Public Policy and the ‘Sustainability’ of Adult Education

Marcella Milana; Palle Rasmussen; John Holford

doi:10.6092/issn.1825-8670/4658

Autori

Marcella Milana
Marcella Milana is Associate Professor at Aarhus University, Denmark, and (in collaboration with the University of California-Los Angeles, United States) a Marie Curie Fellow. A board member of the European Society for the Research on the Education of Adults (ESREA), joint convenor of its Research Network on Policy Studies in Adult Education, and co-Editor of the International Journal of Lifelong Education. She researches and publishes in the areas of education policies, adult education and lifelong learning, and the professionalization of adult educators.
Palle Rasmussen
Palle Rasmussen is Professor of Education and Learning Research in the Department of Education, Learning and Philosophy, Aalborg University, Denmark, where he directs the Centre for Education Policy and Evaluation Research. His research areas include education policy, lifelong learning, evaluation methodology and social innovation, and he has published extensively in these fields. He has coordinated the standing network on Policy Studies and Politics of Education in the European Educational Research Association and has participated in several other international research networks.
John Holford
John Holford is Robert Peers Professor of adult education and Director of the Centre for Research in Higher, Adult and Vocational Education at the Universit of Nottingham, United Kingdom. A joint convenor of the ESREA Network on Policy Studies in Adult Education and Editor of the International Journal of Lifelong Education, he has researched on European policymaking in adult and lifelong education, as well as in areas such as social and labour movements and the history of adult education.

DOI:

https://doi.org/10.6092/issn.1825-8670/4658

Parole chiave:

Sostenibilità, Politiche, Educazione, Educazione degli adulti, Giustizia sociale

Abstract

I concetti di crescita e sviluppo sostenibili sono inseparabili dalla definizione dei problemi sociali a cui le politiche pubbliche dovrebbero dare risposta. Tuttavia, in tempi recenti profonde crisi sociali ed economiche stanno mostrando la fragilità sia delle attuali istituzioni sia delle politiche pubbliche. È pertanto necessario riflettere su come la ‘sostenibilità’ sia - o potrebbe essere – centrale nell’analisi delle politiche educative. Nel presente contributo si prendono brevemente in esame le condizioni che hanno portato ad attribuire una crescente centralità al concetto di sostenibilità nel dibattito politico, per poi considerarne le ricadute sulla ricerca educativa. Infine si sostiene la necessità di ripensare il fondamento ontologico stesso del concetto di sostenibilità per mostrarne le relazioni con le politiche di educazione degli adulti e la giustizia sociale.

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Politiche pubbliche e sostenibilità dell’educazione degli adulti

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