Educating inclusion? Aspects of exclusion within the inclusive policy concept of lifelong lerning

Author(s):

Andreas, Carl Nordin

Conference:

ECER 2008

Network:

4. Inclusive Education

Format:

Paper

Session Information

04 SES 02C, Including Adults

Paper Session

Time:

2008-09-10

11:15-12:45

Room:

AK2 138

Chair:

William Patrick Kinsella

Contribution

Educating inclusion? Aspects of social exclusion within the inclusive policy concept of Lifelong learning Andreas Nordin School of Education Växjö University Sweden Email: andreas.nordin@vxu.se Abstract In the last decade social inclusion, together with lifelong learning, have emerged as strong policy-leading concepts within the European Union. In order to enhance social inclusion, extensive investments in lifelong learning have been made. Education and training programmes are supposed to support a more inclusive society. At the same time, the discourse of lifelong learning has become more individualized and market-oriented. Research show how the individual learner has difficulties in managing the situation, as an increasing amount of responsibility in fulfilling the goals of the European Commission is placed upon the learning subject, rather than the state. Against this background articles accessible in the database ERIC, one of the major databases within the field of education dealing with lifelong learning and questions about inclusion and/or exclusion, are read critically. The basic aim of the study is to discern what different approaches of inclusion/exclusion are to be found within discourses about lifelong learning. This paper takes its theoretical point of departure in the critical social science method. Its main object is, on a discursive level, to disturb status quo and unveil dominating factors. Focus is not, in this perspective, laid on specific methods of carrying out research; rather on what questions are being asked and in what way these are scrutinized. Based upon the articles examined, I argue, that both social inclusion and lifelong learning as positive and unproblematic policy-concepts need to be questioned and further problemized. Along with the development connected to the concept of lifelong learning as individualized and market-oriented, the result shows the importance of considering the individual and his or her social capital. A rich social capital is to be considered as the key factor when trying to leave a life on the fringe. The study shows that individuals would be empowered by further support of the informal aspects of lifelong learning. But instead, too much focus is placed upon formal lifelong learning activities, which exclude disadvantaged groups, maintain status quo and leave those with poor social capital and low self-esteem even more disillusioned. Instead of looking at lifelong learning as one formal and normal solution for all, the result emphasizes the need for variety and diversity, understanding inclusion and exclusion as being foremost subjective statements rather than objective diagnoses. A final overall remark made, is that the discourse of lifelong learning and social inclusion/exclusion is almost entirely a British concern with reference to the nationality of the authors as well as empirical examples referred to in texts.

Expected Outcomes

The overall conclusion of this study is, that instead of looking at lifelong learning as one formal and normal solution for all, as it is communicated in policy documents, the result emphasizes the need for variety and diversity, understanding inclusion and exclusion as being foremost subjective statements rather than objective diagnoses. To support such a development, further efforts has to be made in relation to the informal and non-formal aspects of lifelong learning.

References

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Author Information

Andreas, Carl Nordin

Växjö University

School of Education

Växjö

186

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