Continuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.
Barbara Merrill, PhD, is an Associate Professor in CLL, University of Warwick, UK. She has published and researched in the field of adult education with a focus on the learning experiences of non-traditional students in HE, class and gender.
Andrea Galimberti, PhD, is Postdoctoral Researcher at the University of Milano Bicocca (Italy). He has published and researched in the field of adult education and lifelong learning with a focus on transitions in learning and professional careers.
Adrianna Nizinska, PhD, is a Senior Lecturer at the Faculty of Education, University of Gothenburg, Sweden. She has published and researched on adult learning in higher education, non-traditional students and social dimensions of European universities.
José González-Monteagudo, PhD, is an Associate Professor at the Faculty of Education, University of Seville, Spain. He has published and researched on educational theories, lifelong learning, social inclusion and biographical-narrative methodologies.
The European Society for Research on the Education of Adults (ESREA) Introduction Barbara Merrill, Adrianna Nizinska, Andrea Galimberti and José González-Monteagudo
Learning Careers and Transformative Learning: Challenges of Learning and Work in Neoliberal Spaces Ted Fleming
Part 1: Continuity and Discontinuity in Formal Education
Friendship, Discourse and Belonging in the Studio: The Experiences of ‘Non-Traditional’ Students in Design Higher Education Samantha Broadhead 3.
English Language Book Club and Transformative Learning: Developing Critical Consciousness in the English Language Classroom in a UK Further Education (FE) College and in a South African Township Ida Leal
Part 2: Continuity and Discontinuity in Social Institutions
Participation and Persistence: An Analysis of Underserved Students at UOIT Alyson King, Allyson Eamer and Nawal Ammar 5.
Education Interrupted: Learning Careers of Adults Living with Mental Illness Shanti Irene Fernando and Alyson E. King 6.
Inmates in Higher Education in Italy and Spain: Legal, Cultural and Technological Issues in a Complex Network of Continuity and Discontinuity Giuseppe Pillera
Part 3: Continuity and Discontinuity around the Job Market
Continuity and Discontinuity around Academia: The “Find Your Doctor” Project as a Space for Researching and Facilitating Learning Careers Andrea Galimberti and Eva Ratti 8.
Stimulating Empowerment and Supporting Access to Learning for Formally Low-Qualified Adults: Potentials of Work-Related Competency Assessment in Social Enterprises Monika Kastner 9.
Policies for Equality and Employability: Consequences for Non-Traditional Students in Sweden Camilla Thunborg and Agnieszka Bron 10.
Learning Careers of Non-Traditional Students on Employability Skills María A. Tenorio-Rodríguez, Teresa Padilla-Carmona and José González-Monteagudo 11.
Literacy Practices in Adult Learning Biographies: Possibilities and Constraints Ana Silva, Maria de Lourdes Dionísio and Juliana Cunha
Part 4: Continuity and Discontinuity in Professional Contexts
Adults’ Learning and Career Temporalities in the Analysis of Professionalisation and Professional Identity Construction Pascal Roquet 13.
Ways of Learning of Adult Educators in Uncertain Professional Contexts Catarina Paulos 14.
No More Superheroes … Only Avatars? Survival Role Play in English Post Compulsory Education Carol A. Thompson and Peter J. Wolstencroft
Conclusions Andrea Galimberti, Barbara Merrill, Adrianna Nizinska and Jose González-Monteagudo
All those interested in adult education and the challenges facing adult education today such as researchers in education and social sciences, undergraduate and postgraduate students, policy-makers and practitioners.