Democratic adult education as a research problem in the context of post-democracy
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/87305 |
Resumo: | Adult learning and education (ALE) policies are studied in this essay in relation to various conceptions of democracy, and of post-democracy. The author observes that the dominant political discourses, notably in the European Union, have been influenced by technocratic conceptions of ALE. In this context, and invoking the imperatives of the knowledge society, ALE for cognitive democracy and for participatory forms of deliberative democracy tends to be diminished by elitist theories. This results in the subordination of ALE to formal democracy and proceduralism, as well as to hetero government carried out by specialists. The post-democratic dimensions in ALE policies have weakened the potential for promoting an educated democracy and the development of a knowledge democracy capable of recognising different educational epistemologies and various forms of knowledge. Understanding the processes that have led to an erosion of democracy in ALE public policies requires the study of the impacts produced by new meritocratic ideologies and expertocracy, induced by discourses around the global race for talent. It is concluded that more than a century of democratic educational thinking, of various shades, have been overtaken by the impacts of new managerialism on education, under the rigours of meritocracy, efficiency, and competitive performativity. These and other elements of the global education reform constitute research problems confronting educational communities and academic researchers. They are required to understand the politicity in their research agendas and to democratise it, seeking to strengthen their relative autonomy for critical inquiry. |
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Democratic adult education as a research problem in the context of post-democracyAdult learning and education policiesDemocracyPost-democracyMeritocracyResearch agendaCiências Sociais::Ciências da EducaçãoEducação de qualidadeAdult learning and education (ALE) policies are studied in this essay in relation to various conceptions of democracy, and of post-democracy. The author observes that the dominant political discourses, notably in the European Union, have been influenced by technocratic conceptions of ALE. In this context, and invoking the imperatives of the knowledge society, ALE for cognitive democracy and for participatory forms of deliberative democracy tends to be diminished by elitist theories. This results in the subordination of ALE to formal democracy and proceduralism, as well as to hetero government carried out by specialists. The post-democratic dimensions in ALE policies have weakened the potential for promoting an educated democracy and the development of a knowledge democracy capable of recognising different educational epistemologies and various forms of knowledge. Understanding the processes that have led to an erosion of democracy in ALE public policies requires the study of the impacts produced by new meritocratic ideologies and expertocracy, induced by discourses around the global race for talent. It is concluded that more than a century of democratic educational thinking, of various shades, have been overtaken by the impacts of new managerialism on education, under the rigours of meritocracy, efficiency, and competitive performativity. These and other elements of the global education reform constitute research problems confronting educational communities and academic researchers. They are required to understand the politicity in their research agendas and to democratise it, seeking to strengthen their relative autonomy for critical inquiry.Uniwersytet ZielonogórskiUniversidade do MinhoLima, Licínio C.2023-072023-07-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/87305engLima, L. C. (2023). Democratic adult education as a research problem in the context of post-democracy Dyskursy Młodych Andragogów / Adult Education Discourses, 24, 21-33.2084-27402719-931210.34768/dma.vi24.693http://www.dma.wpps.uz.zgora.pl/index.php?journal=DMA&page=article&op=view&path%5B%5D=693info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-23T01:39:16Zoai:repositorium.sdum.uminho.pt:1822/87305Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T23:19:39.420395Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Democratic adult education as a research problem in the context of post-democracy |
title |
Democratic adult education as a research problem in the context of post-democracy |
spellingShingle |
Democratic adult education as a research problem in the context of post-democracy Lima, Licínio C. Adult learning and education policies Democracy Post-democracy Meritocracy Research agenda Ciências Sociais::Ciências da Educação Educação de qualidade |
title_short |
Democratic adult education as a research problem in the context of post-democracy |
title_full |
Democratic adult education as a research problem in the context of post-democracy |
title_fullStr |
Democratic adult education as a research problem in the context of post-democracy |
title_full_unstemmed |
Democratic adult education as a research problem in the context of post-democracy |
title_sort |
Democratic adult education as a research problem in the context of post-democracy |
author |
Lima, Licínio C. |
author_facet |
Lima, Licínio C. |
author_role |
author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Lima, Licínio C. |
dc.subject.por.fl_str_mv |
Adult learning and education policies Democracy Post-democracy Meritocracy Research agenda Ciências Sociais::Ciências da Educação Educação de qualidade |
topic |
Adult learning and education policies Democracy Post-democracy Meritocracy Research agenda Ciências Sociais::Ciências da Educação Educação de qualidade |
description |
Adult learning and education (ALE) policies are studied in this essay in relation to various conceptions of democracy, and of post-democracy. The author observes that the dominant political discourses, notably in the European Union, have been influenced by technocratic conceptions of ALE. In this context, and invoking the imperatives of the knowledge society, ALE for cognitive democracy and for participatory forms of deliberative democracy tends to be diminished by elitist theories. This results in the subordination of ALE to formal democracy and proceduralism, as well as to hetero government carried out by specialists. The post-democratic dimensions in ALE policies have weakened the potential for promoting an educated democracy and the development of a knowledge democracy capable of recognising different educational epistemologies and various forms of knowledge. Understanding the processes that have led to an erosion of democracy in ALE public policies requires the study of the impacts produced by new meritocratic ideologies and expertocracy, induced by discourses around the global race for talent. It is concluded that more than a century of democratic educational thinking, of various shades, have been overtaken by the impacts of new managerialism on education, under the rigours of meritocracy, efficiency, and competitive performativity. These and other elements of the global education reform constitute research problems confronting educational communities and academic researchers. They are required to understand the politicity in their research agendas and to democratise it, seeking to strengthen their relative autonomy for critical inquiry. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07 2023-07-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/87305 |
url |
https://hdl.handle.net/1822/87305 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Lima, L. C. (2023). Democratic adult education as a research problem in the context of post-democracy Dyskursy Młodych Andragogów / Adult Education Discourses, 24, 21-33. 2084-2740 2719-9312 10.34768/dma.vi24.693 http://www.dma.wpps.uz.zgora.pl/index.php?journal=DMA&page=article&op=view&path%5B%5D=693 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Uniwersytet Zielonogórski |
publisher.none.fl_str_mv |
Uniwersytet Zielonogórski |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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