Mapping out the Research Field of Adult Education and Learning

von: Andreas Fejes, Erik Nylander

Springer-Verlag, 2019

ISBN: 9783030109462

Sprache: Englisch

228 Seiten, Download: 6881 KB

Format: PDF, auch als Online-Lesen

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Mapping out the Research Field of Adult Education and Learning

	Series Editors’ Note	6
	Contents	8
	Part I: Introducing and Historicizing the Field	10
	Chapter 1: Introduction: Mapping the Research Field on Adult Education and Learning	11
	1.1 Introduction	11
	1.2 A Brief History of Adult Education Research	12
	1.3 A Qualitative and Heterodox Turn	14
	1.4 Introducing the Chapters	16
	References	20
	Chapter 2: Examining the “Weak Field” of Adult Education	22
	2.1 Introduction	22
	2.2 The Social World of Adult Education Research	24
	2.3 The Scientific Field of Adult Education	26
	2.4 Previous Findings Regarding Adult Education as a Scientific Field	27
	2.5 Discussion	31
	2.5.1 Regional Fragmentation of the Field	31
	2.5.2 Hollowing Out of the Field	32
	2.5.3 Relevance Deficit	33
	2.6 Concluding Note	34
	References	35
	Chapter 3: Adult Education Research in Germany: Approaches and Developments	39
	3.1 Introduction	39
	3.2 Adult Education Research in Germany: Theoretical Frameworks	40
	3.3 ‘Learning’ or ‘Bildung?’ The Aims of Adult Education	43
	3.4 Adult Education Research: A Short Historical Overview	44
	3.4.1 The Beginnings: 1900–1933	45
	3.4.2 Adult Education Research in the Federal Republic of Germany 1949–2000	46
	3.4.3 The Role of the Scientific Community	48
	3.5 Trends and Topics in Adult Education Research Since 2000	50
	3.5.1 Topics of Adult Education Research	50
	3.6 Discussion	52
	References	56
	Part II: Invisible Colleges and International Recognition	58
	Chapter 4: Exploring the Adult Learning Research Field by Analysing Who Cites Whom	59
	4.1 Introduction	59
	4.2 Governed by Peers	61
	4.3 Previous Research	62
	4.4 To Understand Research Through Citations: Theory and Method	63
	4.4.1 Method, Data and Analysis	64
	4.5 The Space of Citations: A Telescopic and Bibliographic View	67
	4.6 Moving Across the Field	70
	4.7 Concluding Remarks: A Bibliographic Field Analysis of Research on Adult Learning	71
	4.7.1 Some Notes on Bibliometrics and Suggestions for Future Research	74
	References	75
	Chapter 5: Invisible Colleges in Research on Adult Learning: A Bibliometric Study on International Scholarly Recognition	77
	5.1 Introduction	77
	5.2 Invisible Colleges	79
	5.3 The Study: Invisible Colleges in Research on Adult Learning	82
	5.4 The Top 100 Cited Authors	83
	5.4.1 The Dominant Duo: UK and US	86
	5.4.2 The Male Domination	87
	5.5 The Journal-Specific Citation Networks	88
	5.6 Discussion	94
	5.6.1 The Academic Power of Editors	97
	5.6.2 The Research Field(s)	98
	References	99
	Chapter 6: The Politics of Publications and Citations: A Cross Country Comparison	102
	6.1 Introduction	102
	6.2 Methodology, Data, and Analysis	104
	6.2.1 Limitations of the Study	105
	6.3 Result	106
	6.3.1 The Politics of Indexation	106
	6.3.2 Politics of Scholarly Gatekeeping	108
	6.3.3 Politics of Publication and Citations	110
	6.4 Discussion	113
	6.5 Conclusions	115
	References	117
	Part III: Research Approaches and Research Objects	119
	Chapter 7: Adult Education and Learning: A Pluralistic Research Field?	120
	7.1 Introduction	120
	7.2 Categories and Principle of Classification	122
	7.3 Findings: Content Analysis and Bibliographics Based on Citations	123
	7.4 Authorship	126
	7.5 Bibliometric Trends in the Field of Adult Education Research	129
	7.5.1 A Qualitative Research Paradigm	129
	7.5.2 Three Theoretical Perspectives	131
