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Recognition and adult education: an incongruent opportunity
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap. Lund University, Sweden.
2016 (Engelska)Ingår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 38, nr 3, s. 265-280Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Building on narratives of students in adult education in Sweden, where the majority of the students are young adults, this paper argues that adult education has both negative and positive aspects in helping individuals to be recognised as valuable. Students, often part of the precariat class, have not always been able to survive in the job market and have a history of failing in upper secondary school. By drawing on the recognition theory of Axel Honneth, the results show that municipal adult education has the potential to be a transitory learning platform in which the individual can regain esteem that has been lost due to unemployment, precarious employment and failure in upper secondary school. It provides temporary stability. Yet, most students are in a sense forced to study and it is not patent that adult education can help them in their struggle for self-actualisation.

Ort, förlag, år, upplaga, sidor
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD , 2016. Vol. 38, nr 3, s. 265-280
Nyckelord [en]
Adult education; recognition theory; the precariat class; young adults; Axel Honneth; critical social theory
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:liu:diva-131651DOI: 10.1080/0158037X.2016.1160881ISI: 000382499800001OAI: oai:DiVA.org:liu-131651DiVA, id: diva2:1014978
Tillgänglig från: 2016-10-03 Skapad: 2016-09-30 Senast uppdaterad: 2017-11-30

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Sandberg, Fredrik
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Pedagogik och vuxnas lärandeUtbildningsvetenskap
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Studies in Continuing Education
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