Lifelong learning in a globalized world: The need for critical social theory in adult and lifelong education

Abstract

ABSTRACT This paper traces the evolution of discourses around the role of critical social theory in the field of lifelong education that have played out in the pages of the International Journal of Lifelong Education and elsewhere in the field, beginning with early critical theoretical discourses, a consideration of the impact of some key theorists and topics in the field, and then exploring the impact of feminist discourses and postmodernism and increasing interest in issues pertaining to identity. It raises questions about the future of adult education, given the rise of neoliberal values that threaten to undermine the historically critical social purpose focus of adult education. Due to neoliberal influences in academe, scholars may be concentrating on the dissemination of findings from externally funded research studies rather than focusing on the development of theoretical perspectives that provide an integral foundation for the field of lifelong education. The advancement of theory helps the field of adult education to explore global issues challenges that need to be addressed and develop analytical perspectives that address diversity and inclusion issues. Theory offers a framework to explore and inform policy development, to analyse research, and to develop democratic pedagogical practices for adult learners.