Time for Adult Learning and Education. An empirical reconstruction of temporalities and time modalities in different learning settings of continuing education.
Final Report Abstract
The project aims at investigating the role time plays in non-formal learning in adulthood, as there are – in contrast to childhood and adolescence – no structured time-institutions for education (in contrast to compulsory school education). If learning is not simply seen as happening en passant, time for continuing education must be negotiated, structured, and integrated into everyday life. At the same time, empirical research on participation in adult learning and education reveals that time conflicts (e.g. with family or professional obligations) and missing legal entitlements (e.g. paid educational leave) form decisive barriers to participation. It is, therefore, of central interest how and with which effects learning time is realized in practice and conceived individually and which different qualities of time are observable. The project examines the configuration of time-related structures and practices in courses (collective temporalities) and experiences and the formation of time in the participants’ learning (individual time modalities). Instead of assuming time as a merely technological-operational entity or a natural quantity a priori, the project analyses the relational interplay between collective temporalities and individual time modalities from a practice-theoretical perspective. As fundamental as time is for pedagogical issues, it eludes immediate observation. Therefore, the empirical investigation deploys a qualitative-reconstructive, multi-method and multi-perspective research design: Participant observation of courses aims at a (re)construction of the temporalities by systematically comparing courses from different learning settings (intensive ‘block week’, ‘day or evening course’ as well as ‘online course’). Through narrative interviews with course participants, individual time experiences and different shapes of qualities in learning time come into view (time modalities). Finally, an integrating analysis focuses on the multi-level analysis of the interplay between the collective temporalities in courses and the individual time modalities of learning. For this purpose, the Documentary Method offers an appropriate methodological framework to meet the specific challenges of the research object by means of reconstructing implicit knowledge. The results of the research project will not only contribute to fundamental research in the field of time and learning (which offers insights not only for adult education but also for educational sciences in general), but also help illuminate the phenomenon of (non-)participation in continuing education beyond sociographic and -economic characteristics.
Publications
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Participation and learning through the lens of Transnational comparative studies – gender facets and temporal constraints. Sisyphus — Journal of Education 10(2), 9-36
Schmidt-Lauff, S., Brečić-Ločičnik, M. & Berendi, C.
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Zeit und Lernen im Erwachsenenalter. Zur Rekonstruktion von Zeitlichkeiten und Zeitmodalitäten in differenten Lernsettings der Weiterbildung. Poster auf der Jahrestagung der Sektion Erwachsenenbildung 2023 „Erwachsenenbildung und Nachhaltigkeit“
Schwarz, J., Hassinger, H. & Schmidt-Lauff, S.
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Zeitlichkeit und Zeitmodalitäten - Ein multiperspektivischer empirischer Zugang zu Zeit im Bildungsurlaub. In. Ch. Zeuner & A. Pabst (Hrsg.), Fünf Tage sind einfach viel zu wenig - Bildungszeit und Bildungsfreistellung in der Diskussion (S. 77-95). Wochenschau Verlag
Schmidt-Lauff, S., Hassinger, H. & Schwarz, J.
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Krisenzeiten und Zeitkrisen. Vortrag zur Jahrestagung der DGfE-Sektion Erwachsenenbildung im Panel „Re-Konstruktionen. Krisenthematisierungen in der Erwachsenenbildung“. Europa-Universität Flensburg
Schmidt-Lauff S., Schwarz J. & Hassinger, H.
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Zeitlichkeit individueller Orientierungen und kollektiver Praktiken in analogen und digitalen Settings der Erwachsenenbildung. Vortrag auf der Jahrestagung des ces e.V., Universität Frankfurt
Schwarz J., Hassinger H. & Schmidt-Lauff S.
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Biographical Temporalisation(s) in Adult Education. Sisyphus — Journal of Education 11 (1), 128-146
Schmidt-Lauff, S.
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Biographical Temporalization(s): A Time-sensitive Reconstruction for Adult Education in STREAM. Research Symposium Series 2023
Schmidt-Lauff, S.
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Biographieforschung und Zeit. In D. Nittel, H. von Felden, & M. Mendel (Hrsg.), Handbuch Erziehungswissenschaftliche Biographieforschung und Biographiearbeit (S. 123–136). Juventa
Schmidt-Lauff, S. & Hassinger, H.
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Krisenzeiten und Zeitkrisen.. Re-Konstruktionen – Krisenthematisierungen in der Erwachsenenbildung, 207-218. Verlag Barbara Budrich.
Schmidt-Lauff, Sabine; Schwarz, Jörg & Hassinger, Hannah
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Pacing Out Educational Temporalities: Methodological challenges in the measurement of time in adult education research. Sisyphus — Journal of Education 11 (1), 83-106
Schwarz, J.
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Ritual und Transformation. Zur temporalen Struktur organisationalen Lernens zwischen Ereignis und Prozess. Forschungsdiskurs und Etablierungsprozess der Organisationspädagogik, 377-392. Springer Fachmedien Wiesbaden.
Schwarz, Jörg
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Time and Temporalities in (Adult) Education and Learning. Special Issue (invited guest editor). Sisyphus — Journal on Education 11 (1)
Schmidt-Lauff, S.
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Zeit. In. Wörterbuch Erwachsenenbildung. UTB Klinkhardt Verlag, 453-454
Schmidt-Lauff, S. & Schwarz, J.
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Bildung zeitgerecht organisieren? Zur Bedeutung zeitlicher Organisationsformen für die Realisierung von Bildungsgerechtigkeit am Beispiel der Erwachsenenbildung. Vortrag auf der Jahrestagung der Sektion Organisationspädagogik „Organisation und Un-/Gerechtigkeit“. HTW Saar
Schwarz, J.
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Dissipation and Transitions in STREAM. Research Symposium Series 2024
Elven, J. & Schwarz, J.
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Symposium Processuality and Rhythmicity of Crises and Transformation. 29. DGfE-Kongress 2024 „Krisen und Transformationen“. Martin-Luther-Universität Halle
Schwarz, J.
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Temporal processing of times in crisis – biographical interlacings from adult learning. Vortrag im Symposium Processuality and Rhythmicity of Crises and Transformation. Krisen und Transformationen 29. DGfE-Kongress 2024. Martin-Luther-Universität Halle
Hassinger, H. & Schmidt-Lauff, S.
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Zeitdimensionen des Weiterbildungsverhaltens und seiner Barrieren. forum erwachsenenbildung, 57(2), 19–24
Hassinger, H. & Schmidt-Lauff, S.
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Processuality and Rhythmicity of Crisis and Transformation. Krisen und Transformationen, 67-80. Verlag Barbara Budrich.
Schwarz, Jörg; Alhadeff-Jones, Michel; Hassinger, Hannah; Maksimović, Maja; Schmidt-Lauff, Sabine & Wyßuwa, Franziska
