We rely upon the determination theory to allow for not only extrinsic factors of development of the need for additional education (employer requirements, current trends) but also intrinsic ones (commitment to increasing one's competitiveness in the labor market, need for personal fulfillment). The article also explores how students develop and meet their need for supplementary knowledge and skills depending on their major field of study. We suggest taking specific measures to develop the additional education system, notably developing more actively students' need for constant improvement of their competitive power and better self-fulfillment in career and life, and expanding significantly the range of services offered by additional education institutions. Keywords: lifelong learning, higher education, educational needs, additional education, need for additional education, competitive edge in the labor market, personal fulfillment. 10.17323/1814-9545-2016-3-204-223 The dynamic changes in labor market requirements for university graduates and the need to adjust to them determine the relevance of research on the trends in the need for additional education across different student categories and the main contradictions in the development and realization of such need. A number of sociological studies have addressed the acquisition of knowledge and skills beyond the higher education standard by students to enhance their competitive power in the labor market [Gudkov, 2009;Lukashenko, 2003;Tereshchenko, 2005;Froumin, Dobryakova, 2012;Cherednichenko, 2014]. Master's and senior Bachelor's students who seek to obtain knowledge extending their basic university skills engage in continuing education as early as when obtaining their very first degree. The public demand for lifelong learning becomes their personal need. It brings forth a unique system of interaction between students, teachers, developers and organizers of ever more numerous supplementary education courses offered by universities or dedicated lifelong learning institutions. DOI:Additional education has been traditionally regarded by both foreign and Russian researchers as a type of adult education associated with professional conversion or advanced training in a specific field [Grummell, 2007;Huberman, 1974;Knowles, 1980;Derzhavina, 2008; Konstantinovskiy, Vakhshtayn, Kurakin, 2007;Lagutina, 200...

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The ‘Second Chance’ Myth: Equality of Opportunity in Irish Adult Education Policies

Cited by 23 publications

References 23 publications

Individual Autonomy or Social Engagement? Adult Learners in Neoliberal Times

Individual Autonomy or Social Engagement? Adult Learners in Neoliberal Times

Rekindling Community Education in Neoliberal Times

How Students Develop and Meet Their Need for Additional Education

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