Adult education in times of crisis and change:
perspectives on access, learning careers and identities
- Call for Papers
- Scientific committee
- Organising committee
- Keynote speakers
- Important dates
- Information for contributors
- Bursaries and support to participating graduate students
ESREA members: 110 €
Non-ESREA members: 170 €
PhD Students: 50 €
The conference fee includes conference materials, lunches, coffee-breaks, a light dinner (14th July) and the book of the conference.
The conference dinner (15th July) will be optional.
To be edited after the conference via a double peer reviewed process.
perspectives on access, learning careers and identities
- How has access to adult education and learning been affected by digital learning and what are adult students’ experiences of these processes.
- How is the general uncertainty raised from the crisis we are living in affecting the work and professional identities of adult educators in community education, further and higher education and workplace learning?
- Have inequalities such as class, gender, race, age and disability – already present in our system – increased or are at risk of being intensified in the near future?
- How are different educational institutions innovating their practices/initiatives after the recent critical moments?
- Methodological approaches and research in a time of crisis
- What will adult education look like in the future?
Field J., (2000) Lifelong Learning and the New Educational Order, Routledge, Stoke on Trent.
Field J., (2005) Social Capital and Lifelong Learning, The Policy Press, Bristol.
Finnegan F., Merrill B., Thunborg C. (eds.), (2014) Students Voices of Inequalities in European Higher Education: Challenges for theory, policy and practice in a time of change, ESREA/ Sense Publishers, Rotterdam.
|Andrea Galimberti, University of Milano Bicocca, Italy|
|Adrianna Nizinska, Gothenburg University, Sweden|
|Agnieszka Bron, Stockholm University, Sweden|
|António Fragoso, University of Algarve, Portugal|
|Barbara Merrill, University of Warwick, UK|
|Cristina C. Vieira, University of Coimbra, Portugal|
|Fergal Finnegan, Maynooth University, Ireland|
|Jérôme Eneau, Rennes 2 University, France|
|Sandra T. Valadas, University of Algarve, Portugal|
|António Fragoso | University of Algarve|
|Liliana Paulos | Coordinator|
|Sandra Valadas | University of Algarve|
|Barbara Merrill | Warwick University|
|Andrea Galimberti | University of Milano Bicocca|
|António Fragoso | University of Algarve|
Lucília Santos is an Associate Professor in the Physics Department of University of Aveiro (UA) with a PhD background in Condensed Matter Physics. She has wide experience in undergraduate and postgraduate teaching in Engineering, Health and Teachers Training degrees, and in pre and in service Physics Teacher Training. She was founder and Coordinator of UA’s Lifelong Learning Centre and held Executive functions on the Professional Training Unit of UA. As part of her interests’ evolution, she was the Institutional Coordinator of the Process of Access of Non-traditional Students Older than 23 years to the University from its creation. She designed Immersion Training Programs for International and Mature students Accessing HE, as Scientific Coordinator, implementer, and trainer. Active participant in several national and international research projects and in European networks, she was elected member of the Steering Committee of EUCEN for 4 years. As such, Lucília Santos was also a member of the EC-DG-EMPL VET4EU2 platform (VET4EU2) and CEDEFOP-TEL Workgroup.
Mature Learners older than 23 years in Higher Education - what impact in their educational pathway from social environmental major changes?
My learning career and identity are now more than a decade retired. I am currently Adjunct Associate Professor of Adult Education, at Teachers College Columbia University. Formerly, I was Professor and Head of Department of Adult Education at Maynooth University, Ireland. I was also Associate Dean of the Faculty of Social Sciences and a Senator on the Senate of the National University of Ireland. Educated at Maynooth I was awarded B.Sc. & B.D. Graduate studies followed with M.A & Ed.D. from Columbia University where I worked with Jack Mezirow. A summer school with Paulo Freire in Boston contributed hugely to my interest in critical pedagogy. I am currently External Academic Advisor to the Citizens' University and to the UNESCO funded Learning City Project in Larissa, Greece. In Ireland I currently contribute to the International Expert Group advising AONTAS (Ireland’s Association of Adult Learners) on formally recognising student voice in Ireland’s Further Education programmes. I bring these and other contradictions to Faro.
