Diverse discourses and knowledge in a changing adult learning landscape

This issue of Studies highlights the importance of discourse and what King and Kitchener (1994, p. 59) identify as reflective judgement: ‘the capacity to engage in critical-dialectical discourse involving the assessment of assumptions and expectations supporting beliefs, values, and feelings.’ It argues for the critical contribution of relationality – the interconnectedness amongst all life forms and integrative ways of being that are essential to a broader conception of knowledge, at community and individual level. The articles centre on the diverse discourses and perspectives that mirror the dynamic nature of how individuals experience and engage in events within the field of adult education, which can often be challenged, and are challenging, at the intersection with individuals’ sense of purpose, identity and values. The discourses contained in the articles are also characterised by extensive information sharing and the prevalence of multiculturalism among nations, where there is the growing need for an emphasis on cultivating a broader understanding of the knowledge and wisdom possessed by individuals within local communities, irrespective of their gender, religious beliefs, age, or social status. However, this is frequently at odds with a policy discourse which focuses on narrow understandings of human knowledge and human value, reducing adult learning to responding to the demands of human capital. This Issue therefore argues for the vital need for nations to recognise a heterogeneous populace that embraces a wide range of indigenous knowledge systems, identities and practices in order to achieve success in their overall developmental endeavours and to foster genuine and respectful sustainability.

Diverse discourses therefore serve as a fundamental underpinning of educational systems that prioritise the cultivation of harmonious social relationships and communities, effective communication, and the practical application of knowledge in daily life. The diverse discourses in this Issue specifically highlight the significance of indigenous knowledge in a range of spaces – the articles explore the importance of language proficiency for immigrants in social engagement, the construction of identity within vocational training environments, and the obstacles encountered in utilising distance education as a platform for policy discussion. These can be understood in ‘differential, dialectic and dynamic terms in that they have dissimilarities both within and without, they are interdependent, and they are subject to change’ (Shi-xu 2023, p. 2.).

The first article by Moges et al. examines the integration of indigenous knowledge systems and practices within adult education programs as a means to foster sustainable social development. Numerous indigenous knowledge systems and practices have been identified as significant contributors to the establishment of indigenous education, hence facilitating regional development. The article highlights the need to expand indigenous knowledge into adult education programmes in order to establish it as a developmental policy agenda and intervention, thus reinforcing how indigenous knowledge can enable possibilities for transformation beyond education and practice (Samuel et al. 2014), and how the identification and analysis of indigenous people’s learning needs and aspirations (Morrison et al. 2011), and their real life experiences is central to avoid marginalisation. However, this can be more of a challenge when adult learners are immigrants who may not have critical literacy skills and are therefore not empowered in this arena, with the result that their knowledge, skills and experiences may be less valued.

The next paper by Wedin examines the diverse elements that ultimately impact upon the scope of multilingualism and multiliteracy within the context of literacy skill development via the lens of critical literacy in Swedish for immigrants. The primary emphasis of this study is placed upon adult individuals who are learning a second language (referred to as L2 learners) and possess limited educational backgrounds. In order to analyse the material obtained from classroom observations, Hornberger’s (1989) continua of biliteracy framework is employed in which the interrelatedness between continua ensures that literacy and language skills can develop across and between different languages and literacies (Hornberger 2003, p. 25). The instructional practices that were observed in the study incorporated opportunities for the development of multiple literacies, and students were actively encouraged to draw upon their personal experiences and articulate their individual perspectives. The article highlights how adult education learning and pedagogy should therefore be culturally and linguistically appropriate. (Lukong 2016).

In a similar vein, the article by Walldén examines the diverse perspectives of immigrants and their perceptions of the opportunities to utilise and enhance their language abilities through the integration of formal language instruction within practical placements. The study was conducted within the framework of Swedish for Immigrants (SFI), taking influence from action research and ethnographic technique. Walldén conducted a thematic analysis, which was guided by the theoretical framework of systemic-functional linguistics, namely the ideas of field, tenor, and mode. The results indicated that the students placed significant importance on engaging in interactions with native Swedish speakers in their first language outside of the traditional classroom setting. What emerges from this paper are the challenges that immigrants face in being empowered to use their previous knowledge, experiences, perspectives, and values.

