Learning from life in the learning economy: The role of narrative

Introduction The shift from adult education to lifelong learning has not only impacted on the role and position of the adult educator, but has also had a profound effect on the legitimation of the learning of adults. Whereas adult education has historically been connected with learning for personal development and empowerment and learning for social inclusiveness and democratic understanding and activity (see Aspin & Chapman 2001), the rise of the ‘learning paradigm’ (Martin 2006; Biesta 2006a) has been accompanied by an emphasis on learning for economic progress and development. This is not only visible in policy discourse but has also influenced the allocation of public funding for the learning of adults and thus has had a real effect on the kinds of education adults are able to engage in.