278
Views
1
CrossRef citations to date
0
Altmetric
Article

Adult learning and education in Spain and Portugal: an interpretative study of doctoral theses (2006-2018)

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Ackland, A. (2011). The eye of the storm: Discursive power and resistance in the development of a professional qualification for adult literacies practitioners in Scotland. RELA-European Journal for Research on the Education and Learning of Adults, 2(1), 57–73. https://doi.org/10.3384/rela.2000-7426.rela0018
  • Askonas, P., & Stewart, A. (2000). Social Inclusion: Possibilities and Tension.Basingstoke. MacMillan.
  • Bardin, L. (1977). Análise de conteúdo. Edições 70.
  • Barros, R. (2011). Genealogia dos Conceitos em Educação de Adultos: Da Educação Permanente à Aprendizagem ao Longo da Vida – Um estudo sobre os fundamentos político-pedagógicos da prática educacional. Lisboa: Chiado Editora. http://hdl.handle.net/10400.1/14097
  • Barros, R. (2012). From Lifelong Education to Lifelong Learning:  Discussion of some effects of today’s neoliberal policies. RELA - European Journal for Research on the Education and Learning of Adults, 3(2), 119–134. http://www.rela.ep.liu.se/article.asp?DOI=10.3384/rela.2000-7426.rela0071
  • Barros, R. (2013). The Portuguese case of RPL new practices and new adult educators - Some tensions and ambivalences in the framework of new public policies. IJLE - International Journal of Lifelong Education - Special issue title: Researching recognition of prior learning around the globe, 32(4), 430–446. http://dx.doi.org/10.1080/02601370.2013.778071
  • Barros, R. (2016). Da Conceção à Implosão da Nova Política de Educação e Formação de Adultos (EFA) em Portugal (1996-2016): e agora tudo o vento levou?,  Laplage em Revista - Dossier Temático sobre Educação Permanente: Políticas e Perspetivas em Educação e Formação de Adultos, 2(1), 63–86. http://dx.doi.org/10.24115/S2446-6220201621120
  • Barros, R. (2020). The role of transnational bodies in lifelong learning and the politics of measurement - The promise and pitfalls of outcomes-based assessment into recognition of prior learning system in Portugal. In F. Finnegan & B. Grummell (Eds.), Power and possibility: Adult education in a diverse and complex world (pp. 53–63). Leiden/Boston: Brill-Sense Publishers. https://brill.com/view/title/56049
  • Bock, J. C., & Bock, C. M. (1989). Nonformal Education Policy: Developing Countries. In J. C. Titmus (Ed.), Lifelong Education for Adults – An International Handbook (pp. 64–69). Pergamon.
  • Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in Education, Society and Culture.London. Sage Publications.
  • Bray, M., Adamson, B., & Mason, M. (Eds.). (2007). Comparative Education Research: Approaches and Methods. Springer.
  • Brown, U. (2000). Inclusive Rhetoric, Exclusive Reality. In J. Thompson, M. Shaw, & L. Bane (Eds.), Reclaiming Common Purpose (pp. 38–41). NIACE.
  • CEDEFOP. (2002). Glossary on Transparency and Validation of Nonformal and Informal Learning.Thessaloniki.
  • Chen, L.-K., Kim, Y., Moon, P., & Merriam, S. (2008). A review and critique of the portrayal of older adult learners in adult education journals, 1980-2006. Adult Education Quarterly, 59(1), 3–21. https://doi.org/10.1177/0741713608325169
  • Commission of the European Communities (2000). A Memorandum on Lifelong Learning. Brussels, 30. 10.2000– SEC(2000) 1832.
  • Coombs, P. H. (1989). Formal and Nonformal Education: Future Strategies. In C. T. Titmus (Ed.), Lifelong Education for Adults – An International Handbook (pp. 57–60). Pergamon.
  • Dean, H. (2015). Social Rights and Human. Routledge. Welfare.UK:
  • Dias, D., Sá, M.-J., & Machado-Taylor, M.-L. (2013). The faculty conjugated as feminine: a portrait of Portuguese academia. Journal of Further and Higher Education, 37(1), 21–37. https://doi.org/10.1080/0309877X.2011.643776
  • Fejes, A., & Nicoll, K. (2013). Editorial: approaches to research in the education and learning of adults. RELA-European Journal for Research on the Education and Learning of Adults, 4(1), 7–16. https://doi.org/10.3384/rela.2000-7426.relae6
  • Fejes, A., & Nylander, E. (2019). Mapping out the Research Field of Adult Education and Learning. Springer.
  • Field, J., Künzel, K., & Schemmann, M. (2019a). Revisiting the Debate on International Comparative Adult Education Research: Theoretical and Methodological Reflections. In A. Fejes & E. Nylande (Eds.), Mapping out the Research Field of Adult Education and Learning (pp. 181–202). Springer.
  • Field, J., Künzel, K., & Schemmann, M. (2019b). A Rejoinder on the Debate on International Comparative Adult Education Research. In A. Fejes & E. Nylander (Eds.), Mapping out the Research Field of Adult Education and Learning (pp. 223–228). Springer.