	7.5.3 Authorship	133
	7.6 Concluding Notes	135
	References	136
	Chapter 8: Quantitative Research in Research on the Education and Learning of Adults	139
	8.1 Introduction	139
	8.2 Hypotheses on the Limited Presence of Quantitative Research in the Adult Education Literature	140
	8.3 Research Paradigms	141
	8.4 Review Procedure Distinguishing Between Quantitative and Qualitative Approaches	142
	8.5 Results	143
	8.5.1 General Patterns	143
	8.5.2 Primary Data in Quantitative Research	144
	8.5.2.1 Participation Scales	145
	8.5.2.2 Scales Measuring Learning Experiences	147
	8.5.2.3 Psychometric Scales	147
	8.5.2.4 Scales Measuring Learning Styles	148
	8.5.3 Secondary Data in Quantitative Research	149
	8.6 Limitations, Discussion and Conclusions	151
	References	153
	Chapter 9: Adult Education Research from Rhizome to Field? A Bibliometrical Analysis of Conference Programs of ESREA from 1994 to 2016	156
	9.1 Mapping Adult Education Research	156
	9.2 Data and the Method ‘Program Analysis’	158
	9.2.1 Data: Papers of ESREA Triennial Research Conferences	158
	9.2.2 The Method Applied: Program Analysis	160
	9.3 Results of the Analysis	161
	9.3.1 The Role of Conference Sites	161
	9.3.2 The Role of Countries and Supranational/International Organisations	162
	9.3.3 The Most Visible Scholars	166
	9.3.4 The Methods and the Fields of Research	168
	9.4 Discussion of Results	170
	9.4.1 Places Matter Immediately But Briefly	170
	9.4.2 The Still Fragmented European Research Rhizome of ESREA	170
	9.4.3 The International Actors and Policies Become More Influential in the Field	171
	9.4.4 Citing Adult Education Researchers and Scholars Like Bourdieu and Foucault	171
	9.4.5 Preferred Approach and Method of the Field: Interviewing Learners	172
	9.5 Concluding Remarks: Research in ESREA Between Field and Rhizome	173
	References	174
	Part IV: Debating International Comparative Adult Education Research	177
	Chapter 10: Revisiting the Debate on International Comparative Adult Education Research: Theoretical and Methodological Reflections	178
	10.1 Introduction	178
	10.2 Jullien de Paris as an Ancestor of International Comparative Adult Education Research	180
	10.3 The Pre-foundation or ‘Bridging’ Period 1900–1930	182
	10.4 The Foundation Period After World War II	187
	10.5 The Phase of Institutionalisation	189
	10.6 Comparison as an Instrument of Governance	191
	10.7 Discussion	195
	References	197
	Chapter 11: Debating (International) Comparative Adult Education Research: Reflections on Conceptual Clarity and Methodological Challenges	200
	11.1 Introduction	200
	11.2 Adopting a Comparative Mind-Set to Researching Adult Education	201
	11.2.1 Conceptual Degreeism and a Qualifier’s Intrinsic Features but Nonunanimous Interpretation	202
	11.2.2 Flacking vs. Connecting Qualifiers, and Internal Conceptual Coherence	204
	11.3 Global and Comparative Adult Education Research on Policy	206
	11.4 The Challenges of Comparative Adult Education Research on Policy Through Country Comparisons	209
	11.4.1 The Researcher’s Positioning	210
	11.4.2 Validating the Selection of Countries	211
	11.4.3 Comparing Country- and Cultural-Sensitive Units of Analysis	213
	11.5 Concluding Remarks	214
	References	216
	Chapter 12: A Rejoinder on the Debate on International Comparative Adult Education Research	219
	References	221
	Part V: Looking Ahead	222
	Chapter 13: The Research Field of Adult Education and Learning: Widening the Field	223
	13.1 Introduction	223
	13.2 Mapping Out the Field	225
	13.3 Widening the Field	226
	13.4 Final Words	228
	References	228

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