Abstract
We began this book by launching a series of questions on what the adult education and learning research field looks like, how it has emerged historically and how it is transformed through contemporary policy and research practice. The chapters have, in different ways, contributed to answering these questions by case studies, as well as by looking at the transnational power relations across countries. In the debate on comparative adult education research finalising this book, Field, Künzel and Schemmann posed the rather provocative question of whether the chapter of international comparative adult education has now come to a close (see Chap. 10). We would argue that such research is still alive and possible to carry out, but that the conditions under which research is conducted also need to be taken into serious consideration. In the various contributions to this book, several chapters show how a comparative perspective on the field of research can contribute to our understanding of how knowledge about adult education and learning is produced. They also demonstrate how this knowledge is stratified across regional and national borders, as well as between individual scholars positioned in relation to one another.
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Notes
- 1.
This could partly be explained by us, as editors, selecting contributions which were already available and published in the English language, based on empirical research on how the field is constituted. Such selection is also based on who we know, i.e. research we have encountered (and thus we are limited to research published in English or any of the Scandinavian languages).
- 2.
This is especially the case with the North American journal, AEQ. The analysis in Chap. 6 illustrates how US scholars to, a less extent, publish in the other journals in the field (located in the UK and Australia) and how AEQ contains few publications by authors from these other two anglophone countries (or any other country for that matter). Secondly, there is little communication across the journals, not only in terms of authorship, but also in terms of citations.
- 3.
- 4.
Professorship is here understood as full professors holding designated chairs in adult education research, i.e. the last and final step in the academic career structure. This should not be confused with assistant or associate professors, nor with university teachers in adult education in general.
- 5.
It should be noted that the success Paulo Freire had in exporting his ideas to the very heart of the “empire” of contemporary research probably lies partly on him having had multiple guest professorships in countries like the US and Switzerland during the years of military dictatorship in Brazil (see also Kane 2013).
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Nylander, E., Fejes, A. (2019). The Research Field of Adult Education and Learning: Widening the Field. In: Fejes, A., Nylander, E. (eds) Mapping out the Research Field of Adult Education and Learning. Lifelong Learning Book Series, vol 24. Springer, Cham. https://doi.org/10.1007/978-3-030-10946-2_13
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