  • Foley, G. (1999). Learning in Social Action – A Contribution to Understanding Informal Education. Niace.
  • Fragoso, A., Lucio-Villegas, E., & Kurantowicz, E. (2006). Proceedings of ESREA, Between Global and Local: Adult Learning and Development. Universidade do Algarve.
  • Freire, P. (2017). Pedagogy of the Oppressed (1st ed., pp. 1970). Penguin Books.
  • Gelpi, E. (1994). Adult Education for Export. In M. Svetina (Ed.), Rethinking Adult Education for Development II (pp. 79–86). Slovene Adult Education Centre.
  • Grek, S. (2010). International organisations and the shared construction of the policy “problems”: Problematisation and change in education governance in Europe. European Educational Research Journal, 9(3), 396–406. https://doi.org/10.2304/eerj.2010.9.3.396
  • Guba, E. G., & Lincoln, Y. (1994). Competing paradigms in qualitative research. In N. Denzi & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 105–117). Sage.
  • Guimarães, P. (2011). Políticas de Educação de Adultos em Portugal (1999-2006) – A Emergência da Educação e Formação para a Competitividade. Universidade do Minho.
  • Guimarães, P. (2012). A educação e formação de adultos (1999-2010): a progressiva importância da educação e formação para a competitividade. Revista Lusófona De Educação, 22, 69–84. http://www.scielo.mec.pt/pdf/rle/n22/n22a05.pdf
  • Guimarães, P. & Barros, R. (2015). A nova política pública de educação e formação de adultos em Portugal. Os educadores de adultos numa encruzilhada? Revista Educação & Sociedade, 131, 391–406. https://doi.org/10.1590/ES0101-73302015109444
  • Guimarães, P. (2017). The usefulness of adult education: lifelong learning in the European union and the portuguese public policy. Andragoška Spoznanja, 23(4), 35–50. https://doi.org/10.4312/as.23.4.35-50
  • Jessop, B. (1998). The rise of governance and the risks of failure: the case of economic development. International Science Journal, 155(155), 29–45. https://doi.org/10.1111/1468-2451.00107
  • Jiménez-Buedo, M. (2011). Conceptual tools for assessing experiments: some well-entrenched confusions regarding the internal/external validity distinction. Journal of Economic Methodology, 18(3), 271–282. https://doi.org/10.1080/1350178X.2011.611027
  • Jimoyiannis, A. (2015). Digital Literacy and Adult Learners. In M. J. Spector (Ed.), The SAGE Encyclopedia of Educational Technology (pp. 213–216). SAGE Publications.
  • Käpplinger, B. (2015). Adult education research between field and rhizome - a bibliometrical analysis of conference programs of ESREA. European Journal for Research on the Education and Learning of Adults, 6(2), 139–157. https://doi.org/10.3384/rela.2000-7426.rela9061
  • Keskitalo-Foley, S., & Naskali, P. (2018). Intersectionality in Finnish adult education research: Insights from the journal Aikuiskasvatus 2010 – 2016. European Journal for Research on the Education and Learning of Adults, 9(1), 13–27. https://doi.org/10.3384/rela.2000-7426.rela9103
  • Krippendorff, K. 1989. Content analysis: E. Barnouw, G. Gerbner, W. Schramm, T. L. Worth, & L. L. Gross. Eds., International Encyclopedia of Communication. Vol. 1:403–407. Oxford University Press. http://repository.upenn.edu/asc_papers/226 Retrieved 3 July 2018.
  • Laclau, E., & Mouffe, C. (1987). Hegemonía y estrategia socialista: Hacia una radicalización de la democracia. Siglo XXI.
  • Laginder, A.-M., Nordvall, H., & Crowther, J. (2013). Popular Education, Power and Democracy - Swedish Experiences and Contributions. NIACE.
  • Lassnigg, L. (2011). Contradictions in adult education structures and policies in Austria: their interrelation with the professional development of educators. RELA-European Journal for Research on the Education and Learning of Adults, 2(1), 37–55. https://doi.org/10.3384/rela.2000-7426.rela0028
  • Long, H. B. (1983). Characteristics of adult education research reported at the adult education research conference, 1971-1980. Adult Education, 33(2), 79–96. https://doi.org/10.1177/0001848183033002001
  • Loureiro, A., Cristóvão, A., & Caria, T. (2012). Between external prescription and local practice. The uses of official knowledge by adult education professionals in Portugal. RELA-European Journal for Research on the Education and Learning of Adults, 4(1), 65–80. https://doi.org/10.3384/rela.2000-7426.rela0088
  • Mayo, M., & Thompson, J. (1997). Adult Learning Critical Intelligence and Social Change.Leicester. NIACE.
  • Mayo, P. (2012). Politics of Indignation: Imperialism, Postcolonial Disruptions and Social. Zero Books. Change.UK:.
