i i r i i \ ~c.ir.:i ctc C'astlo 2&lutjl ia L'rtciria Sancho

['aula Gtr11n~1s3es

Adult Education

New Routes in a New Landscape

Contributions by

Albertu hlclo. A m e l ~ a Vittiria Sancho. Barrq J . Hake. , \ L lard Nuissl. Hrld ('c~nllolly, &uc\ L. Hall. Da1lc.11~ C. C1~)kel.. C1 1

1 lclliliilg S ; ~ ( I I I ~ ~ Ole\~11. kIernia11 Bacrt. J I IT) ('ro\i llier. hlae Sllan. IJ,, hIar[is. l(at\ccn [)c RI&. Katrien Win V;ilchenhorgh, Licillio C'. Lillla.

Marla Clam dl Pierre, Paula Gu~nlarSes. Pep Apar~clo Clladas. Peter Jar\ 1s. S e r g ~ o tlnddad, Kul V ~ e l r a dt. C'aslro

University of Minhcr

l l n i t for Adult Eclucrttio~l

I I ~ I L.. 4dult Etft~catron. New Routes ~n a Ne\x Lanscape

!<D1 I-( ) I< \ Rui Vieira de C'astro. .4mClia Vit6ria Sancho & Paula Ciuimariles

( W T R I B I J T ~ R \ Alher to Melo, AmPlra V~torra Sancho. Barry J. Hake. Hrtd Connolly. Bud L Hall. Darlene E. Clover. I:hkeharct Nu~ssl, Ilennlng Salllng Olesen, tlcrrnan Baert, Jtm Crow ther, Mae Shaw. [an Martin. Katleeil De Rlch. Kntrrerl Van Valckenborgh, Licrn~o C. Lrma.

" Marra Clara d~ P~erto. Paula Gu~mariies, Pep Aparrcro Guadas. Peter Jar\ is. Scigio Haddad. Rur Vieu'a de Castro

Uni~erslty of Minho - Unit for Adult Education Rua '4 bade da Loureira. 4700-356 Braga. Portugal http:/~www.uea.uii1ii'1I1o.~~t

Re-ir~vrnting the ( In and Against t h c . /ltt? ( ' I ' ( J L ~ [/!<'F, \!

Bet\\ ten 5trear11 a Re (Invention) of ( /'c (7 = f [ ) t t t ( L l0 ( ~ l i i l c / < /

1. Gloh:llisation. Knou ledge and Litklong Learning .................................. 15 P<~l l~r . Ic l /~ l~ l \

2. Late Modernity and the Learning Society: Probleniatic Articulations Between Social Arenas. Organizations and Iridividuals .......................... 31 8ctrrr.f ffcthc~

............. 3. Lifelong Learning - a Challenge for Adult Edi~cation Research 57 f k , r rnrt~~ Strl1111,q Oli,srtl

............ 4. The Development 01' European Perspectives in Adult Education 75 EkXehtrnl,\lrr.\\l

5. Touards the Conceptuali~ation of "Learning Climate" .......................... 87 fk~rttrczti Btro.t. tirr~lectl Dc Rich cltic1 k ; r n ~ t n I. irtr I'ttlchet~hot;~I~

h, Popular Education: Democratic Theories. ............................................... Citizenship and the Competitive Market 1 1 3

L~cinro C'. Li~r~ir

7. Re-inventingtheCivicTradition: In and Against the State of Higher Education ........................................ 135 ./II?I 'ro1\*111~r. Itr~t bItit.~ir? crt~cl .\1(1c) .YI1u\t~

8. Betueen Stream and Stone. The Path to the Re (Incention) ofcitizenship and Popular Education ............................ 147 f>i-/? ' i p ' ~ / ~ l ( ~ l ~ 1 c, ll'~tlcl\

Social Movement Learning 159 ... .................................................................. b'il~l'll I~c111 ' l t l~ / f~<rt.l'~tli~ f:. L~lOl.',t.

