Adult education history in Britain

Past, present, and future (part II)

Bibliographic Data

ID10326336
AuthorsMark Freeman (0000-0003-4521-2720, Department of Education, Practice and Society, UCL Institute of Education, London, UK, corresponding author)
Year2020
Volume56
Issue3
Pages396-411
Publication date2020-05-03
Open AccessNo
TypeARTICLE
VenuePaedagogica Historica (JOURNAL)
Journal identifiersISSN: 0030-9230 • E-ISSN: 1477-674X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00309230.2019.1606023
OpenAlexW4205588866
LanguageEN
Citations received2

This article – the second part of a two-part contribution – offers a number of suggested directions for the historiography of adult education in Britain. It identifies opportunities to address longstanding areas of neglect that have been overshadowed by a focus on the “Great Tradition” of adult education. Although a key theme of recent research is a shift in focus from educational institutions to the study of learners and learning, the article argues that there remains considerable scope for the study of adult education organisations, and identifies four specific areas of opportunity: the examination of the governance of educational institutions, the study of the publications of students and teachers, biographical studies of learners and learning, and geographical and spatial analyses. All these approaches are being productively adopted, and they offer opportunities to draw historians of adult education closer to other developments in modern social, economic and cultural historiography

Adult education · Corporate governance · Historiography · History of education · Management · Neglect · Pedagogy · Political science · Scope (computer science · Social science · Sociology · Theme (computing · Historical Education and Society · Historical Education Studies Worldwide · Historical Studies on Reproduction, Gender, Health, and Societal Changes · History · Law · Psychology

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Open DOIOpen Access