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  • 201.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nicoll, KatherineUniversity of Stirling, Scotland, UK.
    Foucault and a politics of confession in education2015Collection (editor) (Other academic)
    Abstract [en]

    In liberal, democratic and capitalist societies today, we are increasingly invited to disclose our innermost thoughts to others. We are asked to turn our gaze inwards, scrutinizing ourselves, our behaviours and beliefs, while talking and writing about ourselves in these terms. This form of disclosure of the self resonates with older forms of church confession, and is now widely seen in practices of education in new ways in nurseries, schools, colleges, universities, workplaces and the wider policy arena. 

    This book brings together international scholars and researchers inspired by the work of Michel Foucault, to explore in detail what happens when these practices of confession become part of our lives and ways of being in education. The authors argue that they are not neutral, but political and powerful in their effects in shaping and governing people; they examine confession as discursive and contemporary practice so as to provoke critical thought. 

    International in scope and pioneering in the detail of its scrutiny of such practices, this book extends contemporary understanding of the exercise of power and politics of confessional practices in education and learning, and offers an alternative way of thinking of them. The book will be of value to educational practitioners, scholars, researchers and students, interested in the politics of their own practices.

  • 202.
    Fejes, Andreas
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Nicoll, KatherineInstitute of Education University of Stirling.
    Foucault and lifelong learning: Governing the subject2008Collection (editor) (Other academic)
    Abstract [en]

       

    Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in particular with relation to education. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part.

    With a breadth of international contributors and sites of analysis, this book offers insights into such questions as:

    • What are the effects of lifelong learning policies within socio-political systems of governance?
    • What does lifelong learning do to our understanding of ourselves as citizens?
    • How does lifelong learning act in the regulation and re-ordering of what people do?

    The book suggests that understanding of lifelong learning as contributory to the knowledge economy, globalisation or the new work order may need to be revised if we are to understand its impact more fully. It therefore makes a significant contribution to the study of lifelong learning.

  • 203.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nicoll, KatherineUniversity of Stirling.
    Foucault i l'aprenentatge permanente: Governant el subjecte2010Collection (editor) (Other academic)
  • 204.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nicoll, KatherineUniversity of Stirling.
    Foucault y el aprendizaje permanente: Gobernando el sujeto2010Collection (editor) (Other academic)
    Abstract [es]

    Era necesaria en nuestro presente histórico una obra colectiva y plural que cuestionase desde una rigurosa investigación empírica los discursos, las prácticas y las políticas de la educación permanente, entendida no sólo como algo diferente de la educación de adultos, aunque la englobe, sino también como una forma específica de experiencia propia de la racionalidad gubernamental neoliberal Y también era necesario que fuese utilizada la caja de herramientas de Foucault, especialmente la elaborada en torno al concepto de gubernamentalidad, para profundizar la línea de trabajo de una historia crítica del presente, que fuese capaz, a su vez, de articular las aportaciones de Marx con las de Nietzsche en la investigación crítica del presente.

  • 205.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    Governing elderly care workers: A technology of activation and technique of invitation2010In: SCRUTEA: Standing conference on university teaching and research in the education of adults / [ed] Barbara Merrill & Paul Armstrong, Warwick: University of Warwick , 2010, p. 111-117Conference paper (Refereed)
    Abstract [en]

    European and national policies on employment strategies and education position in-service training and workplace education as essential in creating an employable workforce that can contribute to the economic growth of a region or country (EC, 2001, Ministry of Social Affairs 2007). The worker her/himself is positioned as active in realising such aims. Policies are written in ideal terms and suggest that everyone would benefit from active contribution. Policies are part of a politics that aims to activate citizens to shape themselves into that which is desirable (Dahlstedt 2009). In this paper, we turn our attention to how this politics of activation operates within work practices in elderly care homes to see how and by what means care workers are shaped and fostered. We are concerned with wider practices and rationalities that shape and maintain dispositions of a particular kind and their relation to the work of in-service training and workplace education.

