The ESREA community celebrated at the University of Milano Bicocca last year 30 years of ESREA. The 10th Triennial conference New seeds for a world to come was a great opportunity to gather together, look back with satisfaction, look forward with hope, and enhance a sense of belonging to this community. [...] In the conference call, we mentioned the “dramatic changes” that were (and are) going on in individual and collective lives, bringing unexpected revisions of common educational and cultural practices, and compelling us to deal with the experience of the pandemic, and its consequences. However, we also stated our desire to make the Conference “a positive reflexive moment to look at the future, to mobilize the best energies of adult education research and intervention, and interrogate the controversial, nonlinear effects of the ongoing ecological, economic, and social changes”.
Shaping new possibilities: The university as an agora for discussion
págs. 25-30
Creative methods for more-than-human communities: Multisensory learnings from anthropology
págs. 31-36
Culture contact, adult learner’s critical thinking, and critical thinking use: A sociocultural perspective on adult education
págs. 37-43
Crisis in adult education of the post-pandemic period: A possible model of sustainable welfare
págs. 45-50
Learning practices in work contexts: The case of an italian company
págs. 51-57
Smart working and new learning patterns: A case study
págs. 59-64
Articulating technological and pedagogical accessibility for adult learners in distance education
Jean-Luc Bédard, Beatrice Pudelko, Faustin Kagorora, Valéry Psyché, Anna Maria Zaidman, Geneviève Simard Tozzi
págs. 65-70
págs. 71-82
págs. 83-88
Ellen Boeren, Maren Elfert, Kjell Rubenson, Tom Schuller
págs. 89-98
Fostering reflective thinking and combating ethnocentric tendencies: A cross-cultural inquiry-based learning experience in higher education
págs. 99-106
Survey on adult learning and education policies and practices: Opinions of european regional and local stakeholders
Noelia Cantero, Paolo Federighi, Tina Mavrič, Francesca Operti, Francesca Torlone
págs. 107-112
Skills in action: From life stories to self-awareness and self-discovery
págs. 113-121
págs. 123-128
Perspectives on the value of studying an early years foundation degree (EQF level 5) in England: Past, present and future destinations
págs. 129-134
Chronicity and pandemic: Research perspectives and educational actions to support, in changement, the adult with chronicity
págs. 135-140
págs. 141-146
págs. 147-152
págs. 153-158
Responding to changes in workplace demands and learning styles: Challenges and benefits of work- integrated learning for student development in higher education
Pierre Failler, Irina Lokhtina, Andrea Galimberti, Elzbieta Sanojca
págs. 159-164
págs. 165-169
Ecologies of education: Covid pandemic as an occasion to interrogate adult education theoretical frameworks
Alessandro Ferrante, Andrea Galimberti, Maria Benedetta Gambacorti Passerini
págs. 171-176
págs. 177-183
Social representations during the first SARS-CoV-2 pandemic wave of 2020 in Italy: Learning from emotional education to redesign a resilient future
págs. 185-191
Digitalization and democracy: A context paper
Angeliki Giannakopoulou, Daiana Huber, Dina Soeiro, Helder Tolkas, Susanne Lattke, Nils-Eyk Zimmermann, Thomas Fritz, Christin Cieslak
págs. 193-198
págs. 199-205
Critical social theory and the ontology of hope: Implications for the future of adult education
págs. 207-212
págs. 213-218
Digitalization resistances of german employees in the pandemic: Vocational education and training between emancipation and adaptation
págs. 219-225
The COVID-19 pandemic as a major crisis in adult education in Quebec: Chronology of events and impact on student attendance
Claudel Lamoureux Duquette, Virginie Thériault, Pierre Doray
págs. 227-234
págs. 235-241
A socio-material approach to professional learning for engineers in industry 4.0.: In response to the emergent human-machine interaction
págs. 243-248
The two levels of digital adult education: Adult educators as learners and providers of digital services
págs. 249-254
Lying on your back: Awareness through movement as new form of ecojustice sensitivity
págs. 255-261
Embodied learning in the liminality of pain: Exploring the body and its experience
págs. 263-271
Music narratives of offenders: Horizons of time, space and life scape
págs. 273-274
Radicalization and transformation in everyday life: Educating the radical thinking
págs. 275-278
Social Mediation: Engendering community learning processes
págs. 279-285
Talent development and leisure at work: The way for developing adult talents?
págs. 287-289
How adult educators overcome crises: Insights from a qualitative investigation at german adult education centers
págs. 291-296
3R-Play’s educational practices for adult education: The case of football coaches’ training 'I° edition'
págs. 297-307
págs. 309-314
Citizens… or citizens in the making?: A study of school-community collaborations to enhance civic engagement among adult students
págs. 315-319
págs. 321-328
Watching new seeds sprout: A review of artificial intelligence in adult education
págs. 329-336
Gender, adult education and career reward: The Paula Principle in today’s Europe
Tom Schuller
págs. 337-344
Like a spider in a network of relations. The role of universities of applied sciences for cultural adult education in rural landscapes: Theoretical basics for innovative research and development
págs. 345-348
Student resilience and motivation during the pandemic: Lessons from a study into adult ESOL
págs. 349-355
Crisis as a window of opportunity for affirmative action: Comparative study from high, middle and low-income countries
págs. 357-363
Transitions in the policies for the education of adults: Comparing the funding regimes in Denmark and Slovenia
págs. 365-370
Radicalization and violent extremism prevention: A socio-pedagogical approach
págs. 371-376
Educational support: Knowledge and gestures in the perspective of accompagnement
págs. 377-382
págs. 383-387
Coevolutionarratives: The power of narratives in approaching crisis
págs. 389-394
The paradox of exclusion through inclusion: Lessons learned for adult education
págs. 395-400
Exploring the association of learning a foreign language with cognitive improvement of older chinese adults: A case study
págs. 401-407
págs. 409-414
págs. 415-420
págs. 423-431
Spaces, times and the rhythms of critique and emancipation in adult education
Michel Alhadeff Jones, Francesco Cappa, Fadia Dakka, Fergal Finnegan
págs. 433-440
págs. 441-448
Adult literacy(ies) for the immediate future
Francisco Javier Ávila López, Analí Fernández Corbacho, María del Carmen Fonseca Mora, Lorena García Barroso, Emilio Lucio-Villegas, Fernando D. Rubio Alcalá, María del Carmen Sánchez Vizcaíno
págs. 449-457
Should i stay or should i go now: Conditions of participation in literacy and adult basic education (symposium)
Betty Becker Kurz, Marie Bickert, Maurice de Greef, Simone C. Ehmig, Pilar Figuera Gazo, Juan Llanes Ordóñez, Johanna Leck, David Mallows, Gwennaëlle Mulliez, Michael Schemmann, Bernhard Schmidt Hertha, Lena Sindermann, Veronika Thalhammer
págs. 459-466
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