Many claims have been made about the potential of Lifelong Education, when implemented as a social policy, to bring about a more just society. However, the assumptions underlying these and similar claims have seldom been critically scrutinized. For this reason, there is in the literature a concern that the concept of the "learning society" simply means lifelong schooling and is the rhetoric of social control. In this view, the potential of Lifelong Education as a transformative force for the development of a participator}' democracy and a more equitable distribution of resources remains a Utopian vision. In this work, an analysis of the assumptions, it was expected, would bring to light the ideological position embedded in Lifelong Education as a social policy tool. This research therefore, offers a systematic critical analysis of the expected outcomes of Lifelong Education policies. This required the development of a theoretical framework which built upon: 1.) Paulston's model of social change; 2.) Rawls' and others' concepts of justice and equality; and 3.) perspectives on the role of education in society outlined by Aronowitz and Giroux. This framework was employed to analyze 1.) selected publications of UNESCO on Lifelong Education, 2.) Canadian Association for Adult Education and Canadian Commission for UNESCO documents, and 3.) contemporary Canadian federal and provincial education policies. The findings of this analysis were compared with various models of social policy. Five principle findings emerged from the study. First, the literature, for the most part, reflects a view of society characterized by homogeneit3' and consensus. The model of social change is evolutional, and avoids the structural conflict perspectives. Second, a number of assumptions are made concerning some elements of a theory of justice, but no unified comprehensive theory of justice supports the literature's claims. Third, adopted in the literature is an ideal view of the role of Lifelong Education as a means of producing change in society. The absence of a critical perspective leaves Lifelong Education in the role of reproducing inequalities in society, vulnerable to application as a mechanism of manipulation rather than emancipation. Fourth, the social policy models implied by the literature are not models which are significantly redistributive in their aims. Finally, projected normative outcomes such as "the good society", "improved quality of life", and "a more just society" lack precise definition thereby leaving unexpressed the ideological position on which they are premised. This deprives the field the means of evaluating these policies. It is argued that if the role of educators in the development of democratic active participation of citizens in the collective formation of public policy is to be taken seriously, the ideological position of Lifelong Education must be more carefully defined and developed so that citizens can reflect on its principles, compare them with alternate ideological positions, and make their choices from this more informed position. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

published_or_final_version / Social Work and Social Administration / Master / Master of Philosophy