    We draw on empirical data from twenty-one semi-structured interviews (Kvale 1996) with a total of thirty-one health care assistants, licensed practices nurses, managers and teachers working at six nursing homes for elderly people and at three different educational providers. Fifteen interviews were individual, and six were group interviews conducted with two to five interviewees together. The interviews are complemented with observations conducted at one of the nursing homes over a period of ten months. In analysing what goes on our focus is on the regularities of the descriptions made, how these regularities are made possible and relation of the self to the self and subjectivities shaped through them.

    Inspired by the later work of Michel Foucault (2007) and his notions of governmentality and technologies of the self, we trace the organized practices and forms of rationality, techniques and programmes aimed at shaping and fostering the care worker. We see how these have become institutionalized, explore them for the conditions that make them possible and consider their consequences as the exercise of power. We draw from Dean (1999) in asking how it has become possible for such a regime to come into being and be maintained and transformed. We ask questions about the contemporary relation of in-service training and education to this regime and of the possibilities for and limits of training and education.

  • 206.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    Univeristy of Stirling.
    Governing elderly-care workers: A regime of practice and technology of activation2010In: 38th annual conference of the Nordic Educational Reserarch Association, 2010Conference paper (Other academic)
  • 207.
    Fejes, Andreas
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Nicoll, Katherine
    University of Stirling.
    Introducing Foucault in studies of lifelong learning2008In: NERAS 36th Congress,2008, 2008Conference paper (Other academic)
    Abstract [en]

      

  • 208.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    Perspectives internationales de la recherche en éducation et formation des adultes2013In: Savoirs, ISSN 1763-4229, Vol. 33, no 3, p. 117-133Article in journal (Refereed)
  • 209.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    Pròleg: Un ilibre sobre Foucault i l'educació permanent2010In: Foucault i l'aprenentatge permanent: Governant el subjecte / [ed] Andreas Fejes & Katherine Nicoll, Xàtiva: Denes editorial , 2010, 1, p. 25-33Chapter in book (Other academic)
  • 210.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    Prólogo: Un libro sobre Foucault y la educación permanente2010In: Foucault y el aprendizaje permanente: Gobernando el sujeto / [ed] Andreas Fejes & Katherine Nicoll, Xàtiva: Ediciones del CREC , 2010, 1, p. 23-30Chapter in book (Other academic)
    Abstract [es]

    Era necesaria en nuestro presente histórico una obra colectiva y plural que cuestionase desde una rigurosa investigación empírica los discursos, las prácticas y las políticas de la educación permanente, entendida no sólo como algo diferente de la educación de adultos, aunque la englobe, sino también como una forma específica de experiencia propia de la racionalidad gubernamental neoliberal Y también era necesario que fuese utilizada la caja de herramientas de Foucault, especialmente la elaborada en torno al concepto de gubernamentalidad, para profundizar la línea de trabajo de una historia crítica del presente, que fuese capaz, a su vez, de articular las aportaciones de Marx con las de Nietzsche en la investigación crítica del presente.

  • 211.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    Rhetorical activation of workers: A case study of Neo-liberal governance2012In: Practice, learning and change: Practice-theory perspectives on professional learning / [ed] Paul Hager, Alison Lee, Ann Reich, Dordrecht: Springer, 2012, 1, p. 167-181Chapter in book (Refereed)
    Abstract [en]

    The three concepts central to this volume--practice, learning and change--have received very different treatments in the educational literature, an oversight directly confronted here. While learning and change have been extensively theorised, their various contexts articulated and analysed, practice is notably underrepresented. Where much of the literature on learning and change takes the notion of 'practice' as an unexamined given, its co-location as a term with various classifiers, as in 'legal practice' and 'teaching practice', render it curiously devoid of semantic force. In this book, 'pr.