|15 March 2022||Submission of abstracts||Send to firstname.lastname@example.org (António Fragoso) and email@example.com (Sandra Valadas)|
|20 April 2022||Acceptance of abstracts confirmed|
|06 May 2022||Registration and payment||Please book your accommodations as soon as possible|
|03 July 2022||Final papers must be submitted||Send to firstname.lastname@example.org (António Fragoso) and email@example.com (Sandra Valadas)|
|14-16 July 2022||Conference|
Proposals are invited for papers, symposiums and roundtables. Please submit abstracts in two separate files: one including the paper title, the name of author/s, affiliation, address, e-mail of each author and information on whether it is a paper, symposium or round table; and the second one including the paper title and abstract. Abstracts should be one side of A4 maximum with Arial, 12 points. Please send your abstract in RTF-format.
If accepted for presentation, the final versions of papers (no more than 5.000 words including references) must be submitted by the 3rd July 2022, also via email. Please use Times New Roman, 12 and the Harvard reference system.
The main language of the conference is English but abstracts will be accepted in languages where we have members of the committee who can translate such as in French, Spanish, Portuguese and Italian. Full paper must be submitted in English. Presentations will also be in English.
A paper is proposed and submitted in the form of an abstract by one person. Up to three other people can be named as co-authors in the abstract proposal.
For each participant, a maximum of two such proposals may be submitted in which the person is named as an author or co-author.
The abstract proposal must indicate which of the named authors will be presenting the paper. All those authors attending must register for the ESREA 2022 Conference for Access, Learning Career and Identity.
The author or one of the named co-authors is responsible for communicating with the ESREA Conference Organisers about the paper, roundtable and symposium. .
Accepted abstracts will be downloadable in PDF-format on the Conference website.
Further information on accommodation, travel to Faro and tourist information will be available on the website.
As a way to support graduate-student’s participation in the conference, there will be three bursaries for this conference. To be able to apply, one needs to be a graduate student (e.g. PhD-student, EdD- student, master student); a member of ESREA (either individual or covered by an institutional membership) and one needs to submit a paper to the conference.
Students are to use the bursary money in expenses related to this conference (accommodation, flight, etc.) up to the limit of 300 €. ESREA will refund these expenses against the presentation of receipts. Applications or questions regarding the application procedure should be directed to Alexandra Ioannidou: ESREAsecretary@die-bonn.de
Applications should be submitted no later than 30th of April 2022.
1- Pay only after completing the registration form.
2- Please pay your fee via bank transfer to the University of Algarve account:
- IBAN: PT50 0035 0205 00011528730 91
- BIC SWIFT: CGDIPTPL
3- When making the transfer, please use the info space on your home banking application to indicate your name / the name of the conference.
4- Contact firstname.lastname@example.org (Liliana Paulos) to inform us on the invoice details (name, address, VAT, etc.).
5- If the fees are supported by your university/ research centre, and the name appearing in the invoice should be different from the person who registered, contact email@example.com (Liliana Paulos).
ESREA is a European scientific society. It was established in 1991 to provide a European-wide forum for all researchers engaged in research on adult education and learning and to promote and disseminate theoretical and empirical research in the field. The European Society for Research on the Education of Adults promotes and disseminates theoretical and empirical research on the education of adults and adult learning in Europe through research networks, conferences and publications.
ESREA provides an important space for the (re)definition of adult education and learning in relation to research, theory, policy and practice to be reflected upon and discussed. A significant part of the periodic scientific debates is made through the meetings organised by ESREA research networks.