Chan, Wai Nga Gloria. / Thesis submitted in: December 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 278-285). / Abstracts in English and Chinese ; appendix also in Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iv / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENT --- p.viii / LIST OF TABLES --- p.xix / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1. --- Background to this Study --- p.1 / Chapter 1.2. --- Purpose of this Study --- p.2 / Chapter 1.3. --- Significance of this Study --- p.3 / Chapter 1.4. --- Organization of this Thesis --- p.3 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- "Motivation, Investment and Language Learning" --- p.5 / Chapter 2.2.1 --- Socio-psychological Approach to Motivation --- p.5 / Chapter 2.2.1.1 --- Motivation as a Socio-educational Model --- p.7 / Chapter 2.2.1.2 --- Instrumental and Integrative Motivation --- p.8 / Chapter 2.2.2 --- Motivation in Self-determination Theory --- p.13 / Chapter 2.2.2.1 --- Intrinsic and Extrinsic Motivation --- p.13 / Chapter 2.2.3 --- Individual Differences and Language Learning --- p.17 / Chapter 2.2.3.1 --- Personality --- p.18 / Chapter 2.2.3.2 --- Self-esteem --- p.19 / Chapter 2.2.4 --- Motivation and Investment of Adult Language Learners --- p.22 / Chapter 2.2.4.1 --- Differences between Child-Adult Learners --- p.22 / Chapter 2.2.4.2 --- Investment of Adult Language Learners --- p.25 / Chapter 2.2.5 --- Language Learning and Socio-cultural Theory --- p.27 / Chapter 2.3 --- Shift in Perspective in Adult Education from Transmission of Knowledge to Transformative Learning --- p.29 / Chapter 2.3.1 --- Different Perspectives on Adult Education --- p.29 / Chapter 2.3.2 --- Mezirow's Transformative Learning Theory --- p.31 / Chapter 2.3.2.1 --- Definition and the Emergence of Mezirow's Transformative Theory --- p.31 / Chapter 2.3.2.2 --- Transformation in Meaning Perspectives and Meaning Schemes --- p.33 / Chapter 2.3.2.3 --- Indication of Transformative Learning --- p.34 / Chapter 2.3.3 --- Recognition of the Value of Lifelong Learning in Hong Kong --- p.36 / Chapter 2.4 --- Summary --- p.37 / Chapter CHAPTER 3 --- METHODOLOGY --- p.39 / Chapter 3.1 --- Introduction --- p.39 / Chapter 3.2 --- Research Design --- p.39 / Chapter 3.3 --- Participants --- p.40 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.40 / Chapter 3.3.2 --- Demographic and Language Background --- p.41 / Chapter 3.3.3 --- Profile of Participants --- p.42 / Chapter 3.4 --- Instrumentation --- p.46 / Chapter 3.4.1 --- Focus Group Interviews --- p.47 / Chapter 3.4.2 --- Participant Observation and Informal Conversation --- p.48 / Chapter 3.4.3 --- Semi-structured Individual Interviews --- p.48 / Chapter 3.4.4 --- Survey --- p.51 / Chapter 3.4.5 --- Triangulation of Data --- p.52 / Chapter 3.5 --- Data Collection and Processing --- p.53 / Chapter 3.5.1 --- Open-ended Focus Group Interviews --- p.53 / Chapter 3.5.2 --- Semi-structured Individual Interview --- p.54 / Chapter 3.6 --- Data Analysis --- p.55 / Chapter 3.7 --- Validity and Reliability --- p.55 / Chapter 3.8 --- Ethics --- p.57 / Chapter 3.9 --- Limitations --- p.58 / Chapter 3.10 --- Summary --- p.59 / Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS -SUN AND KRISTY'S STORIES --- p.61 / Chapter 4.1 --- Introduction --- p.61 / Chapter 4.2 --- Sun's Story --- p.62 / Chapter 4.2.1 --- English Learning and Use in Childhood --- p.62 / Chapter 4.2.1.1 --- Influence of Family and Community --- p.62 / Chapter 4.2.1.1.1 --- Parental Influence --- p.62 / Chapter 4.2.1.1.2 --- Influence of Siblings --- p.65 / Chapter 4.2.1.1.3 --- Influence of Community --- p.67 / Chapter 4.2.1.2 --- Formal Schooling (Kindergarten to Secondary Three) --- p.68 / Chapter 4.2.1.2.1 --- Learning Experiences in Formal Schools --- p.68 / Chapter 4.2.1.2.2 --- English Teachers --- p.70 / Chapter 4.2.1.2.3 --- Attitudes Towards Education and English Learning in Formal Schools --- p.73 / Chapter 4.2.2 --- English Language Learning and Use in the Workplace --- p.76 / Chapter 4.2.2.1 --- Recognition and Confidence Gained from the Workplace --- p.77 / Chapter 4.2.2.2 --- Use of English in the Workplace --- p.79 / Chapter 4.2.2.3 --- Attitudes Towards English and English Learning in the Workplace. --- p.81 / Chapter 4.2.3 --- Returning to the English Classroom --- p.81 / Chapter 4.2.3.1 --- Motivation --- p.82 / Chapter 4.2.3.2 --- Attitudes Towards English and English Learning --- p.83 / Chapter 4.2.3.3 --- Investment in Learning English --- p.85 / Chapter 4.2.3.4 --- Influence of Family and Community --- p.88 / Chapter 4.2.3.5 --- English Learning Experiences in Adulthood --- p.93 / Chapter 4.2.3.6 --- Course Instructors --- p.94 / Chapter 4.2.3.7 --- Classmates --- p.96 / Chapter 4.2.4 --- Impact of English Learning at Adulthood --- p.101 / Chapter 4.2.4.1 --- Increased Confidence in Using English --- p.101 / Chapter 4.2.4.2 --- Better Job Opportunities --- p.102 / Chapter 4.2.4.3 --- Better Self-perception --- p.103 / Chapter 4.2.4.4 --- Psychological Well-being --- p.104 / Chapter 4.3 --- Kristy's Story --- p.105 / Chapter 4.3.1 --- English Learning and Use in Childhood --- p.105 / Chapter 4.3.1.1 --- Influence of Family and Community --- p.106 / Chapter 4.3.1.1.1 --- Influence of Parents --- p.106 / Chapter 4.3.1.1.2 --- Influence of Siblings --- p.109 / Chapter 4.3.1.1.3 --- Influence of Community --- p.110 / Chapter 4.3.1.2 --- Formal Schooling (Kindergarten to Secondary Four) --- p.111 / Chapter 4.3.1.2.1 --- Learning Experiences in Formal Schools --- p.111 / Chapter 4.3.1.2.2 --- English Teachers --- p.115 / Chapter 4.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.119 / Chapter 4.3.2 --- English Language Learning and Use at the Workplace --- p.121 / Chapter 4.3.2.1 --- Use of English in the Workplace --- p.122 / Chapter 4.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.123 / Chapter 4.3.3 --- Returning to the English Classroom as an Adult --- p.124 / Chapter 4.3.3.1 --- Motivation --- p.124 / Chapter 4.3.3.2 --- Attitude Towards English and English Learning --- p.125 / Chapter 4.3.3.3 --- Investment in Learning English --- p.125 / Chapter 4.3.3.4 --- Influence of Family and Community --- p.127 / Chapter 4.3.3.5 --- English Learning Experiences in Adulthood --- p.132 / Chapter 4.3.3.6 --- Course Instructors --- p.133 / Chapter 4.3.3.7 --- Classmates --- p.134 / Chapter 4.3.4 --- Impact of English Learning in Adulthood --- p.137 / Chapter 4.3.4.1 --- Increased Self-confidence and Confidence in Using English --- p.137 / Chapter 4.3.4.2 --- Better Job Opportunities --- p.140 / Chapter 4.3.4.3 --- Psychological Well-being --- p.142 / Chapter 4.4 --- Summary --- p.143 / Chapter CHAPTER 5 --- FINDINGS AND ANALYSIS -EVA AND PAM'S STORIES --- p.148 / Chapter 5.1 --- Introduction --- p.148 / Chapter 5.2 --- Eva's Story --- p.150 / Chapter 5.2.1 --- English Learning and Use in Childhood --- p.150 / Chapter 5.2.1.1 --- Influence of Family and Community --- p.150 / Chapter 5.2.1.1.1 --- Influence of Parents and Siblings --- p.150 / Chapter 5.2.1.1.2 --- The Influence of Community --- p.153 / Chapter 5.2.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.155 / Chapter 5.2.1.2.1 --- Learning Experiences in Formal Schools --- p.156 / Chapter 5.2.1.2.2 --- English Teachers --- p.158 / Chapter 5.2.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.166 / Chapter 5.2.2 --- English Language Learning and Use at the Workplace --- p.168 / Chapter 5.2.2.1 --- Use of English at the Workplace --- p.168 / Chapter 5.2.3 --- Returning to the English Classroom as an Adult --- p.168 / Chapter 5.2.3.1 --- Motivation --- p.169 / Chapter 5.2.3.2 --- Attitude Towards English and English Learning --- p.170 / Chapter 5.2.3.3 --- Investment in Learning English --- p.172 / Chapter 5.2.3.4 --- Influence of Family and Community --- p.176 / Chapter 5.2.3.5 --- English Learning Experiences in Adulthood --- p.181 / Chapter 5.2.3.6 --- Course Instructors --- p.181 / Chapter 5.2.3.7 --- Classmates --- p.182 / Chapter 5.2.4 --- Impact of English Learning in Adulthood --- p.184 / Chapter 5.2.4.1 --- Increased Self-confidence --- p.184 / Chapter 5.2.4.2 --- Better Self-perception --- p.187 / Chapter 5.2.4.3 --- Psychological Well-being --- p.189 / Chapter 5.3 --- Pam's Story --- p.190 / Chapter 5.3.1 --- English Learning and Use in Childhood --- p.191 / Chapter 5.3.1.1 --- Influence of Family and Community --- p.191 / Chapter 5.3.1.1.1 --- Influence of Parents and Siblings --- p.191 / Chapter 5.3.1.1.2 --- The Influence of Community --- p.196 / Chapter 5.3.