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Governing the Life Course through Lifelong Learning: A Multilevel and Multidimensional View

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  • Marcelo Parreira do Amaral

    (Institut of Education, Westfälische Wilhelms Universität-Münster, 48143 Münster, Germany)

  • Jenni Tikkanen

    (Department of Education, Turku Institute for Advanced Studies, Faculty of Education, University of Turku, 20014 Turku, Finland)

Abstract

The life course in general, and the educational trajectories of young people in particular, comprise a high degree of complexity as they take place in iterative, recursive and interactive negotiation processes in which numerous actors, institutions and discourses are involved. In this paper, an attempt is made to combine two conceptual discussions—Life Course and Governance—bringing them to bear on the examination of how Lifelong Learning (LLL) policies have been used to govern young people’s life courses. The paper synthesizes different discussions of the complex relations among governance, discourses and structures of opportunity that impact the governing of the life course and particularly educational trajectories. It suggests that the combination of life course research and a governance perspective enables analyzing the governance of educational trajectories along discursive, institutional and relational dimensions of opportunity structures. Considering these various dimensions, the paper argues, allows us to attend to the social interactions, decision-making processes and processing mechanisms that precede and/or underlie educational processes and thus favor or complicate them. The contribution also critically discusses the implications of a governance perspective on life courses and closes with a discussion of the multidimensional and multilevel challenge of governing life course by means of LLL policies.

Suggested Citation

  • Marcelo Parreira do Amaral & Jenni Tikkanen, 2022. "Governing the Life Course through Lifelong Learning: A Multilevel and Multidimensional View," Societies, MDPI, vol. 12(3), pages 1-13, May.
    • Handle: RePEc:gam:jsoctx:v:12:y:2022:i:3:p:84-:d:825013
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    References listed on IDEAS

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    1. Zachary Winkle, 2018. "Family Trajectories Across Time and Space: Increasing Complexity in Family Life Courses in Europe?," Demography, Springer;Population Association of America (PAA), vol. 55(1), pages 135-164, February.
    2. Maria Sironi, 2018. "Economic Conditions of Young Adults Before and After the Great Recession," Journal of Family and Economic Issues, Springer, vol. 39(1), pages 103-116, March.
    3. Van Winkle, Zachary, 2018. "Family Trajectories Across Time and Space: Increasing Complexity in Family Life Courses in Europe?," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 55(1), pages 135-164.
    4. Sibel Ozasir Kacar & Karen Verduijn & Caroline Essers, 2021. "Opportunity Structures from an Intersectional Perspective," Springer Books, in: Thomas M. Cooney (ed.), The Palgrave Handbook of Minority Entrepreneurship, edition 1, pages 87-115, Springer.
    5. Zachary Van Winkle, 2020. "Early Family Life Course Standardization in Sweden: The Role of Compositional Change," European Journal of Population, Springer;European Association for Population Studies, vol. 36(4), pages 765-798, September.
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    Cited by:

    1. Xavier Rambla & Maddalena Bartolini, 2023. "An Institutional Analysis of Local Lifelong Learning Approaches to Early School Leaving in Italy and Spain," Societies, MDPI, vol. 13(11), pages 1-15, October.
    2. Siyka Kovacheva & Xavier Rambla, 2023. "The Dual Nature of Opportunity Structures Amid the Global Pandemic," Societies, MDPI, vol. 13(1), pages 1-9, January.

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