10. f:rorn the I-lills of the .Algarve to the Minister's Desk ............................ 167 4 1 t ) ~ ~ l . ~ , l 'l Jc~IO

1 1. .4dult Education in Portugal: Wiiqs oSThinking and Ways of Do~ng .................................................. 180 l(111 l I ( , I ~ ( J c10 Ccrvtr-r~. s ~ t t ~ ~ 6 1 ~ c ~ l lt(jtxt . Y U ~ I C ~ I O CIIICJ Pu11Iu Giiitriurfi~,~,

12. An Historical Overview ofAdult Formal Education in Brazil .............. 231 S'c.,ylo Iltrclt/trrl tjtrcl.\ 1<11-1rr C'lctrtr cli Prrt.t.o

13. Creating thc Roadmaps for Personal and Social Transformation in Ireland: Tlic Role ofCritical Adult and Com~nunity Education ........ 271 8/ *1 ' / ~-0r1110111

List clt'Contributors ..................................................................................... 283

Foreword

In 1 9 7 6 . ~ Ai~thority and rhr launched in the 1

Project was the b; structure among and intcr~tfntion

The Unit f of courses and o leaders of local i associalions: i i )

contexts and prac results, and inter r he support and SI

promoted by sct services. etc.. th i \ ) tlie developn the only organi: of adult cducatic pedagogic and f- institutions.

Throught a meaningful 1-C

opportunity to researchers and

Society's structures are largely determinecl by the p(>\\-erful fc>rces opt'raiing at i t s centre, a placc which education has never occ~~p ied . But cci~tcation's cf~ntent and liinctions I~ave :~l\vays responded to thedemands ofthe ~.c.ntrc. M'ith initial education. f i ~ instance. the content ofcurricula has aI\\,;lyi reflecteri those lixms ofkno~\,ledgc [hat ihe indit iduals at thccentrrdctermined to l?r wnrthu-hile for transmitting to fitrure generations.

ti~\\c'\.er. t17ere 11as been one notable exccp~ion to this in lie histnrj of education: adult education has. until \cry recently. sought to respond to ~ h c needs ofthe penplc rather than to the social system. Indeed. in \Vestern Etiropt. antf North A~ncrica fi3r many years. adult education was I-eparderi as having a "need>-meeting" approach. It was boil1 educarional and developmentaI - n~uclt ot'il \I :IS dcsigncd to assist people clcvclop their own lites and cornmunit ies. But in recent-yearseven this form ofeducation. like almost all othcl-forms has been ciiangt.d and tllc education of adults and higher education I ~ave seemed to be conver&ing a:, etiucation I'oremployability and fbremployees contiririing to keep nt?reast in the ever-developing world ofc.~ini~~ercial linowledge i s beginning to donlinatc lhe educa~ional scene.

C'onsequently, ibis paper \ s i l l examine the \!.ay in L+ hich kt~ouledgehns been appropriated and used in tile globalised economy ofccmtemporary societ). I:inally, it \vill point to the %-ay that lif long learning has e rner rd . It has tl11-ee parts: the first examines plobalisatioti and the knouletlge society. the second the nature of kno\s.ledge in tile knov ledye cconomy and. tl~irdly. t he processes of' lili.lor~g learning.

