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European Journal for Research on the Education and Learning of Adults (RELA) | Special issue, edited by António Fragoso &#38; Ewa KurantowiczWhen lifelong education was the focus for theory and practice in the discipline of adult education, there was the tendency to emphasize its humanistic dimensions. These were understood as relevant in a multiplicity of contexts beyond school (the workplace, family and civic life, etc.). Adult education and learning could be seen not only as an instrument to better prepare workers for roles in production for the economy, but a path towards conscientization (Freire, 1987), social change and emancipation (Gelpi, 1990). Adult education’s connections to social movements (a central feature that can be traced throughout history) allowed forms of action, theory and research for liberation. The focus for the discipline was on groups and populations who were not traditionally participants in education, in forms of education and learning for life. The aim for adult education was as agent for change.Transitions for the focus of the discipline from education to learning, and from lifelong education to lifelong learning, brought new meanings, new challenges and new forms of questioning. Some authors defended open versions of lifelong learning, centred on learning (not teaching) and contributing to citizenship and democracy. Recent decades witnessed also the appearance of narrower versions of lifelong learning, reducing it to a simplified views of human capital; reducing learning to vocational training , introducing concepts of social competency based on individual responsibility (Lima, 2004), and emphasizing adult education as a function of (labour ) market relations. These transitions have diversified the discipline and multiplied meanings of adult education, including a focus on the education and learning of adults who traditionally do participate. (...)Lire la suite : CFP_Non_Traditional_Participants_FINALDate limite de soumission des propositions : 30 novembre 2014