  • 212.
    Fejes, Andreas
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Nicoll, Katherine
    University of Stirling.
    What's the use of Foucault in studies of lifelong learning?2008In: 2008 annual meeting of AERA,2008, 2008Conference paper (Refereed)
    Abstract [en]

      

  • 213.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    Biesta, Gert
    University of Stirling.
    A Vocational 'Calling': Exploring a Caring Rationality in Elderly Care2009In: The 6th international conference on researching work and learning, Roskilde: Roskilde University , 2009, p. 1-15Conference paper (Refereed)
  • 214.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    Olson, Maria
    Stockholms Universitet.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Citizen Formation: Becoming a citizen inside and outside of school2011Conference paper (Refereed)
  • 215.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkbildning och vuxenutbildning i skuggan av skolkrisen2014In: Skolan ut ur krisen: En forskarantologi om framtidens utbildningspolitik / [ed] Lina Stenberg, Stockholm: Tankesmedjan Tiden , 2014, 1, p. 93-105Chapter in book (Other (popular science, discussion, etc.))
  • 216.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vad händer med vuxenutbildningens medborgerliga och demokratiska funktion i marknadiseringens tidevarv?2016In: Folkbildningens framtidsfrågor / [ed] Folkuniversitetet, Stockholm: Folkuniversitetet , 2016, p. 19-31Chapter in book (Other academic)
    Abstract [sv]

    Det mediala landskapet målar upp skolans kris med utgångspunkt i internationella mätningar som PISA-undersökningen (Skolverket, 2013). Mot bakgrund av denna kris finns det tre förhållandevis uppenbara skäl att fästa uppmärksamhet vid politikområdet vuxnas utbildning och lärande. För det första, oavsett vad man väljer att se som huvudskälen till skolans kris och de bristande kunskaperna hos många av de elever som idag lämnar ungdomsskolan, kommer det finnas behov av ytterligare möjligheter för lärande och utbildning för dessa personer i vuxen ålder. För det andra kan vi se att det svenska systemet för vuxnas lärande inte tycks ha präglats av samma direkta krissymptom som barn- och ungdomsskolan. Enligt PIAAC (SCB, 2013), en jämförande internationell undersökning som förenklat kan beskrivas som en PISA-motsvarighet inom vuxnas lärande, har Sverige en mycket stark ställning. En tredje observation är att om skolan länge varit ett av de hetaste politikområdena, präglat av en uppsjö konfliktytor, ändringsförlag och reformer, menar vi att folkbildningen (i mycket stor utsträckning) och vuxenutbildningen (i betydande utsträckning) präglats av konsensus och avsaknad av större politiska skiljelinjer.

    I ljuset av detta vill vi lyfta fram utvecklingstendenser inom vuxnas lärande de senaste decennierna, som utgångpunkt för reflektioner om framtiden. En avgränsning görs till politiken för folkbildning och den kommunala vuxenutbildning en. Mer konkret bygger analysen på läsning av ett antal propositioner och offentliga utredningar inom området fr.o.m. 1990, vilka relateras till aktuell forskning. Förutom att övergripande visa på infrastrukturförändringen inom området avser vi särskilt fokusera hur marknadiseringstendenser, som pekats ut som ett karaktäristiskt drag i svensk skolutveckling de senaste decennierna, varit skönjbara inom kommunal vuxenbildning och folkbildning.