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~ ( ~ L I I ~ I I I I I C ) ~ ~ 01 l l ~ c socral L f l l ~ ~ L ~ t ~ o ~ ~ ft~ti~lt to~ii j ~l '~jdirl t c~111c~ltro1~ :~lid ~ I , I I I , I I ~ ~ ctltcrcd tlic p~tblrc polrc)) sphe~c. rn E L I I O P ~ Cii~rrlig ithe late IVbOs antl c,jr.I\ ) ( j70i 1 iie) hccCtrile J I I I I I I ~ O I t~lrit dspuct of govcr rlment ptkllc'y as ,I - ~ o ~ l l p t r ~ s ~ t t ~ r 1 "\oc.~nl (re-) ,~llocattc?rri mcctiil~~~srn rn tlir lbr nlsaf "si.cctr-rdcl~ailcc" ,trici'">t.cor~ci I{ . ~ y ' gene1-aI ectclc'itrr~n fbr ad~rlts This \%as part oL'n hroacl ternpordr) ,~iir,lilc\: In sujlyror I ul'eclucat~or~nl rcli)tm bctneen \ocral-clr~iiocr~it~c partres and tht c:cpr(~ilrst d rne to i~iociernr/c bc~tti rtscll'and socrety (vori Frredebiilp, 1994) 111 ~ h i s sense., tile cdtrc:urori ~t1J fstttriir~g of adtilts hccame :m rnicglal part of the C \ ~ ) ' I I ~ S ~ O I ~ tlfi0~1dI y7dcr 111 tlie sonsc oS"srniple modrrriizatiorz"(Uc.ck. 1956). The li.latron.;h117 ro \ ~ c i ~ ~ r o r i ~ l c d ~ ~ ~ i t r o ~ i ;illd ot~-the-j(>b-tr;l~tir~ig rer~~arnetl indlst~nct. )IO\\C\ tr. ,lrlcL tlirc ri1;111tli"sted itscl fat bc\f :irr:1tig~n1~rit fix ~>.lld ~"(itrciitlorldl le,i\c klr c i l l [ > ~ ~ l y e ~ ~ In ,111unibe1-of't:uropcan coui1trics. These refilrrnisl rriitratr\c\ ofthe c'1r1y IO?Os contr rbutcd to the sspansron of the structures oS~ndr\lldtr:il npp~>rftirlrty for ~oc131 ~~ i (~hr l i l )~ and the openrng up of'social spacr. 111 European socrc~ics (Uourctrcu, 1970) Th1\ opcriirlg up c>f'socicil space produced ne\\ \tnrct\rres ol'soc~al alloca~~on 1% hrch 11iodrfietl tlie opportnn~ties for slgnrfieant cegmcntk of'the pop~rlnlinn to sectire a place in 311 e\panctulg labour rnarhei. AI) cncl c'inic to tlirs proccs\ dtrs111l;: the late 1OXOs when growing uneniployrnent anti c~r t i In i'tltrcat~onnl exprndrturz effectl \~ly \vorkrd towards n clositrc of social 41>3cc 'i~id the \ t ~ t~ctilrei of opportu~iii y pro\ lded l i~r adtrlls by public cduci~tion.

Srnce the tnrct-1990s. I<~rropeai\ sncictiey hate entered a new period \r hen the manapemcnt of socr:~I spate ;irii1 ~)pl)ollnniticc for social mobility ~ i t c i r ~ c ~ r . ~ ~ \ ~ ~ l g l ) ' ~ \ ~ o c I ; I ( c ~ LI it11 irgnifie'lnt cli'inges il l riiechari1b1i1s fbr socrol rtLlocat~o~i and access 10 the lithour milrktt On thc c)ne hiintf, the socral struc~ure conirriiieh to ~ler~ioristratc a remarl;lble conserbatrsm in terms of inrq~~~i l i t ies I I I the rlistr rlltrtrori ol'ctiucational oppoi turlitrcs bcluern the social cl;lsscs. Na~lctlielcs\. tllc ~whcrence of tlir sctcral classes is tod:ly Iesi distirictive than in !he pail ss clea\ ases li;~ve appe:trcd, for e\:tmple bettrrrr~ tlie "rred~tinnal" and "mt)tlctriir~ng" \+(I[ h~rig cIa\s. Tliese cleavrtges w~tllrn socinl classes arc markcd h\ tie drtftrcnlliition hctueeen tlad~tional and moderriizing rnrlieus with their 01\11 L ~ I \ ~ I I I C I I L ~ lrc~hitil\ I\ hrcii includes dll'ferertt ways of"'tliinh~np" tlirotrgli the \rpnrficarice of cduc'lttor~ and learning (Vester 6.1 t r l , 199.3). On tllc crtt~er hand, cl.tss orrgrns to longer IJFOI ldr rntitl id~rals\\ ~ t l ~ n c l ~ a r ~ ~ n s c ~ t soera1 destrnatron. \ih~lr: the nc\vt'niph:i\r\ Ilpnn izll~r-i"ali7;ir1ali.:1l~o 171 \taynf'cd~rcatron,er111a11cec fhc r1ced for inci~r rdual ~ctfe\l \ rly Sacrcll or iprt~ nob pro\. rdc\ but oneoftlic many \otif~c.h for \to1 krr~g L I ~ O I I i r i ( j 1 ~ r ~ l t i n l moder~t1rt:ltrctn nrld no longer pro\ ides a

