| Abstract [eng] |
In this thesis non-formal education and the experiences of educators are analysed using the concepts of post-structuralist philosophy. The aim is to disclose the becomings of educators who appear in the field of non-formal (youth) education, and the multiplicities they create in this field. The chosen tactics – researching and thinking with theory – made it possible to expand the understanding of non-formal education and the possible methods that help to explain it. In this work, a part of the concepts proposed by the French philosophers Gilles Deleuze and Félix Guattari have been adapted (plugged-in). The chosen structure of the dissertation starts with the theoretical implications of non-formal education, an overview of the already conducted research, a broad overview of the phenomenon of non-formal education, and extensive attention to connections and interactions with other contexts. It continues with personal experiences of non-formal education coming from the practicing educators and learners. When talking about their experiences in non-formal education, the research participants confirm what has already been said about non-formal education and expand their knowledge about the NFE field, practices, values and ways of working. This brings us back from the individual level to a broad view of NFE as an educational phenomenon/territory/assemblage. |