  • 217.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult education and learning: a pluralistic research field?2019In: Mapping out the research field of adult education and learning / [ed] Andeas Fejes, Erik Nylander, Cham: Springer, 2019, 1, p. 119-137Chapter in book (Refereed)
    Abstract [en]

    What the field of adult education research is and how it can be described has been a debated issue over the decades. Several scholars argue that the field today is heterogeneous, borrowing theories and methods from a range of disciplines. In this chapter, we take such statements as a starting point for empirical analysis. In what ways could it be argued that the field is pluralistic rather than monolithic; heterogeneous rather than homogenous? Drawing on bibliographic data of the top cited articles in three main adult education journals between 2005 and 2012, we illustrate how the citation patterns have tendencies of homogeneity when it comes to the geographical country of authorship, since the USA, UK, Australia and Canada dominate, as well as the research methods adopted, since qualitative approaches have near total dominance. Furthermore, there is a tendency to adopt similar theoretical approaches, since sociocultural perspectives, critical pedagogy and post-structuralism represent more than half of the articles in our sample. At the same time, the results of our analysis indicate signs of scholarly pluralism, for instance, in terms of authorship, since both early career researchers and established researchers are represented among the top cited publications. We conclude the chapter by arguing that empirical analysis of publication and citation patterns is important to further the development of reflexivity within the field, not least for early career researchers, who might benefit from knowledge about what has been recognized among peers as worth citing in recent times.

  • 218.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult Education Research: Publication Strategies and Collegial Recognition2018In: The Palgrave International Handbook on Adult and Lifelong Education and Learning / [ed] Marcella Milana, Sue Webb, John Holford, Richard Waller, Peter Jarvis, Palgrave Macmillan, 2018, 1, p. 761-777Chapter in book (Refereed)
    Abstract [en]

    In recent years, researchers throughout the world have come under increased pressure to publish in English, direct their scholarly work to internationally acclaimed journals indexed in the dominating databases (i.e. Scopus and Web of Science) and render their work citable among peers in other countries. In this chapter, we summarize some recent bibliometric studies that have mapped out what kind of research that have been published and cited in three leading journals related to adult––lifelong education and learning––and which researchers that has been given recognition. We argue that the strong political waves of managerial reform have made academic career trajectories and promotions more dependent upon publications and citations, thus necessitating a discussion about the most effective publication strategies for submission. At the same time, we acknowledge the multiple professional demands of adult educational scholars and highlight the ways different definitions of scholarly impact might stand in conflict with one another.

  • 219.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Characterizing the field of research on the education and learning of adults: A content analysis of three adult education journals2014Conference paper (Other academic)
  • 220.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Defining the field of research on the education and learning of adults: A bibliometric and content analysis of three adult education journals 2005-20122013In: 7th triennial conference of ESREA, 2013Conference paper (Refereed)
    Abstract [en]

    This paper is an attempt to characterize the field of research on the education and learning of adults. Characterizing a research field includes the (re)construction of scientific borders, processes that is based on inclusion and exclusions including research themes, objects methodologies and theories. Our intention here is to “objectify” this field of research through a content analysis of three key research journals active within the field, Adult Education Quarterly (AEQ), International Journal of Lifelong Education (IJLE), and Studies in Continuing Education (SICE). By gathering aggregated statistics based on publications between the years 2005-2012 focusing on aspects such as authorship in terms of geography and gender, distribution of citations, the most popular research objects, methodologies and theories, we hope to characterize some of the reoccurring themes and approaches, as well as encourage debate and discussions about what research on the education and learning might be about. In the paper, we treat the different approaches and contributions as productive forces in order for a field to come into existence, be legitimised, and acknowledged as a field in which one would like to engage in (cf. Foucault, 1980, Bourdieu, 1988). Ultimately, different characterizations and descriptions of the field need to be made available in order to open up possibilities for the field to become something different than what it is.