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.197 / Chapter 5.3.1.2.1 --- Learning Experiences in Formal Schools --- p.197 / Chapter 5.3.1.2.2 --- English Teachers --- p.198 / Chapter 5.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.201 / Chapter 5.3.2 --- English Language Learning and Use at the Workplace --- p.203 / Chapter 5.3.2.1 --- Use of English at the Workplace --- p.203 / Chapter 5.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.203 / Chapter 5.3.3 --- Returning to the English Classroom as an Adult --- p.204 / Chapter 5.3.3.1 --- Motivation --- p.204 / Chapter 5.3.3.2 --- Attitude Towards English and English Learning --- p.209 / Chapter 5.3.3.3 --- Investment in Learning English --- p.212 / Chapter 5.3.3.4 --- Influence of Family and Community --- p.215 / Chapter 5.3.3.5 --- English Learning Experiences in Adulthood --- p.217 / Chapter 5.3.3.6 --- Course Instructors --- p.217 / Chapter 5.3.3.7 --- Classmates --- p.220 / Chapter 5.3.4 --- Impact of English Learning in Adulthood --- p.224 / Chapter 5.3.4.1 --- Better Job Opportunities --- p.224 / Chapter 5.3.4.2 --- Increased Self-confidence --- p.224 / Chapter 5.3.4.3 --- Better Self-perception --- p.226 / Chapter 5.4 --- Summary --- p.227 / Chapter CHAPTER 6 --- CONCLUSIONS AND IMPLICATIONS --- p.231 / Chapter 6.1 --- Introduction --- p.231 / Chapter 6.2 --- Guiding Question One --- p.231 / Chapter 6.2.1 --- Difficulties faced at home --- p.231 / Chapter 6.2.2 --- Difficulties faced in school --- p.234 / Chapter 6.2.3 --- Difficulties faced in community --- p.239 / Chapter 6.2.4 --- Impact on adult language learning experiences --- p.240 / Chapter 6.3 --- Guiding Question Two --- p.243 / Chapter 6.3.1 --- Motivation to return to the English classroom in adulthood --- p.244 / Chapter 6.3.2 --- Investment in English learning --- p.245 / Chapter 6.4 --- Guiding Question Three --- p.251 / Chapter 6.4.1 --- Better Job Opportunities --- p.252 / Chapter 6.4.2 --- Increase in Self-confidence and Confidence in Using English --- p.253 / Chapter 6.4.3 --- Better Self-perception --- p.255 / Chapter 6.4.4 --- Psychological Well-being --- p.258 / Chapter 6.5 --- Implications --- p.261 / Chapter 6.5.1 --- For Adult EFL Learners --- p.261 / Chapter 6.5.2 --- For Instructors of Adult EFL Learners --- p.264 / Chapter 6.5.2.1 --- The Potential Personal Qualities of a Good Instructor for Adult EFL Learners --- p.265 / Chapter 6.5.2.2 --- Adult EFL Learners' Needs and Appropriate Teaching --- p.268 / Chapter 6.5.3 --- For Formal School English Teachers --- p.274 / Chapter 6.6 --- Limitations of the Present Study --- p.275 / Chapter 6.7 --- Suggestions for Future Study --- p.276 / REFERENCES --- p.278 / Appendix A Questionnaire - Before Taking Any Adult English Language Course (English Version) --- p.286 / Appendix B Questionnaire 一 Before Taking Any Adult English Language Course (Chinese Version) --- p.290 / Appendix C Questionnaire - At The Present Stage (English Version) --- p.293 / Appendix D Questionnaire - At The Present Stage (Chinese Version) --- p.302 / Appendix E Interview Protocols - Childhood and Formal Schooling --- p.309 / Appendix F Interview Protocols - In Working Life and Adulthood --- p.316 / Appendix G Consent Form (English Version) --- p.323 / Appendix H Consent Form (Chinese Version) --- p.325