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June 13, 2020
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March 31, 2011
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Abstract

Adults who again get involved in education often reconstruct their own experiences inscribing them in a language and narrative framework of stories about the increase of their self-esteem. This way the plots that frequently appear in many interviews justify the use of A. Honneth?s theoretical concepts, which emphasise the significance of self-confidence and the sense of self-esteem in the process of building better relations between an individual and the world and of building one?s own image. Thanks to A. Honneth the experiences of non-traditional learners open new possibilities of interpretation and generate new questions. A frequent reference to ?the sense of self-esteem? in the interviews conducted with the learners during the research financed by the European Union about the access and retention of non-traditional learners in higher education (RANLHE 2009) as well as seeking proper conceptual categories for this study (SCUTREA 2009) forced us to reflect again on the significance of this ?chorus? that appears in all utterances of non-traditional learners regardless the cultural context of respondents? life. In the article we present basic assumptions of the RANLHE project and we make an attempt to empirically explore the significance of such (self)observations and (self)reflections made by the learners during their education. The analyses will be carried out from the perspective of critical pedagogy. In the last part of the article we allow the respondents ? non-traditional learners to speak.

Keywords

uczenie się uznanie projekt RANLHE learning recognition RANLHE project

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How to Cite
Finnegan, F., Fleming, T., Kurantowicz, E., & Nizińska, A. (2011). Learning and Recognition. Experiences of Learners and Researchers in the RANLHE Project. INSTED: Interdisciplinary Studies in Education & Society, 14(1(53), 7–19. Retrieved from https://insted-tce.pl/ojs/index.php/tce/article/view/293
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