  • 221.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkbildningsforskning på engelska: En bibliometrisk analys av det vuxenpedagogiska forskningsfältet2013Conference paper (Other academic)
  • 222.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    How pluralistic is the research field on adult education?: Dominating bibliometrical trends, 2005-20122015In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 6, no 2, p. 103-123Article in journal (Refereed)
    Abstract [en]

    What the field of adult education research is and how it can be described has been a debated issue over the decades. Several scholars argue that the field today is heterogeneous, borrowing theories and methods from a range of disciplines. In this article, we take such statements as a starting point for empirical analysis. In what ways could it be argued that the field is pluralistic rather than monolithic; heterogeneous rather than homogenous? Drawing on bibliographic data of the top cited articles in three main adult education journals between 2005 and 2012, we illustrate how the citation patterns have tendencies of homogeneity when it comes to the geographical country of authorship, since the USA, UK, Australia and Canada dominate, as well as the research methods adopted, since qualitative approaches have near total dominance. Furthermore, there is a tendency to adopt similar theoretical approaches, since sociocultural perspectives, critical pedagogy and post-structuralism represent more than half of the articles in our sample. At the same time, the results of our analysis indicate signs of scholarly pluralism, for instance, in terms of authorship, since both early career researchers and established researchers are represented among the top cited publications. We conclude the article by arguing that empirical analysis of publication and citation patterns is important to further the development of reflexivity within the field, not least for early career researchers, who might benefit from knowledge about what has been recognized among peers as worth citing in recent times.

  • 223.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introduction: Mapping the Research Field on Adult Education and Learning2019In: Mapping out the Research Field on Adult Education and Learning / [ed] Andreas Fejes & Erik Nylander, Springer, 2019, 1, p. 3-13Chapter in book (Refereed)
    Abstract [en]

    If the framing and composition of research fields are never fully fixed or saturated (Abbott 1995; Gieryn 1983), this is a particularly salient feature of the research field that deals with the education and learning of adults. Not only is the research question of adult education and learning approached from a multitude of academic disciplines – such as sociology, psychology and education – the very concepts that are used to denote this field have also undergone important changes. Such conceptual changes are visible, for instance, in the recent development whereby the model of adult education and Bildung came to be partly replaced by the notion of lifelong learning. In Europe, lifelong learning gained prominence in the policy area with the year of Lifelong Learning in 1996 and then the Memorandum on Lifelong Learning, published by the European Commission (2001), which positions lifelong learning as a central policy concept in the realisation of the Commission’s strategies. As a policy preoccupation, lifelong learning supersedes concepts of adult education (Lindeman 1926) and lifelong education (Faure 1972). The shift from focusing on education to speaking about learning is important to address in research, because it marks out a new way of conceptualising the education and learning of adults in terms of the why, the how, the what, the when and the where questions. These policy changes can also be identified within research and, particularly, in how the research field on the education and learning of adults is defined and delimited (see Chaps.  2 and  3). Thus, while it is clear that the research field of adult education and learning undergoes changes over time and is quite diverse in terms of the current choice of theories, research objects, methodologies and so on, little is known empirically about its current “state of affairs” and how it can be mapped out and characterised scientifically.

  • 224.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, ErikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mapping out the research field of adult education and learning2019Collection (editor) (Refereed)
    Abstract [en]

    This book discusses the current state of the art in research on the education and learning of adults, and how such research has been transformed through contemporary policy and research practices. Gathering contributions from leading experts in the field, the book draws on previous research, as well as new findings in order to provide a map of this research field and its contemporary history. 

    The chapters address a number of questions, including: What constitutes this research field? What theories and methodologies dominate within the field? What “invisible colleges” are active in shaping this academic field, in marking out its contours and in transforming its contemporary battle zones? Who is publishing in the field and who is deemed worth citing? What is the relationship between the shift in state policy on adult education and the research that is conducted on the education and learning of adults? How has the research field changed over time in various western countries? What do these meta-reflections of the field tell us about possible future research endeavours? 

    Rather than speaking from within the field, this is a book about the research field. The diversity of the chapters provide a fascinating resource for anyone interested in research on the education and learning of adults.  

