The pedagogical cocoon: Spatiotemporal dimensions of emancipatory learning in adult education

Magali Balayn Lelong

doi:10.3384/rela.2000-7426.6132

Authors

Magali Balayn Lelong Université de Tours, Équipe d’Accueil « Éducation, Éthique, Santé » (EA7505), Tours, France https://orcid.org/0000-0003-2233-1217

DOI:

https://doi.org/10.3384/rela.2000-7426.6132

Keywords:

emancipation, transition, experience, spatiotemporal dimension, transformative learning

Abstract

Drawing on research into processes of individual emancipation in adult education, we examine how training may support transformative processes by establishing its own spatiotemporal dimension and bring into dialogue how French-speaking authors conceptualise emancipation, particularly within autoformation¹. Training can operate as a secured spatiotemporal cocoon, aiding in regaining life control through transformative learning and anthropoformation. The study focusing on adults resuming higher education suggests utilising Galvani’s concept of kaïros², Pineau's schizo-chrony, and Alhadeff-Jones's rhythmic approaches that emancipation addresses both spatial ('Where is my place?') and temporal ('What is my time?') questions. Within this secured spatiotemporal cocoon, learners reflect on experiences, addressing Mezirow's 'disorienting dilemma' and benefit from the gift of epoché. Engaging with training's rhythmic patterns, they redefine their present, constructing futures. We contend that educators’ role involves supporting transformation and emancipation while creating, maintaining, and defending this spatiotemporal cocoon. How might educators safeguard this transformative space?

Author Biography

Magali Balayn Lelong, Université de Tours, Équipe d’Accueil « Éducation, Éthique, Santé » (EA7505), Tours, France

Magali Balayn Lelong, PhD, is a French scholar-practitioner specializing in adult learning and organizational change. She received her PhD from the University of Tours. Her research focuses on emancipation in adult learning, drawing on transformative learning theory to explore how individuals navigate transitions and transformations. She teaches management and organizational learning while bridging academic inquiry with applied consulting practice.

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