The aim of this dissertation is to study how the adult learner is constructed through different techniques of governing in the practice of adult, liberal adult, and higher education. Further, the aim is to analyse what rationality of governing such governing practices create and are created by. The theoretical framework is based on Michel Foucault’s concepts of governmentality and genealogy. Governmentality refers to a specific way of viewing questions of governance where the focus is on ideas concerning how governing should be practiced. These ideas are constructed through discourse. Central questions are: what is the problematic of government, what is to be governed, how is governing to be practiced and what is the teleos (the goal to be reached) of government? Genealogy refers to at specific way of viewing history. The starting point is the figures of thought that are part of the discourses of today. In this dissertation, these discourses are adult education and lifelong learning. What are these discourses made up of and what is the descent and emergence of some of its figures of thought? Here, history is seen as non-linear and containing ruptures and irregularities. The aim is not to tell the story of how it really was, where causality is central. Instead, genealogy is a way for me to destabilize the taken-for-granted ideas of the present concerning the adult learner. A discourse analysis has been conducted based on official documents produced since the 1920s and up to the present day concerning the practices mentioned above…
Contents
1. INTRODUCTION
2. THEORETICAL PERSPECTIVE
POWER AND KNOWLEDGE
CONSTRUCTING THE SUBJECT
Dividing practices
Technologies of the self
DISCOURSE
GOVERNMENTALITY
Liberalism, Neo-liberalism and advanced liberal rule
How to govern?
AIM OF THE DISSERTATIO
3. ANALYTICAL APPROACH
GENEALOGY – A HISTORY OF THE PRESENT
CONDUCTING THE ANALYSIS
The research process
QUALITY IN A DISCOURSE ANALYSIS
EMPIRICAL MATERIAL
4. FOUCAULT AND ADULT EDUCATION
FOUCAULT AND EDUCATION
FOUCAULT AND ADULT EDUCATION/ADULT LEARNING
Historicization and philosophizing projects with relativization emphases
Denaturalization projects without overt historical emphases with diversity emphases
Critical reconstruction projects with solution emphases
RESEARCH OVERVIEW – CONCLUSIONS
5. SUMMARIES
NEW WINE IN OLD SKINS: CHANGING PATTERNS IN THE GOVERNING OF THE ADULT
LEARNER IN SWEDEN
RECOGNITION OF PRIOR LEARNING AS A TECHNIQUE FOR FABRICATING THE ADULT
LEARNER: A GENEALOGICAL ANALYSIS OF SWEDISH ADULT EDUCATION POLICY
THE PLANETSPEAK DISCOURSE OF LIFELONG LEARNING IN SWEDEN –
RECONSTITUTING THE ADULT EDUCABLE SUBJECT: A GENEALOGICAL ANALYSIS OF
RATIONALITIES OF GOVERNING
EUROPEAN CITIZENS UNDER CONSTRUCTION – THE BOLOGNA PROCESS ANALYSED
FROM A GOVERNMENTALITY PERSPECTIVE
6. DISCUSSION
TO GOVERN AND TO BE GOVERNED – CONSTRUCTING A LIFELONG LEARNER
Rationalities of governing
Techniques of governing
Power, freedom and resistance
REFLECTIONS CONCERNING THE RESEARCH PROCESS
FUTURE RESEARCH
REFERENCES
Author: Fejes, Andreas
Source: Linkoping University
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