  • 225.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Some dominating methodological and theoretical trends in adult education research2015In: Lifelong Learning in Europe, ISSN 1239-6826, no 1Article in journal (Other academic)
  • 226.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Anglophone International(e): A bibliometric analysis of three adult education journals 2005-20122013Conference paper (Refereed)
    Abstract [en]

    Research funding, promotions, and career trajectories are currently increasingly dependent on the emerging economy of publications and citations across the globe. Such an economy encourages scholars to publish in international journals that are indexed in databases such as Scopus and Web of Science. These developments place an increased emphasis on the question of who is allowed to publish in the journals listed there and whose research counts as valuable. Based on bibliographic data from articles submitted to three main journals in the field of adult education research between 2005 and 2012, we scrutinize the extent to which the emerging economy of publications and citations is dependent on national and regional boundaries. Our results show how four Anglophone countries dominate the field in relation to both published articles and the share of most cited articles and where the publication pattern of these authors are national and regional rather than international.

  • 227.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Anglophone International(e): A Bibliometrical Analysis of three Adult Education Journals, 2005-20122014In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 64, no 3, p. 222-239Article in journal (Refereed)
    Abstract [en]

    Research funding, promotions, and career trajectories are currently increasingly dependent on the emerging economy of publications and citations across the globe. Such an economy encourages scholars to publish in international journals that are indexed in databases such as Scopus and Web of Science. These developments place an increased emphasis on the question of who is allowed to publish in the journals listed there and whose research counts as valuable. Based on bibliographic data from articles submitted to three main journals in the field of adult education research between 2005 and 2012, we scrutinize the extent to which the emerging economy of publications and citations is dependent on national and regional boundaries. Our results show how four Anglophone countries dominate the field in relation to both published articles and the share of most cited articles and where the publication pattern of these authors are national and regional rather than international.

  • 228.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Anglophone International(e): How the emergent economy of publications and citations governs research2014Conference paper (Other academic)
  • 229.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The economy of publications and citations and the anglophication of educational research2014In: European Educational Research Conference (ECER), University of Porto, Porto, Portugal, September 2-5, 2014, 2014Conference paper (Refereed)
  • 230.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The economy of publications and citations in educational research: What about the ‘Anglophone bias’?2017In: Research in education (Manchester), ISSN 0034-5237, E-ISSN 2050-4608, Vol. 99, no 1, p. 19-30Article in journal (Refereed)
    Abstract [en]

    In this piece, we argue that an economy of publication and citations has emerged that not only changes the notion of what is deemed quality in educational research but also changes the incentives of us as researchers. With pressure on publishing in ’international’ journals, education researchers are increasingly pushed to publish their research in the article format, and for many, in their second or third language (English). Additionally, we are to direct the research to an audience who might not at all be interested or knowledgeable about the context under scrutiny. With such pressure to publish in English-language journals, the question of who is allowed to publish and who is cited is of paramount significance. Based on our own empirical research on the adult educational research field as well as other bibliometric research, we propose that there is an ‘Anglophone’ bias in educational research. We end with a discussion on the implications of the current trend to publish in indexed English-language journals and suggest that ‘Anglophone’ as well as non-Anglophone scholars need to start citing other scholars than those from the dominating ‘Anglophone’ countries in order to further enhance knowledge and debate within education. The ultimate irony of the develop- ments described in this piece is that the researchers from non-Anglophone countries actively engage in a publication game that underscores their own subordination. 

  • 231.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The politics of publications and citations: a cross country comparison2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Springer, 2019, 1, p. 99-115Chapter in book (Refereed)
    Abstract [en]

    Research funding, promotions, and career trajectories are currently increasingly dependent on the emerging economy of publications and citations across the globe. Such an economy encourages scholars to publish in international journals that are indexed in databases such as Scopus and Web of Science. These developments place an increased emphasis on the question of who is allowed to publish in the journals listed there and whose research counts as valuable. Based on bibliographic data this chapter firstly focus on the politics of indexation, i.e. what is being indexed in the main database Web of Science in terms of country of origin of journals and in terms of publication language. Secondly, we focus on the politics of scholars gatekeeping, i.e. what is the institutional affiliation of the editors and editorial board members in some key adult education journals, and thirdly, who is publishing in these adult education journals and who is being picked up and cited. Our results show, e.g., how four Anglophone countries dominate the field in relation to both published articles and the share of most cited articles and where the publication pattern of these authors are national and regional rather than international. Anglophone countries also dominate in terms of indexation, as well as scholars gatekeeping.

