RELA_2025_1_Hof_Bernhard_Navigating_change

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Hof, Christiane; Bernhard, Michael

Navigating change. Theoretical perspectives to relate research on transitions

and learning

European journal for Research on the Education and Learning of Adults 16 (2025) 1, S. 7-20

Quellenangabe/ Reference:

Hof, Christiane; Bernhard, Michael: Navigating change. Theoretical perspectives to relate research on

transitions and learning - In: European journal for Research on the Education and Learning of Adults 16

(2025) 1, S. 7-20 - URN: urn:nbn:de:0111-pedocs-327333 - DOI: 10.25656/01:32733;

10.3384/rela.2000-7426.4791

https://nbn-resolving.org/urn:nbn:de:0111-pedocs-327333

https://doi.org/10.25656/01:32733

in Kooperation mit / in cooperation with:

http://www.ep.liu.se

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Kontakt / Contact:

peDOCS

DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation

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E-Mail: pedocs@dipf.de

Internet: www.pedocs.de

Goethe University Frankfurt, Germany (hof@em.uni-frankfurt.de)

Goethe University Frankfurt, Germany (m.bernhard@em.uni-frankfurt.de)

Although life course transitions are not a new topic – see for instance van Gennep’s

(1909/2019) work on rites of passage or various studies on changes in the life course,

their social conditions, and societal consequences – educational research has explored

the topic of transitions in a rather segmented fashion. Transitions have been investigated

according to age (e.g., youth transitioning to adulthood), according to pedagogical

institutions (e.g., from family to day care), and pertaining to education subdisciplines

(transitions in adult education). As a result, it is easy to lose sight of the connections

between life course transitions and profound questions of education and learning. With

the aim of further developing the educational learning discourse, this conceptual paper

discusses life course transitions as an impetus and framework for learning and

transformation processes.

transitions, learning, transformation, practice theory, pragmatism

Transition research – broadly speaking – deals with changes in the life course. Whereas

life course studies focus on the social-historical conditions and consequences of life

courses (Elder et al., 2003; Levy & Bühlmann, 2016; Shanahan et al., 2016), transition

research has thus far focused on the changes in and between life stages and the associated

changes in status. Of interest are the forms, conditions, and consequences of transitions,

which subjects experience against the backdrop of their changing (institutionalised) life

course (Ecclestone et al., 2009a).

The theoretical and empirical approaches to studying these transitions are

heterogeneous. There are studies of rites of passage (van Gennep, 1909/2019), understood

as institutionalised forms of initiating and accompanying transitions between major

turning points in the life course, when people move between different sets of social

networks (such as in the transition from the group of children to the group of adult

members of a family). These status passages are accompanied by new social positions,

with new behavioural expectations and tasks (Glaser & Strauss, 1971; Heinz, 1997). From

a sociological perspective, this research focuses on the social and institutional conditions

of the transitions, the reproduction of social inequality in transitions (Buchmann &

Steinhoff, 2017), and the social demands and challenges people are confronted with. In

contrast, a doing-transitions perspective (Stauber et al., 2022) is interested in the social

practices that produce and shape transitions and in the reconstruction of the individual,

social, and institutional arrangements that constitute and influence the ways in which

people deal with new situations in the life course.

In adult educational research, transitions have been discussed as forms of critical life

events such as divorce, unemployment, the death of the partner, or illness (Merriam, 2005;

Bühler et al., 2023). These are deemed starting points for organising professional

educational support. Furthermore, research is oriented to the institutionalised life course

(Kohli, 1985/2017) and the distinction of different pedagogical institutions. Accordingly,

there are foremost studies that deal with transitions within or departing from the

educational system – from school into vocational training or postsecondary education

(Blossfeld & Rossbach, 2019; Larsen, 2022; Siivonen, 2016) or transitions into and

throughout working life (Billett et al., 2021; Pita Castro, 2014; Stroobants et al., 2001).

Topics include how transition-related challenges are dealt with, how significant others

participate (Settersten & Thogmartin, 2018), and how professionals influence

(successful) entry into the next phase of life (Bridges, 2020).

The serious social, political, and ecological challenges of the last few decades have

clarified that transitions are more than just phases in the institutionalised life course

(Kohli, 1985/2017). In a broader view, they must be seen as part of the coping with

everyday life. Not only the transition from the training phase to employment and then that

to the post-employment phase mark transitions. Family changes (e.g. parenting),

migration, and work-related mobility or a change of career can also be interpreted as

transitions in the life course.

From this perspective, in this paper, transitions can be understood as periods of

uncertainty in which people must deal with different options for action. Drawing on an

understanding of transitions as something to be shaped, constructed, and dealt with, the

focus shifts to the subject that engages with changes in the life course and to whom the

transition represents an impetus for learning. Consequently, we pursue in this paper the

question of how transitions can be conceptualised as an impetus and frame for learning.

In doing so, not only do the subject’s individual transformations come into view, but so

do the learning opportunities. Elaborating on learning opportunities in relation to

transitions, allows us to emphasise the learning’s social dimensions, and to further

develop the educational learning discourse. At the core of our deliberations is the

relationship between transitions and transformations, between the individual’s change of

social state and roles (Elder, 1985) – and the development of altered meaning perspectives

(Mezirow, 1978) or habits of mind (Dewey, 1933/1986).

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Hof,Christiane;Bernhard,MichaelNavigatingchange.TheoreticalperspectivestorelateresearchontransitionsandlearningEuropeanjournalforResearchontheEducationandLearningofAdults16(2025)1,S.7-20Quellenangabe/Reference:Hof,Christiane;Bernhard,Michael:Navigatingchange.Theoreticalperspectivestorelateresearchon...

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