Calderón et al’s article explores the design and execution of youth and adult education (YAE) programmes in two Latin American countries, namely Chile and Peru, within the framework of policy analysis. The first background for comprehending the challenges expressed in policies concerning youth and adult education (YAE) and the fundamental factors contributing to these challenges, as viewed by influential policy stakeholders, is in their participation in the Programme for the International Assessment of Adult Competencies (PIAAC). The article indicates a dearth of policy documents specifically focused on the subject of adolescent and adult education (YAE). Moreover, it is evident that the existing literature pertaining to this topic often demonstrates an inclination towards either a too broad or overly narrow comprehension of YAE. The authors argue that that there is a widespread absence of attention given to young adult education (YAE), a limited perspective on the topic, and a general inadequacy of financial resources allocated to YAE in both countries. In the present framework, participation in research endeavours such as the Programme for the International Assessment of Adult Competencies (PIAAC) is primarily motivated by variables that are not directly associated with education. Consequently, this limited connection results in a constrained impact on policies concerning the education of young individuals and adults. The article highlights how, in both Chile and Peru, YAE is generally ignored, and this has implications for the development of youth and adult education policy, and for the young adults themselves, many of whom have already dropped out of education. As noted by Causton-Theoharis et al. (2011), these effects lead to reduced social cohesion, less engagement and civic participation, and threaten their educational trajectories and job prospects.

In his article, Karlsson investigates the concept of studenthood within the context of vocational education and training programmes offered in the municipal adult education system of Sweden. His research explores the intricate dynamics between educational institutions and the professional sphere, and their impact on the process of identity development among students. In order to accomplish this objective, a total of twelve students, from two distinct cohorts from separate academic courses, were selected for interviews upon completion of their respective educational programmes. The first group consisted of assistant nurses, while the second group comprised floor layers. The findings indicate that the process of acquiring a vocational skill and establishing a vocational identity involves engaging in many activities, during which period students form both positive and negative associations. During these identification processes, pupils have the opportunity to engage in personal development on a larger scale, which may include the formation of an adult identity. Gaining insight into the identities of adult students, namely their self-perception as learners, can be advantageous for those involved in adult education and those operating within this field. Moreover, it is worth noting that the curriculum offered by educational institutions may not align with the requirements and practicalities of professional environments, hence giving rise to a dichotomy between theoretical teachings and real-world applications. The comprehension of the dichotomy between the educational realm and the professional sphere, as well as the impact of this dichotomy on students, can contribute to a deeper knowledge of their process of occupational identity formation.

The final article by Mufic engages with the different discourses on distance education. This mode of delivery in education has garnered considerable attention in modern policy making as an educational approach that makes it feasible for more students to participate, but also presents a specific set of obstacles. In this article, Mufic takes on the varied discourses on distance education. When it comes to flexible education that is frequently delivered via remote learning, the Swedish municipal adult education (MAE) programme stands out due to its long-standing tradition of providing such courses. Utilising Bacchi’s (2009) post-structural WPR approach, the main objective of the research is to investigate how distance education is perceived, as well as the discursive repercussions of this, in the remarks made by MAE school leaders and staff members during a quality audit. What emerged from the study was how it had become increasingly difficult to challenge or think differently about remote education within the context of the flexibility discourse in adult education. In addition, the external providers, the municipalities, and the students themselves were the ones held responsible for the students’ failure to achieve their goals and the rising number of dropouts, rather than the way that the adult education system was arranged or the expectations around flexibility in adult education policy. The article highlights the need to debate the pedagogical and didactical implications of distance education, especially when many educational institutions view distance education as intrinsically removing barriers to participation.

Conclusion

Mezirow has argued that: ‘Adult education has the power to both facilitate learning and to foster the social, economic, and political conditions required for fuller, freer participation in critical reflection and discourse by all adults in a democratic society’ (Mezirow, 2003, p. 61). Indigenous knowledge can enable possibilities for transformation beyond education and practice (Samuel et al. 2014), and the identification and understanding of indigenous people’s learning needs and aspirations (Morrison et al. 2011), and their real-life experiences is central to both avoiding marginalisation and respecting the diversity of lived experience.

However, when there is a shift in discourse, for example in terms of ideas about adult education policy and practice which are increasingly focused on narrow definitions of human capital and valuable knowledge, this becomes much more challenging. Whilst diverse discourse, and in turn dialogic action, are essential to the democratisation of adult learning and education policy and practice, there is an unequivocal call to embrace indigenous knowledge systems and practices as part of wider adult education programs – to recognise their contribution to establishing indigenous education and to bring about sustainable social, educational and geographical development.

Disclosure statement

No potential conflict of interest was reported by the author(s).