  • 232.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs universitet.
    Djupt oroande förslag från de borgerliga2018In: Svenska Dagbladet, ISSN 1101-2412Article in journal (Other (popular science, discussion, etc.))
  • 233.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Klasskillnaderna ökar2013In: Lärarnas tidning, ISSN 1101-2633, Vol. 13 december 2013Article in journal (Other (popular science, discussion, etc.))
  • 234.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Kunskap och klass har glömts bort2013In: Norrköpings Tidningar, Vol. 29 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 235.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Kunskapsfrågan och klassfrågan bortglömd2013In: Jnytt, Vol. 25 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 236.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Kunskapsfrågan och klassfrågan är bortglömd i de nya yrkesprogrammen2013In: Arbetarbladet, Vol. 22 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 237.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Nya gymnasiet missar klassfrågan2013In: Östgöta Correspondenten, Vol. 25 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 238.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Yrkesprogrammen förstärker klassmönstren i samhället2013In: Eskilstuna Kuriren, Vol. 30 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 239.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Yrkesprogrammen ger för smal kunskap2013In: ETC, ISSN 0348-6567, Vol. 12 decemberArticle in journal (Other (popular science, discussion, etc.))
  • 240.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Göteborgs Universitet.
    Yrkesprogrammen leder till ökade klasskillnader2013In: Göteborgs-Posten, Vol. 21 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 241.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylund, Mattias
    Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.
    Wallin, Jessica
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    How do teachers interpret and transform entrepreneurship education?2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 4, p. 554-566Article in journal (Refereed)
    Abstract [en]

    During the last decade, entrepreneurship education has become a central curricular topic in many locations in the world. In Sweden, entrepreneurship education was implemented in the curriculum for the first time in 2011, as something that should be included in all upper secondary school pro- grammes. In this article, we focus on one of these programmes, the handicraft programme, investigating how entrepreneurship education is formulated in the latest curriculum and how teachers understand and transform such content in their teaching. Drawing on Bernstein’s concepts of classification and framing, we illustrate how entrepreneurship education in the Swedish curriculum has a ‘dual definition’, representing very different framing and classification, but still clearly belongs in a ‘market relevance’ discourse. This is expressed through the way in which the concept is transformed by teachers in their teaching. We also find that entrepreneurship education has low legitimacy among teachers, particularly when it is classified weakly. The weak framing and classification, taken together with the low legitimacy among teachers, are likely to lead to very different transformations of entre- preneurship education in different educational contexts. In the long run, this could have a negative effect on the equivalence of teaching at upper secondary school.

  • 242.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Pedagogiska institutionen, Stockholms universitet.
    Nicoll, Katherine
    University of Stirling.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    European Citizenship: Activities beyond Educational Practice and Policy2010Conference paper (Other academic)
  • 243.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Högskolan Dalarna, Sweden.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 3, p. 461-473Article in journal (Refereed)
    Abstract [en]

    In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a poststructural theorisation we analyse interviews with teachers and students in municipal adult education and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general when a discourse on individualisation operates in the ways described and, more specifically, asks what is happening to FHS as an educational practice that upholds its self-image as a last bastion of a collective notion of learning and subjectivity and nurturing an educational practice of learning democracy?

