Conference Agenda

As lifelong learning (LLL) is a significant condition for employability, social inclusion and active citizenship, the European Council has been emphasizing the importance of adult learning for the last two decades (European Commission, 2001; 2016; 2019). While good-quality motivation and good-quality learning strategies are important determinants of continued learning in adulthood (European Commission, 2016; Lüftenegger et al., 2012), learning processes in adult education are an understudied terrain, especially among low-educated adults, who we can expect to be insufficiently developed in these learning skills.

Educational psychological research agrees that learning is a complex interplay of motivation, regulation and cognitive processing and, regardless of the age of the studied population, individual differences in learning quality exist (Vermunt & Donche, 2017). It can therefore be expected that also low-educated adults should not be considered a homogeneous group of learners, but learner profiles, differing in the quality of learning motivation and use of learning strategies, may be present. In person-oriented research, motivation and learning strategies have so far mainly been studied separately, rather than as an integrated whole. Yet literature points to the strong reciprocal relation between the two components, in which neither motivation nor learning strategies are the protagonist (e.g., Alexander, 2017). For this reason, the current study seeks to answer the question of which qualitatively different learner profiles exist among low-educated adults, based on learning motivation and learning strategies used, investigating both components, relative to each other.

Learning motivation is conceptualized in this study according to Deci and Ryan's (2000) Self-Determination Theory (SDT), in which quality is understood as the degree to which behaviour is self-determined. Amotivation is situated at the lower end of the SDT-continuum, which is the same as a lack of motivation. Next on the continuum are various forms of extrinsic motivation. The least self-determined form of extrinsic motivation is external regulation. This behaviour is initiated by external pressure, such as rewards or power. Introjected regulation refers to behaviour that is self-imposed, such as behaviour to avoid guilt or boost the ego. The third and most self-determined form of extrinsic motivation, is identified regulation. It refers to behaviour that is posed because the learner finds it valuable. At the very top of the continuum is intrinsic motivation which refers to behaviour that stems from inherent interest or pleasure.

The distinction in quality for the component of learning strategies is conceptualized according to the Learning Patterns Model (LPM)(Vermunt & Donche, 2017). Students tending toward a meaning-oriented learning pattern process learning content in a deep way, combined with a high degree of self-regulation strategies. Students with an application-oriented learning pattern prefer to make connections to concrete situations and prefer both self- and external regulation strategies. Students with a reproduction-oriented learning pattern process in a surface manner and prefer strong external regulation by the learning environment. Students can be identified lacking any regulation strategies and using few to none processing strategies and whom the model labels as the undirected learning pattern. The former two patterns are considered good-quality patterns, while the latter patterns are considered poor-quality learning.

Although both theories have a tradition of variable-oriented research, person-oriented studies have increasingly appeared to distinguish between individual quality. For each component of learning (motivation, regulation and processing strategies), typically, four profiles are found, differentiating between a high- versus low-quantity and a good- versus poor-quality profile (e.g., Cents-Boonstra et al., 2019; Shum et al., 2023). Based on the insights of earlier person-oriented research, we hypothesize learning profiles among low-educated adults to be distinct not only in terms of quality but also in terms of quantity.

When you enter the Southsea high school, you enter an open area called the “lounge”. The lounge is a place you pass through, but it also serves as a place to hang out, meet other students and to take a break and rest in the comfort of the sofas. Everybody knows and notices that the lounge is primarily populated by the racialized minoritized students. The white students hang out in the canteen. This resonates with Beverly Daniel Tatum’s classic and poignant question ‘Why are all the Black Kids sitting together in the cafeteria?’ (Tatum 1997). In this paper I wish to follow another but related question, investigating the internal logics and negotiations of the majoritized white students and the minoritized racialized students in how they make sense of the ways in which they can take up space in the high school - and in society in general.

I conceptualize racialization as an affective process (Ahmed 2012, Zembylas 2015, Manning 2023) of differentiation (Deleuze 1990, Massumi 2009) to understand the affective, spatial and embodied experience of standing out, blending in or passing as a racialized Other. Educational contexts and inclusion are seen as connected to how spaces are able to embody some bodies and not others as naturally belonging (Puwar 2004, Ahmed 2012).

Based on group interviews utilizing the creative methodology of identity mapping (Futch & Fine 2014, Jaffe-Walter & Khawaja 2022) with students from both the lounge and the canteen, I ask how they negotiate their sense of embodied and spatialized belonging in relation to each other and the spaces they can inhabit.

