Recognition and adult education : an incongruent opportunity
(2016) In Studies in Continuing Education 38(3). p.265-280- Abstract
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,... (More)
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.
(Less)
- author
- Sandberg, Fredrik LU
- organization
- publishing date
- 2016-09
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Adult education, Axel Honneth, critical social theory, recognition theory, the precariat class, young adults
- in
- Studies in Continuing Education
- volume
- 38
- issue
- 3
- pages
- 265 - 280
- publisher
- Routledge
- external identifiers
-
- scopus:84961206444
- wos:000382499800001
- ISSN
- 0158-037X
- DOI
- 10.1080/0158037X.2016.1160881
- language
- English
- LU publication?
- yes
- id
- 8d2a2ada-2554-4aa8-a886-6ab2358058be
- date added to LUP
- 2016-04-11 22:45:27
- date last changed
- 2025-04-04 15:12:47
@article{8d2a2ada-2554-4aa8-a886-6ab2358058be,
abstract = {{<p>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.</p>}},
author = {{Sandberg, Fredrik}},
issn = {{0158-037X}},
keywords = {{Adult education; Axel Honneth; critical social theory; recognition theory; the precariat class; young adults}},
language = {{eng}},
number = {{3}},
pages = {{265--280}},
publisher = {{Routledge}},
series = {{Studies in Continuing Education}},
title = {{Recognition and adult education : an incongruent opportunity}},
url = {{http://dx.doi.org/10.1080/0158037X.2016.1160881}},
doi = {{10.1080/0158037X.2016.1160881}},
volume = {{38}},
year = {{2016}},
}