  • 244.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Stockholm University, Skövde University, Dalarna University.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Individualisering genom det kollektiva i svensk folkhögskola2015Conference paper (Other academic)
  • 245.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Runesdotter, Caroline
    Göteborgs universitet, Sweden.
    Wärvik, Gun-Britt
    Göteborgs universitet, Sweden.
    Marketisation of adult education: Principals as business leaders, standardised teachers and responsibilised students2016In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 35, no 6, p. 664-681Article in journal (Refereed)
    Abstract [en]

    The marketisation of education is a global phenomenon and has attracted increased interest during the last three decades, not least in terms of research on school choice and its consequences. However, while much research has been conducted on the marketisation of schooling, less attention has been directed at adult education. In this paper, focus is directed at institutional logics and institutional responses to the process of marketisation of adult education. More specifically, we focus on how a procurement system, implemented in order to create competition and to increase quality in adult education, influences how students construe themselves, as well as the way principals and teachers work. Our results indicate that teachers emerge as the main source of resistance towards an institutional logic emerging in the wake of marketisation, while principals and students to a large extent conform to the emerging institutional demands.

  • 246.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Runesdotter, Caroline
    Göteborgs universitet.
    Wärvik, Gun-Britt
    Göteborgs universitet.
    Marketization od adult education: Principals as business leaders, standardised teachers and responsibilised students2015Conference paper (Refereed)
  • 247.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Salling Olesen, Henning
    Roskilde University.
    Envisioning future research on the education and learning of adults2010In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, Vol. 1, no 1-2, p. 7-16Article in journal (Refereed)
    Abstract [en]

    Establishing a new scholarly journal can be justified by the functional needs of a welldefined scientific discipline – or as opposition to its institutional and paradigmatic framework. This is, however, not the case with the European Journal for Research on the Education and Learning of Adults (RELA). It is, rather, so that the journal is part of the emergence of a scientific community, very deeply embedded in societal practices at the same time as it is reconstructing intellectually these practices and their context as scientific objects. In this case, the journal can attempt to provide an arena and some of the communicative resources for academic and broader social development of such a community. To fulfil this mission, its rationale and specific goals are equally related to a diagnosis of these societal practices and some visions for the role of scientific inquiry in these practices. As two of the six editors of RELA, and responsible for the editorial work of the first issue of the journal, we will discuss why this journal has been launched, and how the editors want to position it in the area of the education and learning of adults.

  • 248.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Salling Olesen, Henning
    Roskilde University.
    Marketization and Commodification of Adult Education2016In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 7, no 2, p. 146-150Article in journal (Other academic)
  • 249.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Salling Olesen, Henning
    Roskilde University.
    Wildemeersch, Danny
    Leuven University.
    European Journal for Research on the Education and Learning of Adults: A contribution to diversity in the European academic landscape2011In: Curating the European University: Exposition and public debate / [ed] Maarten Simons, Mathias Decuypere, Joris Vlieghe, Jan Masschelein, Leuven: Leuven University , 2011Chapter in book (Other academic)
    Abstract [en]

    The university is an institution invented during the Middle Ages. As universitas magistrorum et scholariumthe university was a specific community or association of scholars and students gathered around books and preoccupied with study and the search for truth. But what is the role of the university today?

    The meaning of teaching, study and research has changed with books being replaced by screens, with online learning environments replacing lecture halls and students becoming learners. In the light of a growing emphasis on innova-tion and development, competitiveness between institutions and the privatisation of knowledge, the role of communities of scholars and students is clearly changing. Some argue that the university enters a new phase, while others claim that we actually face the end of the age of the university.

    In order to address these issues, a conference was organized around an exposition of projects that present new ways of publishing, an alternative organization of a department, initiatives related to open access and open source, university architecture and accessibility ... Taking as a point of departure their exhibited pro-ject, each of the contributors to Curating the European University reflects on the current challenges the university is facing today with a specific focus on its public role. The book, being at the same time a catalogue, includes textual and graphic descriptions of different projects, and offers a unique contribution to the public debate on the role of the university.

  • 250.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult education as a heterotopia of deviation: Ruptures and stability in young adults and migrants lives2015Conference paper (Other academic)
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