The analysis shows how the students are actively engaged in creating inclusive spaces for themselves within and beyond the high school in a political and societal backdrop where high schools with high numbers of racialized minoritized students are seen as “ghetto schools” and problematized as less successful schools in terms of achieving integration and social cohesion. This paper sheds light on how the students themselves negotiate a sense of social cohesion and community and how it links to their sense of belonging in school and, more generally, in society.

The intersection of education and immigration presents a multifaceted and dynamic landscape that significantly influences both individuals and societies. Schools serve as essential platforms, equipping immigrant students with the necessary linguistic, cultural, and academic skills. They play a crucial role in shaping a sense of belonging and civic engagement among immigrant youth. Despite these benefits, challenges such as language barriers and socio-economic disparities persist. Recognizing these challenges, inclusive educational policies are imperative to address the diverse needs of immigrant populations. Research into the impact of immigration on school systems is crucial for developing effective strategies and ensuring equitable educational opportunities for all. As global migration trends persist, understanding the interplay between schools and immigration is essential for building inclusive and culturally rich societies.

Within the framework of this research project, the school organizational practices related to the establishment of preparatory measures for newly immigrated students and their transition into regular classes in secondary education are examined. Concerning the development of schools and school culture, the study delves into questions regarding the extent to which the establishment of preparatory classes for newly immigrated children and adolescents entails structural changes towards intercultural openness in the school. It also investigates whether a school with already implemented measures for intercultural school development shows different ways of organizing the education of newly immigrated students. Factors such as the criteria underlying past decisions on organizing the education of newly immigrated students are considered, and the possible explanations for differing processes and routines in the school are explored (Herrmann 2017). This includes examining the orientation patterns and positionalities of school management and teachers regarding migration-related heterogeneity and diversity in general.

This research project also aims to investigate how teachers perceive dealing with diversity as a professional task. Secondly, it explores how appropriate conditions for this task can be achieved (Tillmann 2017). Understanding diversity as a pedagogical opportunity and enrichment as advocated by Trautmann and Wischer (2011) is a pedagogical attitude that has not yet been embraced by a majority of teachers (Solzbacher 2008).

This presentation delves into the life stories of individuals engaged in education within the context of prison life, focusing on experiences in both Ireland and Greece. Positioned within a broader project on the lived experience of prison education, this research draws theoretical inspiration from key concepts in recognition theory, identity formation, and critical adult education, rooted in the works of Axel Honneth (1996, 2003, 2012) and Paulo Freire (2000, 2005).

By interweaving these foundational theories, the overarching aim was to critically examine the multifaceted aspects of identity formation and the relationships created in the unique environment of prison education. Of particular interest is the lasting impact of these dynamics on individuals post-release. The theories of recognition and identity formation offer valuable insights into the development of self-awareness and the negotiation of identities within the prison education setting. Furthermore, critical adult education theories bring into sharp focus transformative learning, agency, and praxis, by viewing education as a means to address social inequalities and take action for social justice.

The central research question guiding this exploration is:

What are the significant events and milestones identified by individuals participating in prison education as learners in their narratives?

This question is approached through the lenses of recognition and transformation, employing the theories above to deepen our understanding of the complex interplay within the prison education environment.

Considering that all participants in both countries were early school leavers, examining key factors influencing early school leaving within the Irish context is essential. According to Tusla – the Child and Family Agency in Ireland (2007), some of these factors include:

a) Sense of belonging: Students who feel alienated and have reduced participation in school are more likely to drop out,

b) Attitude toward school: Beliefs and attitudes that students hold toward school significantly impact their likelihood of dropping out, more specifically, factors such as locus of control (feeling in control of one's actions and outcomes) and motivation to achieve are crucial predictors of dropout rates.

And c) Stressful life events: Increased levels of stress and the presence of stressors, such as financial difficulty, health problems, or early parenthood, can be associated with higher rates of early school leaving. These challenges can negatively impact a student's ability to cope with school demands, leading to disengagement.

Indeed, all these factors emerged in the participants’ narratives when reflecting on important events and milestones surrounding their re-engagement in education while serving their time.

Overall, this presentation contributes to the growing discourse on social justice and intercultural education by shedding light on the nuanced experiences of individuals in prison education, by presenting their voice and their stories the way they narrated them and providing insights on education for social justice.