Volume 3, Issue: 2, Article 3, 2012

Author:
Rosanna Barros
Title:
From lifelong education to lifelong learning: Discussion of some effects of today’s neoliberal policies
DOI:
10.3384/rela.2000-7426.rela0071
Note: the following are taken directly from CrossRef
Citations:
  • Ellen Boeren (2017). Understanding adult lifelong learning participation as a layered problem. Studies in Continuing Education, 39(2): 161. DOI: 10.1080/0158037X.2017.1310096
  • Yaw Owusu-Agyeman (2017). Expanding the frontiers of national qualifications frameworks through lifelong learning. International Review of Education, 63(5): 657. DOI: 10.1007/s11159-017-9661-2
  • Willibrord de Graa & Robert Maier (2017). The Welfare State and the Life Course: Examining the Interrelationship between Welfare Arrangements and Inequality Dynamics. Social Policy & Administration, 51(1): 40. DOI: 10.1111/spol.12153
  • Virginie Thériault (2017). Adult literacy policy and practice: From intrinsic values to instrumentalism. Studies in the Education of Adults, : 1. DOI: 10.1080/02660830.2017.1283864
  • Kaela Juba & Melissa White (2017). Marketing equity: “Diversity” as keyword for internationally engaged postsecondary institutions. Review of Education, Pedagogy, and Cultural Studies, 39(4): 349. DOI: 10.1080/10714413.2017.1344507
  • Barry Hake (2016). Regulatory governance of 'training markets', 'market failure', and 'quasi' markets: historical dimensions of the post-initial training market in The Netherlands. European Journal for Research on the Education and Learning of Adults, 7(2): 171. DOI: 10.3384/rela.2000-7426.rela9080
  • Andreas Feje & Henning Salling Olesen (2016). Editorial: marketization and commodification of adult education. European Journal for Research on the Education and Learning of Adults, 7(2): 146. DOI: 10.3384/rela.2000-7426.relae12
  • Rosanna Barros (2013). The Portuguese case of RPL new practices and new adult educators: some tensions and ambivalences in the framework of new public policies. International Journal of Lifelong Education, 32(4): 430. DOI: 10.1080/02601370.2013.778071
  • Licínio C Lim & Paula Guimarães (2016). Recognition of prior learning at the centre of a national strategy: Tensions between professional gains and personal development. Journal of Adult and Continuing Education, 22(1): 29. DOI: 10.1177/1477971416630127
  • Jenalee Klutt & Pierre Walter (2018). Conceptualizing Learning in the Climate Justice Movement. Adult Education Quarterly, 68(2): 91. DOI: 10.1177/0741713617751043
  • André P. Grace (2014). A periodization of North American adult education (1919–1970): a critical sociological analysis of trends and perspectives. International Journal of Lifelong Education, 33(2): 183. DOI: 10.1080/02601370.2013.831955
  • Ellen Boeren (2017). Researching lifelong learning participation through an interdisciplinary lens. International Journal of Research & Method in Education, 40(3): 299. DOI: 10.1080/1743727X.2017.1287893
  • Tom O’Brien (2018). Adult literacy organisers in Ireland resisting neoliberalism. Education + Training, : . DOI: 10.1108/ET-03-2018-0055
  • Cecilia Bjursell (2016). When theories become practice - a metaphorical analysis of adult-education school-leaders� talk. European Journal for Research on the Education and Learning of Adults, 7(2): 191. DOI: 10.3384/rela.2000-7426.rela9084
  • Yaw Owusu-Agyema & Kris Gritter (2016). Investigating the determinants of adults’ participation in higher education. Cogent Education, 3(1): . DOI: 10.1080/2331186X.2016.1194733
  • Rosanna Barro & José Barrientos Rastrojo (2014). Reflexões epistemológicas sobre o potencial emancipador da pedagogia da libertação para superar o modelo escolar no quefazer do(a) professor(a). Educação em Revista, 30(3): 219. DOI: 10.1590/S0102-46982014005000003
  • Borut Mikule & Sabina Jelenc Krašovec (2016). Marketising Slovene adult education policies and practices using mechanisms of the Europeanisation of education. European Journal for Research on the Education and Learning of Adults, 7(2): 151. DOI: 10.3384/rela.2000-7426.rela9081
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