~ L I C I I 'intcc ofiocral ~nl~gta t~or i i r r Ici(c t~rotlcrn socrcLy. L,ttr rnotlcr~.rrtv l i n h npp:trerilly loit Ih~th. ho\rc\cs, rn tlir gratid nC\ri-.~tr.ics

i r t nic~clernt/~~lror~ :tc\ot t ~ t ~ ~ d 11 ~ t l l [lie F~riI1gl11~1in~~~ril 17rojecf Cjl~b;ili/~ttiorr r1t11I

,l,t!i\ l ~ l t i L t l r ~ L l l l ~ ~ ~ ~ ),(W, \ec113 to le&i<l lI lC\ ltilbI> 'l~i'l) t~1~3111 L ~ O I I ~ L ~ ~ \ C lt>lCi \ c l l t l ~ ~ l l ~

l,,\\ '1% tile ~ii.~e~uI:ltic~~z of ~nar h c k f \ , cot~sun~cr C I I O I L C ~ t l i i rlidr\ 1c1tr;tl tlt'tihrllt y

<l,i!~e to i~rccc\siiil ~ L I I \ 11 '11 Tlirs cllso ~ t ~ q ~ ~ e t \ tip011 ~ ~ L I C : ~ ~ I O I I : I I I C ~

!I 1s 'tr ~x ' tc t j j t l~ ls port11 that chlir~ge\ 117 \ C ~ L I ; I I nlloc,tt~on rlieclt,tnr\ri~~ LISSC'T~

ilrr+lr lli,por(.~ict 111 tlic ( i lst~~hulro~\ trl'o~?pol.iunitrcs anit trshs. trt't 'al~i strcxs

upon ( I I C rri:~r.kct and rrirtr~rdtral chu~ce lc~i to rnCrc:ising d1ffcre11tr;ltron 111 111t: c , ~ p . l L ~ r ~ ~ c ~ ~ f ' r r ~ t i r \ tduulx tu Inanage the~r o\\ n socr:~l :~lln~,rtron part oT the

. r l l J r \ tdulll modcrnt/at~on"pruccss (\Je\tvrc~t(rl. lllc)?). 'l'hisc,rn ill~t3tct>\ocii1l rn~~g1a~io~la1ld the potcnti,rl irnpl~catro~~\ i o i social c\c~iision ~1r.e e~presscd 111 ~ I I C --,~ll~-thlr~1, l \ i ~ - t h l ~ ~ l hcrcrety"dcbatc (Hevgcr S: Sopp, 1995) Fox oric p:~rt of the

pl>pt~I~titri~. rndit id~idliti1t1011 cilrl l ~ i ~ d 10 gte:ttcr I )P]>DI~TUI~I~IV\ 10 111ithc C ~ O I C ~ S .