ESREA also organised a triennial conference – the next will be in 2019, September – and runs the European Journal for Research on the Education and Learning of the Adults (RELA - https://www.rela.ep.liu.se/). To learn more about ESREA, please follow the link: https://www.esrea.org/
The ESREA research network on Access, Learning Careers and Identities was established in 1996 and a first network conference was held at the University of Leeds in the UK. At that time the network was called the Access research network reflecting the focus of adult education research at that time. The conference book publication entitled Participation and Organisational Change (Hill & Merrill, 1997) illuminates the narrow theme of the network as it only addressed access and participation in higher education. This focus of the network continued to dominate the following two network conferences in Barcelona and Edinburgh. Subsequent network conferences (held every two years) were located at University of Barcelona (2000) for a second time, Louvain University, Belgium (2006), University of Seville, Spain (2008), University of Aveiro, Portugal (2011), Linköping, Sweden (2013) and again at the University of Seville (2015), University of Rennes, France (2017) and University of Coimbra, Portugal (2019).
The University of Milano Bicocca is a public higher education institution established in Milano (Italy) in 1998. The campus is located in the Milanese district of the same name, which was once home to large industrial companies such as Pirelli and Breda. There are over 32,000 students enrolled along twelve departments and three schools. The university offer 31 undergraduate and 39 postgraduate courses as well as 16 PhD programmes in 7 subject areas. The majority of students is concentrated the areas of business and statistics (1,775 or 26.5%), mathematical, physical and natural sciences (1,215 or 18.2%) and educational sciences (1,175 or 17.6%). The Department of Human Sciences for Education “R. Massa” was founded in 1999 and has a strong interdisciplinary tradition: pedagogists, sociologists, philosophers, antropologists, historians and linguists are in constant dialogue in order to focus the different dimensions of educational phenomena.
The University of Warwick was established in the UK in 1995 alongside five other new universities as part of Government policy to widen access to university for 18-year olds. These ‘new’ universities were known as green-field universities as they were situated on the edge of cities on a designated campus. Since then it has become a leading research and teaching university. It now has 18,441 undergraduate students and 9,949 postgraduate students. There are three faculties: Faculty of Social Sciences, Faculty of Arts and Faculty of Science, Engineering and medicine. There is also a School for cross- faculty Studies. A department focusing on adult education was established in 1985 and was called the Department of Continuing Education. It is now known as the Centre of Lifelong Learning offering pre- degree, course, undergraduate and postgraduate degrees. Its main aim has always been to widen access and to offer educational opportunities for local adults.
The University of Algarve is a young Portuguese public Higher Education Institution located in the southern region of Portugal, the Algarve, having three campi in Faro and one campus in Portimão. With about 9.000 students, including over 1.600 graduate students, the University of Algarve has teaching and research as its core activities in different scientific areas: science and technology, management and economics, natural sciences, social sciences, health, medicine and biomedicine. The University of Algarve operates 55 undergraduate and 97 postgraduate courses (72 master's and 25 doctoral programmes), with about 700 permanent teaching and research staff who developed a significant number of research projects. Among its faculty and alumni activities, the University of Algarve has well- established research centres in several fields such as marine sciences, biomedicine, electronics, chemistry, arts and communication and social sciences.
The Research Centre on Adult Education and Community Intervention (CEAD) was created in 2020 and funded by the Portuguese Foundation for Science and Technology (FCT), this is the first Portuguese research centre dedicated to adult education only. CEAD activities focus: i) the processes of innovation and adult education research both in the European and Portuguese context; ii) the processes of communicating and disseminating our findings, both within the scientific community and society; iii) building closer relationships with the civil society institutions that act in adult education, in Portugal. It is very important for us to create an environment adequate for the less experienced researchers to integrate new networks and have opportunities to go forward in their professional careers. To learn more about CEAD: https://cead.ualg.pt/ E-mail: firstname.lastname@example.org
For further information about the conference please contact Barbara Merrill: Barbara.Merrill@warwick.ac.uk