Editorial

Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.

Barros, R. (2012). From lifelong education to lifelong learning. Discussion of some effects of today’s neoliberal policies, European Journal for Research on the Education and Learning of Adults, 3(2), 119-134.

Bron, A., Thunborg, C., & Edström, E. (2014). Ethnicity and class matters: experiences in Swedish higher education. In F. Finnegan, B. Merrill, & C. Thunborg (Eds.), Students Voices of Inequalities in European Higher Education. Challenges for theory, policy and practice in a time of change (pp. 63-73). Routledge.

Chamberlayne, P., Bornat, J., & Wengraf, T. (Eds.) (2000). The turn to biographical methods in social science. Comparative issues and examples. Routledge.

Cross, P. K. (1981). Adults as learners: Increasing participation and facilitating learning. Jossey Boss.

Dakka, F, & Smith, R (2019). An exploration of rhythms in the contemporary academy: time, space and affect. Theory and Method in Higher Education Research, 5, 153-171.

Field, J. (2006). Lifelong learning and the New Educational Order. Trentham Books, Stoke-On-Trent. (Original work published 2000)

Finnegan, F., Merrill, B., & Thunborg, C. (Eds.) (2014). Students Voices of Inequalities in European Higher Education. Challenges for theory, policy and practice in a time of change. Routledge.

Fragoso, A. (2020). Inequalities in higher education: reflections on non-traditional students’ research and its outcomes. In B. Merrill, A. Galimberti, A. Nizinska, & C. Vieira (Eds.), Adult education as a resource for resistance and transformation: Voices, learning experiences and identities of student and adult educators (pp. 175-182). FPCE da Universidade de Coimbra/CEAD/ESREA.

Fragoso, A., Gonçalves, T., Ribeiro, C. M., Monteiro, R., Quintas, H., Bago, J., Fonseca, H. M. A. C., & Santos, L. (2013). Mature students’ transition processes to higher education: Challenging traditional concepts? Studies in the Education of Adults, 45(1), 67-81.

Fulton, O. (Ed.) (1989). Access and Institutional Change. SRHE/Open University Press.

Gonzàlez Monteagudo, J. & Ballesteros-Moscosio, M. A. (2014). Social inequalities and family support for non-traditional students in Andalusia, Spain. In F. Finnegan, B. Merrill, & C. Thunborg (Eds.), Students Voices of Inequalities in European Higher Education. Challenges for theory, policy and practice in a time of change (pp. 121-123). Routledge.

Honneth, A (1995). The Struggle for Recognition: The moral grammar of social conflicts. Polity Press.

Mégret, J. M., & Eneau, J. (2019). The relationship between formal and informal adult learning. In B. Merrill, A. Nizinska, A. Galimberti, J. Eneau, E. Sanojoa, & S. Bezzari (Eds.), Exploring learning contexts: Implcations for access, learning careers and identities (pp. 203-212). University of Rennes 2 / ESREA.

Merrill, B. (1999). Gender, Change and Identity: Mature Women Students in Universities. Ashgate.

Merrill, B., Galimberti, A., Nizinska, A., Gonzàlez-Monteagudo, J. (Eds.) (2018). Continuity and Discontinuity in Learning Careers. Potentials for a Learning Space in a Changing World. Brill-Sense.

Milana, M. (2012). Political globalization and the shift from adult education to lifelong learning. European Journal for Research on the Education and Learning of Adults, 3(2), 103-117.

Osborne, M., Gallacher, J. & Crossan, B. (Eds.) (2004). Researching Widening Access to Lifelong learning: Issues and approaches to international research. Routledge-Falmer.

Raaper, E., Brown, C., Llewellyn, A. (2021). Student support as social network: exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic. Educational Review, 74(3), 402-421.

Reay, D. (2002). Class, Authenticity and the Transition to Higher Education for Mature Students. The Sociological Review, 50(3), 398-418.

Reay, D. (2003). A Risky Busness? Mature Working- ClassWomen Students and Access to Higher Education. Gender and Education, 15(3), 301-317.

Rubenson, K (1979). Recruitment to Adult Education in the Nordic Countries: Research and Out reaching Activities. Stockholm Institute of Education.

Skeggs, B. (1997). Formations of Class & Gender. Becoming Respectable. Lancaster University.

Tett, L. (2000). I’m Working Class and Proud of It: gendered experiences of non-traditional participants in higher education, Gender and Education, 12(2), 183-194.

West, L., Alheit, P., Andersen, A. S., Merrill, B. (Eds.) (2007). Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspectives. Peter Lang.

Williams, J. (Ed.) (1997). Negotiating Access to Higher Education: The Discourse of Selectivity and Equity. SRHE & Open University Press.

Woodley, A., Wagner, L., Hamilton, M. & Fulton, O. (1988). Choosing to Learn: A Study of Adults in Education. SRHE & Open University Press.