This book reports on one of the largest research projects into lifelong learning conducted in recent years. The project has generated insights in how learning has changed over time and across generations, what the connections are with the changing world of work, what differences learning makes for life chances, how we can learn from life and for life, and how people's prospects of learning can be improved. Communication allowed the co-authoring of narratives, collaborative meaning-making and negotiation of identities. This book reports on one of the largest research projects into lifelong learning conducted in recent years. In doing so, it is an invaluable resource for anyone with an interest in the role and potential of learning through the lifecourse.
Through the dialogical lenses of these Y2K events that brought together an array of international participants, it examines lifelong learning as a chameleonic concept and versatile practice in education and culture. While in theory this makes lifelong learning into an exciting prospect, in practice this broad agenda is often reduced to a narrowly economic conception. Through over 500 in-depth interviews with a cohort of about 120 adults who were followed for three years, the Learning Lives project has built up a detailed understanding of what learning means and does in the lives of adults. By revealing this hitherto hidden turbulence we were able to identify and begin to characterise not just the participants and non-participants but also the larger group of individuals who moved frequently, moderately and less frequently between states. There is now widespread agreement that modern countries depend on the creativity, skills and knowledge of the entire population for their prosperity.
In the late modernity's more complex social structure, change is embraced and perpetual renewal of motivation and striving is what modernization requires of most people most of the time, especially in their functional roles in the social systems Field, 2013. Although a third of our sample 34% remained non-participants throughout the 14-year observation period, it was the relatively large number that moved between states of participation and non-participation which, when considered in the context of the cross-sectional analysis, was more striking. The starting point of the article is that the changing educational circumstances have arguably shaped the thinking and world viewof generations, and their opinions on formal education and work experience. The study looks at how the processes of socialmobility and culturalmodernization have been associated with the psychologicalproject of becoming adults for these young women. For those dedicated to the new transnational urban cultures hip hop, graffiti, etc. In addition, the value of education as a currency on the labour market has changed continuously.
Combining life history and life-course research with analysis of longitudinal survey data, this book provides important insights into the learning biographies and trajectories of adults. This suggests that Scottish policy makers face considerable challenges in achieving an inclusive learning society and high skills knowledge economy. It shows that these everyday practices are sometimes at odds with official versions of workplace learning, leading us to question the focus of some highly influential policies and strategies. Goodson looks beyond the personal and practical and investigates culture and time. In particular, they combine rigorous social and educational science with high awareness of the significance of the issues being researched. The article also illustrates some of the varied ways in which family influences have been played out, and concludes that there is sufficient evidence here to indicate that explanatory models of lifelong participation in education and training need to take account of family effects on participation both immediately after completion of compulsory education and later in life too. The events to which individuals respond to by participation in learning were either structured expected transitions or changes of a more incidental nature, including critical incidents such as redeployment or illness.
This article examines variations among England, Wales, and Scotland in the association between social origin and educational attainment and the role that different national educational policies may have played in shaping these variations. The efficacy of using focus groups in this context is briefly discussed, together with implications for the next stage of the project and for further research. Data for particular sub-groups suggest that participation levels vary considerably, and in some cases there are strong indications that on some criteria, inequality rates are higher for Scotland than for England and Wales. There is now widespread agreement that modern countries depend on the creativity, skills and knowledge of the entire population for their prosperity. The project has generated insights in how learning has changed over time and across generations, what the connections are with the changing world of work, what differences learning makes for life chances, how we can learn from life and for life, and how people's prospects of learning can be improved. The management of career transitions and lifelong learning has become a focus of research and policy interest in many countries. Interpretation of the life-world is performed in light of history.
The authors conducted a sociological analysis of 20 biographical interviews with a heterogeneous set of individuals, including musicians, dancers and plastic artists. In this chapter, Gerrard develops theories of learning and working in order to explicate the ways in which informal and work-based learning constitutes an important site of self-making in contemporary societies. This analysis provides a longitudinal complement to existing work e. This is especially the case of those who already have a university degree. This chapter provides insights into organisational storytelling, narrative learning and identity work in a socio-cultural context. The significance of upbringing, parental identification and management of gender for young women's processes of modernization is analysed. Its target is the reconstruction of the individual processing of dramatic historic-political breaks in twentieth-century German history and the identification of varying intra-familial patterns of tradition.
Together with the long and significant artists' investments in their education, the sociological study also revealed the great vulnerability and precariousness of their life trajectories, and the lack of structures supporting their access to the labor market. The theoretical position of the research is rooted in narrative theory and socio-cultural theory. It can also shape the prosperity and performance of their organization. As an older woman, I have made use of a somewhat controversial autoethnographical approach to explore how far I consider myself empowered to live with, and manage this condition for the rest of my life. There is now widespread agreement that modern countries depend on the creativity, skills and knowledge of the entire population for their prosperity. The article considers the key dimensions of the life trajectories of the immigrant artists living in the Lisbon metropolitan area focusing on those related to the socialization process both in formal institutions and in a broader setting of informal learning. This article problematizes some ideas of self-direction and discusses exam-inclined self-direction as socially and institutionally conditioned, as well as the reason it has survived in the Korean social context.
This book reports on one of the largest research projects into lifelong learning conducted in recent years. The book shows that learning means and does much more in people's lives than is often acknowledged by current education policy and politics. A study of the learning styles of British older workers predominantly women in service occupations used the Adult Learning Styles Inventory by Rundle and Dunn, which is based on preferred environmental conditions. We study the volume stocks of participation and non-participation and the gross flows between states. It locates this practice in inclusive, holistic terms, suggesting that a critical practice of lifelong learning is guided by a key aim: to help persons become responsive and responsible citizen learners and workers who are able to think, speak and act in life, learning and work situations.
Using interview data from eight adults who graduated from a prestigious university in Korea, this study reveals that exam-inclined self-direction, a manner of self-direction without self, is strongly associated with types of knowledge and the method of constructing the self under extreme ranking competition. In doing so, it is an invaluable resource for anyone with an interest in the role and potential of learning through the lifecourse. Focusing on the datasets relating to parents and children in the same family, it suggests that despite large changes in educational and training provision since 1945, individual participation trajectories remain very similar within families. This article presents results from a three-generational study consisting of interviews with a sample of 18-year-old Norwegian girls, their mothers and grandmothers. The paper draws largely on contemporary evidence, including professional journals, textbooks and official records, as well as archival materials. The project has generated insights in how learning has changed over time and across generations, what the connections are with the changing world of work, what differences learning makes for life chances, how we can learn from life and for life, and how people's prospects of learning can be improved.
While in theory this makes lifelong learning into an exciting prospect, in practice this broad agenda is often reduced to a narrowly economic conception. San, Høgskolelektor · Høgskolen i Bergen · tao hvl. A number of qualitative research studies, including narrative inquiry, have been contracted out to gather information into selected policy issues. The essay concludes with a perspective on lifelong learning as a critical practice in a world where culture as knowledge and culture as community vie for space. Learning, Identity and Agency in the Lifecourse 2.