Mapping our way out? Critical reflections on historical research and the Faure report
Contributions to the literature have postulated an historical shift in policy narratives from the Faure report’s formulation of “lifelong education” for UNESCO in 1972 to a focus on “lifelong learning” since the mid-1990s. It has also been argued that the policy narrative articulated by de-sc...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Linköping University Electronic Press
2021-11-01
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| Series: | European Journal for Research on the Education and Learning of Adults |
| Online Access: | https://rela.ep.liu.se/article/view/3584 |
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| Summary: | Contributions to the literature have postulated an historical shift in policy narratives from
the Faure report’s formulation of “lifelong education” for UNESCO in 1972 to a focus
on “lifelong learning” since the mid-1990s. It has also been argued that the policy
narrative articulated by de-schoolers in the early 1970s was incorporated in the Faure
report. This paper critically examines the empirical foundations for such arguments and
is based on a re-reading of the policy repertoire articulated by Faure’s report together
with an analysis of the de-schoolers’ reception of the report in the early 1970s. Based
upon a re-reading of primary texts and secondary sources from the 1970s, the analysis
demonstrates that these widely accepted arguments constitute a problematic
interpretation of the historical relationships between the key policy narratives in the
1970s. The conclusions identify a number of significant areas for further empirical
research regarding the historical relationships between first generation policy
narratives.
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| ISSN: | 2000-7426 |