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Home from home: an auto/biographical narrative research pilgrimage

100%
West L.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2024
|
vol. 25
133-152
EN
The paper embodies a kind of research pilgrimage: informed by actual pilgrimage and the power of metaphor and expressive writing. The starting point is hesitant first steps under the gaze of scientific literalism as well as youthful conceit. It encompasses historical research on Richard Henry Tawney – a key figure in workers’ education. It was followed by conventional psychological research in the 1980s into working-class student experience, but this was challenged by those at its heart: listen to us for a change, they said. Eventually, there were steps towards what I now call auto/biographical narrative research, and the influence of European colleagues and feminism was important in finding a good enough research home, and eventually more authenticity and depth. The journey in fact became an explicit, joyful play of metaphor, intimacy, cultural politics, and narrative dialectics. It included a subjective journey home, encompassing different ways of seeing, literature, subjective and unconscious life, a vulnerable yet resilient humanity, self, other and otherness. And, in the context of the contemporary rise of racism and fundamentalism, a reconnection with parents and the gifts and goodness of a lost, agentic working-class culture. The paper is a kind of meditation on research and how it can help in the fundamental work of memory, to build a better, more socially just, inclusive, and reflexively conscious world.
2
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Discourses of lifelong learning and adult education: back to the future?

100%
West L.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2019
|
vol. 20
15-32
EN
Ours is a troubled, liquid and precarious world. Tsunamis of economic change, neo-liberal ideology and the cult of individualism have led to the rise of extreme nationalist, nativist and fascist organisations, where intolerance is shown to the other, the migrant, or asylum seeker. It is a time where dialogue across difference seems hard to achieve, while new social media often serve as echo chambers in which people only listen to others like themselves. Moreover, representative democracy is in crisis, while lifelong learning has been instrumentalised and commodified with its labour market focus. Popular or citizenship education has long been in decline. Drawing on the work of distinguished Polish sociologist Bauman, and of adult educators R.H. Tawney and Raymond Williams, alongside new psychosocial interpretations of the history and contemporary world of adult education, the case is made for a reinvigoration of the public realm, in which the marginalised spirit of a dialogical, popular adult education can claim a central role.
PL
Nasz świat jest skomplikowany, płynny i niepewny. Tsunami zmian ekonomicznych, ideologia neoliberalna i kult indywidualizmu doprowadziły do powstania ekstremalnych organizacji nacjonalistycznych, natywistycznych i faszystowskich, gdzie nietolerancja jest okazywana obcym, migrantom lub osobom ubiegającym się o azyl. Jest to czas, w którym dialog między różniącymi się stronami wydaje się trudny do osiągnięcia, podczas gdy nowe media społecznościowe często służą jako komnaty echa, w których ludzie tylko słuchają opinii podobnych do własnych. Co więcej, demokracja przedstawicielska znajduje się w kryzysie, podczas gdy uczenie się przez całe życie jest instrumentalizowane i utowarowione z powodu nadmiernej koncentracji na potrzebach rynku pracy. Edukacja ludowa (popularna) lub obywatelska jest od dawna w odwrocie. Opierając się na pracach wybitnego polskiego socjologa i filozofa Zygmunta Baumana i andragogów R.H. Tawneya i Raymonda Williamsa, wraz z nowymi psychospołecznymi interpretacjami historii i współczesnego świata edukacji dorosłych, podjęto próbę ożywienia sfery publicznej, w której marginalizowany dotąd duch dialogicznej i powszechnej edukacji dorosłych może odgrywać centralną rolę.
3
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The professional is personal, the personal is professional? Towards re-conceptualising professionalism: a scientific and personal dialogue

51%
Rothe A., Del Negro G., West L.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2021
|
vol. 22
231-246
EN
In this paper, two new and one established researcher (from Germany, Italy, and the UK) dialogue about researching professional biographies in education. The authors seek to build on a personal and scientific conversation to illuminate the critical and reflexive epistemological potential of particular perspectives in challenging the constraints of neoliberal discourses in education. The doctoral studies of the new researchers illuminate the limited conceptualisations of professionalism, shaped by dominant discourses pervading higher, adult and early childhood education. The two new authors explore similarities and differences in their work, including research questions, theoretical frameworks, methodologies, empirical data and interpretation. Biographical interviews and co-operative inquiry are used to collect stories about professional identity and ways of knowing. A common finding is that professionalism encompasses deeply personal dimensions in what is a complex conscious and unconscious, cognitive and emotional dynamic. Professionals can feel subjected to external standards and disempowered by constant audit and they must negotiate who they are within these parameters. The exploration of the interplay of past and present spheres of uncertainty fundamentally challenges technocratic and instrumentalist discourses and illuminates the diverse ways of knowing implicated in being a good enough creative and questioning professional. The authors conclude by arguing for a holistic re-conceptualisation of professionalism, as necessarily both personal and professional; and they conceive ‘reflexive irritation’ to be a site of epistemological struggle in this regard. There is also a discussion on related methodological and ethical issues.
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