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This insightful book explores adult learning at the intersection of a rapidly changing world of work and society, and the personal, lived experiences of individuals navigating these shifts. It illuminates the social dimensions of adults learning in the contemporary era, highlighting the challenges and opportunities of being able to thrive in times of change.
Each carefully curated chapter presents theoretical insights, empirical findings, and diverse perspectives on adult development across the life course, drawing from historical, cultural, and social contexts to enrich the discourse. Throughout, the authors explore the concept of "liquid modernity" as a lens to understand the complexities of learning and work, presenting innovative frameworks to rethink and redefine these interconnected dynamics. They challenge traditional assumptions about lifelong education and invite readers to see learning differently than it was understood in more predictable times. By focusing on the dynamic interplay between social contexts, life events, and lived experiences, the book provides a nuanced understanding of adult learning as a process shaped by the evolving demands of work and society.
This book is an essential resource for researchers, educators, and policymakers, as well as anyone who supports adult learners. Offering profound insights into the ways adults navigate learning, work, and life transitions, it outlines a way to allow adults to flourish in an ever-changing world.
Sommario
Part I: Adult Learning at the Nexus of Life Course, Work and Transitions, 1. Seeing Learning Differently: An Introduction, 2. From the Political Idea of Lifelong Education to Learning in the Life Course as Part of Social Practice, 3. Learning at the Nexus of Life Course, Work and Transitions: Relational Processes Between the Personal and the Social,
Part II: Societal Challenges, 4. Adult Learning in Everyday Life: A Conversation About Social Relations and Situated Practices
5. Education Challenges Arising from the Digitalisation of Work, 6. Navigating Complexity and Thriving in Liminal Spaces Through Learning-Based Work, 7. Learning by Translations. Situated Learning in a World of Diverging Knowledges,
Part III: Conceptual and Methodological Approaches to Learning, 8. A Psycho-Societal Approach to Adult Learning at the Nexus between Life Course, Work, and Transition, 9. Shaping Opportunity Spaces for Learning: Regimes of Labour Markets and Migration, 10. The Social Situatedness of the Relationship Between Life Course and Work as Space-times of Adult Education, 11. Learning in the Reciprocal Relationships among Work, Society, and the Individual as seen through Three Different Traditions: Berufsbildung, Perezhivanie and Phronesis, 12. Life Transitions, Daily Living, and Transformative Learning: Insights from a Migration Journey, 13. Work-related Learning as an Iterative Process of Relating Work and Learning,
Part IV: Empirical Insights, 14. Learning from Rhythms: Navigating Personal Life Transitions at the Intersection of Work and Sustainability, 15. The Role of Work: Understanding Learning Experiences in Higher Education Beyond the Institution, 16. Employees' Individual Learning Paths During Organisational Change: A Comparison of Professional Development Strategies, 17. Collaboratively Researching Adult Learning: An Epilogue
Info autore
Michael Bernhard is a Researcher and Lecturer in the department of Adult Education and Lifelong Learning at the Goethe University, Germany.
Stephen Billett is Professor of Adult and Vocational Education, Griffith University, Australia.
Christiane Hof is Professor for Adult Education and Lifelong Learning at the Goethe University, Germany.
Katrin Kraus is Professor of Vocational and Adult Education at the University of Zurich, Switzerland.
Victoria J Marsick is Professor of Adult Learning and Leadership, Department of Organization & Leadership, Columbia University, Teachers College, USA.
Peter H. Sawchuk is Professor of Adult Education and Workplace Learning at the University of Toronto, Canada.
