A time for learning: Representations of time and the temporal dimensions of learning through the lifecourse

The paper reports on a longitudinal study of adults' learning lives. While the longitudinal design brought a strong temporal dimension into the project, the most significant aspect from the perspective of data-analysis had to do with the different representations of time in the stories we collected. In this paper we focus on three such representations – chronological time, narrative time and generational time – and on their significance for understanding the temporal dimensions of learning through the lifecourse