Įtraukiantis santykis socialinės rizikos veiksnius patiriančių šeimų narių neformaliojo ugdymo(si) procese: grindžiamoji teorija

Abstract

The doctoral thesis analyses the process of non-formal education of adults from at social risk families. In order to provide a scientifically based interpretation of how this process is being organized and implemented, classic grounding theory approach in social research is used. While conducting research, the elements of grounded theory of engaging relationship in non-formal education of adults from at social risk families gradually become evident: lead to participation, as the main concern of the process, which is addressed in the context of non-formal education; directing consciousness and rejection cycle, as two different expressions of an engaging relationship and a mean of solving the challenges of lead to participation; rigidity and change, as the final result of the non-formal education process. This work also reveals the axial purposefulness, which is considered as the expression of the interaction of the parameters in the process of non-formal education. The emerged substantive grounded theory is further developed in the context of other adult education theories which ensures a high level of scientific abstraction and credibility of the theory itself. The grounded theory of engaging relationship in non-formal education of adults from at social risk families reveals the preconditions for organizing an effective education process, provides scientific and practical insights and recommendations in the context of educational science.