t r i t tic c\~t'tl.rcritr:~ttun of IrSc-\~~rrlcli. mrl~cus allcl /if?-stylcs, a id to grcilter\ar i e o in rniln ~ t l ~ r ~ ~ l llfk c'olir\es. k o ~ another p ~ r t of the pop~rI:iti011, the tyranriy ot ~ ~ l ( i l \ l l i l jLl l ~ I ~ o I c ~ tlirllz ~nto,l risk i~tuntron Uet~~aif~tionalr/;ttron and de~achn~cnt

florn tradrtronnl iources ot 111itr1 ~ ~ t i r i i l i(1cntity c311 yr\c c isc to d~so~.icntatiori r~tid , t c ~ o n ~ ~ e \\ Illch Beck II~I.; ~ e r i~ lcd .'antr-~noclerrirty" (Bcoh, 1093) In condit ior14 ~ ~ C C C I I I I ) M ~ C , polrticnl social disloc~tion in ill1 turopean socletre\. nle Ancl l l l l i ~no,t clc;lrIy reflected r ~ t the retreat to prc-rnc~tlrrr~ \o\irceh of ~dcntity SLICE ,I\ nat~orialrsrn, rc.gron,tllsrn. Ivuelrsm. ~ ~ c i s r n . ctl~nicrtj :tnd \eilophobla. anc I C I I ~ ~ O L I ~ Th15 Li~~ibi\ alence oftlie I:\tr: n~odcrn socral tbrtslatio~ 1 , \~stb I S ~ ~ ~ ~ : ~ I \ I O \yl~ethcr I:rte modernrty, on the crnc hand. creates rle\% fixms o

ioc~,il part~crparorr ititct rclentrly ibrmaric~n or. on the otller hr\nd, IS rthclfn sourcc 01 ll1c fi\alloil ot tr,\drilo~),r] iLl~r~:t~ic\ ;!lid potential socr<tl c.acIu~ror~

Wltllltl c l ~ l ~ 1 1 1 ~ i c ~ ~ t ~ i 1 l ~ l i n ~ of irfelong Ienrnrny :is dem:lnding J rudrc.1 rchdl,i~~clllg (>I.itl\c.stlncnts 111 ctluc:~t~on and t~linrng tliro~~gllout the life course

atcntlorl n t ~ ~ s t be given to the dc\clopn~nlt vf'rieu socrnl allocation mecIi:tnrsm hrch ernph;~sr/c tlic m,~rkct, rticlrvicluol choice and a calculatrng ~orisu Illerr+

oi ~ctil'ltion to~\~al.ds etlitcntlon and rraintng. 0 1 ' I~itcrcsi here i\ ttic clueftio 11% to the emplstcal dl\tr~butron of opportrtniri~.s 'lnd rrshs 111 a ~trirct i~red RII

~n\ t r tu t~c~r i ;~l r~rd m:lnner. and in partrcular the cor~trib~rtrot~ of ccl\~catrotl a11 tr,~~l~tr,g to \oci,i\ ~lloc~ctron tl11.0~1gfio~t the / I ~ L ' ~ O L I T \ ~ ' U '~ I ICCC~ tode\o\e &(I 11ro1 irticntrun to tliesc ctrtrc~~rrcs ol opportunltq aiiil alloc,~ttclri cncchdn~~ms. hethi

\I rthrn crr ot~tsrde ~ J U C ~ ~ ~ I C ) I I ; I I \y\trrns. \\hicl\ fi~crlitnte or hrl~dcr the ;LCLCS\

,ldtrll\ 10 I C ~ I I I I ~ ~ ~ c)ppcrrli~rirlrt'i (ir\cn ~Icrnogr:lph~c pres\urc\. thr\ 111u\t ,115 I ' O L I I ~ 011 olcict. \+orhc\r\ \ \h i ) v, 111 c10 101lgcr he e~c'lirdeci I'ro111 ~)ilrti UP^ and 1; \ \ l~c~rn nc~ i eiti~e'ltron suJ ~mrn11ig:a1r,1r1gc111cr~ts arc rcqtrrrsd .All ti11s lcqurtt qlld! (,f.ihe \ t "~~n lng ~~rktn): l,lacc oi~tsrcJc of f u r n ~ ~ l cducutrorl, the sipr~rhcdnr

of\\ orh-l~,iscci lccirnrng. and f\e\r t-rle Ic:l1 iling \.r>krlc\ fiu-,iclttlts

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