Search results for: Nordin Andreas

In this article, the author is interested to examine whether there is evidence enough to suggest that European policy on lifelong learning is now experiencing a discursive shift into what could be described as a new phase. The author uses critical discourse analysis as a methodological framework. The analysis of the empirical material points to a direction where it is relevant to speak about a new ‘phase’ of lifelong-learning discourse emerging in European policy, characterized by the urgent need for implementation.