Neoliberal reconceptualisations of lifelong learning? A critical analysis of learner agency in OECD documents
Yazarlar (2)
Hande Özkeskin
Öğr. Gör. Dr. Nagihan GÖKÇE Kastamonu Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (ESCI dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | International Journal of Lifelong Education | ||
| Dergi ISSN | 0260-1370 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | British Education Index | ||
| Makale Dili | Türkçe | Basım Tarihi | 04-2025 |
| Cilt / Sayı / Sayfa | 44 / 6 / 706–721 | DOI | 10.1080/02601370.2025.2489514 |
| Makale Linki | https://doi.org/10.1080/02601370.2025.2489514 | ||
| UAK Araştırma Alanları |
Yetişkin Eğitimi
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| Özet |
| Lifelong learning has been popularised under the term ‘agency’ in recent OECD policies, which emphasise learners’ roles, capabilities, and responsibilities in directing their lifelong learning journeys. This direct shift to learners requires a critical analysis of key policy documents to understand the broader implications of neoliberal policies for education. This study employs critical content analysis of key OECD documents to critically examine how ‘agency’ is constructed within a neoliberal framework. By unpacking the language and assumptions embedded, this study shows how the term ‘agency’ is re-conceptualised and presented as a so-called empowerment tool and how educational accountability has shifted from institutions to individuals. It is highlighted how neoliberal policies use new ‘window dressing’ terms to promote individual responsibility, often hiding deeper issues like unequal resources and institutional … |
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BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 5 |