  • McLean, G., & McLean, L. (2001)). If we can’t define HRD in one country, how can we define it in an international context? Human Resource Development International, 4/3(3), 313–326. https://doi.org/10.1080/13678860110059339
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Milana, M. (2019). Debating (International) Comparative Adult Education Research: Reflections on Conceptual Clarity and Methodological Challenges. In A. Fejes & E. Nylande (Eds.), Mapping out the Research Field of Adult Education and Learning (pp. 203–222). Springer.
  • Ministry of Education, Culture and Sports (2016). Datos y cifras del sistema universitario español. Curso 2015-2016. Secretaría General Técnica. Centro de Publicaciones. Ministerio de Educación, Cultura y Deporte. https://www.mecd.gob.es/dms/mecd/servicios-al-ciudadano-mecd/estadisticas/educacion/universitaria/datos-cifras/datos-y-cifras-SUE-2015-16-web-.pdf Retrieved 3 March 2019.
  • Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2008). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 13–22. https://doi.org/10.1177/160940690200100202
  • Nemeth, B. (2016). Critical overview of the roles of international organisations in the development of adult learning and education. In M. Slowley (Ed.), Comparative adult education. Authors and texts (pp. 117–159). Firenze University Press.
  • Nesbit, T., Fraser, S., Taylor, E. W., Holford, J., Boud, D., & Zukas, M. (2009). Discipline and hegemony in adult education journals: Editors’ perspectives. Symposium presented at the 39th Annual SCUTREA Conference, 7-9 July 2009, University of Cambridge. Education-Line. http://www.leeds.ac.uk/educol/documents/181981.pdf
  • Olesen, H. S. (2003). Challenging Academia. In M. H. Antunes & I. C. Galinha (Eds.), Wider Benefits of Learning: Understanding and Monitoring the Consequences of Adult Learning (pp. 30–35). Edições Universitárias Lusófonas.
  • Page, D. (2016). Education and Equality. University of Chicago Press.
  • Paulos, C. (2018). Ways of Learning of Adult Educators in Uncertain Professional Contexts. In B. Merrill, A. Galimberti, A. Nizinskaand, & J. González-Monteagudo (Eds.), Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World (pp. 169–180). Brill Sense.
  • Peters, R. S. (1972). Education and the Educated Man. In D. F. Dearden, P. H. Hirst, & R. R. Peters (Eds.), A Critique of Current Educational Aims (pp. 4–21). Routledge.
  • Reischmann, J. (2008). Comparative adult education: Arguments, tipology, difficulties. In J. Reischmann & M. Bron Jr (Eds.), Comparative adult education. Examples and experiences (pp. 19–32). Peter Lang Verlag.
  • Repositórios Cientifícos de Acesso Aberto de Portugal (RCAAP)– Portugal’s scientific repository of open access. Portugal: UMIC - Knowledge Society Agency - Ministry of Science, Technology and Higher Education; FCCN - Foundation for National Scientific Computing and University of Minho. https://www.rcaap.pt/
  • Rezende, F., & Ostermann, F. (2019). Hegemonic and counter‑hegemonic discourses in science education from the perspective of a post‑critical curriculum theory. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-019-09945-8
  • Rezende, V. M., Isobe, R. M. R., & Moreira, F. A. (2013). Investigação comparada em Educação: aspectos teóricos e metodológicos. Revista Educação E Políticas Em Debate, 2(1), 229–248. http://www.seer.ufu.br/index.php/revistaeducaopoliticas/article/view/24068
  • Rubenson, K., & Elfert, M. (2015). Adult education research: Exploring an increasingly fragmented map. European Journal for Research on the Education and Learning of Adults, 6(2), 125–138. https://doi.org/10.3384/rela.2000-7426.rela9066
  • Rumbo, B. (2010). La profesionalización de la educación de personas adultas. Revista Iberoamericana De Educación, 54(4). Retrieved 4 June 2018 http://www.rieoei.org/deloslectores/3492Rumbo.pdf
  • Syed, M., & Nelson, S. C. (2015). Guidelines for establishing reliability when coding narrative data. Emerging Adulthood, 3(6), 375–387. https://doi.org/10.1177/2167696815587648
  • Titmus, C. J. (1989). Purposes and Principles. In C. J. Titmus (Ed.), Lifelong Education for Adults – An International Handbook (pp. 93–96). Pergamon.
  • Torres, C. A. (2015). From Hamburg to Belem: the limits of technocratic thinking in adult learning education. International Journal of Lifelong Education, 34(1), 22–31. https://doi.org/10.1080/02601370.2014.991521
  • Troy, L. (2006). Knowledge production at the cutting edge?: A content analysis of AERC papers from 1995-2005. Adult Education Research Conference, Minneapolis, USA. https://newprairiepress.org/aerc/2006/papers/57
  • UNDP-United Nations Developed Programme. (2018). Human development indices and indicators. New York.
  • Watkins, K. (1991). Many voices: defining human resource development from different disciplines. Adult Education Quarterly, 41(4), 241–255. https://doi.org/10.1177/0001848191041004004
  • Zukas, M., & Malcolm, J. (2018). Reassembling academic work: A sociomaterial investigation of academic learning. Studies in Continuing Education, 41(3), 259–276. https://doi.org/10.1080/0158037X.2018.1482861

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.