Andragoška spoznanja/Studies in Adult Education and Learning, 2025, 31(2), 159-162 DOI: https://doi.org/10.4312/as/23044 Book reviews Barbara Stauber, Andreas Walther, and Richard A. Settersten Jr. (Eds.) DOING TRANSITIONS IN THE LIFE COURSE: PROCESSES AND PRACTICES Springer, 2022 The volume Doing Transitions in the Life Course: Processes and Practices, edited by Barbara Stauber, Andreas Walther, and Richard A. Settersten Jr. (2022), offers a novel praxeolog- ical perspective on life course transitions, emphasizing the active constitution of transi- tions through social practices. This approach challenges traditional linear models of the life course, aligning with contemporary understandings of flexible and non-linear life tra- jectories. The anthology is particularly pertinent to adult education and learning research, as it underscores the interplay between formal and informal learning processes during life transitions. At a time when flexible life courses and transitions are becoming increasingly important, this volume makes a valuable contribution to the discussion of the challenges and opportunities associated with these changes. CONTEXTUALISATION WITHIN ADULT EDUCATION AND LIFE COURSE RESEARCH This anthology provides insight into a research project funded by the German Research Foundation and its international discourse from a reflexive and practice-theoretical per- spective. In the context of German adult education, the concept of “transitions” has been pivotal in understanding how individuals navigate changes, such as returning to education or shifting careers. The “doing transitions” framework posited in this volume resonates with the German discourse on “biographical learning”, which emphasizes the individu- al’s active role in constructing their educational pathways through life events (Alheit & Dausien, 2002). Internationally, this perspective aligns with life course theory’s focus on the interdependence of trajectories and the significance of human agency in shaping life paths (Gecas, 2003). In adult education, it is increasingly recognised that transitions in- clude not only formal but also informal learning processes. The edited volume ties in with the central discourses in life course and transition research that deal with the question of how individuals learn and adapt in different phases of life. The contributions reflect the findings that transitions are often associated with uncertainties and challenges but also offer opportunities for personal growth and development. This perspective also aligns with contemporary discussions in relation to life course sociology (Shanahan et al., 2016). AS_2025_2_FINAL.indd 159 28. 10. 2025 14:36:11 160 ANDRAGOŠKA SPOZNANJA/STUDIES IN ADULT EDUCATION AND LEARNING 2/2025 OVERVIEW The book is organised into three main sections – Institutions and Organisations; Times and Normativities; and Materialities – each containing chapters that delve into various aspects of how transitions are enacted and experienced. In the introductory chapter, the editors present the “doing transitions” framework and de- scribe the heuristics of the associated research approach. They argue for a shift away from viewing transitions as linear stages and towards understanding them as dynamic processes shaped by interactions between individuals and societal structures. This is complemented by Ted Schatzki’s contribution, which discusses the concept of life trajectories from a practice theory perspective, emphasizing how life paths are formed through bundles of social practices and the interrelations among them. The section Institutions and Organisations examines how institutional frameworks influ- ence life transitions. Andreas Walther’s chapter reconstructs welfare states as transition re- gimes, highlighting the role of policy in shaping youth transitions to work. Similarly, Hei- di Hirschfeld and Bianca Lenz investigate how young individuals engage with and shape institutional support mechanisms during their transition from school to the workforce, emphasizing the reciprocal relationship between institutional structures and individual agency. Heinz Hermann Krüger’s qualitative longitudinal study then delves into young adults’ educational careers, revealing the complexities of transitioning to higher education or employment. Next, Eva Heinrich, Nils Klevermann and Bernhard Schmidt-Hertha critically examine how organisations act as collective agents in shaping life course transi- tions, analysing their role in structuring opportunities and constraints. The final chapter in this section is Kathleen Riach’s examination of the embodied experiences of ageing in the workplace, discussing how ageing is negotiated and experienced as a transition within organisational contexts. The section Times and Normativities explores the temporal dimensions and societal norms associated with transitions. Nuria Sanchez Mira and Laura Bernardi discuss “relative time” in life course research, examining how temporal perceptions influence individuals’ experiences of transitions. Noreen Eberle, Jessica Lütgens, Andrea Pohling, Tina Spies, and Petra Bauer investigate how individuals articulate their biographies during transi- tions, focusing on the narratives constructed to make sense of life changes. Anna Wanka and Julia Prescher reflect on the ordinariness and extraordinariness of life course transi- tions, challenging normative assumptions about age-appropriate milestones and typical life paths. Building on the question of normative expectations in transitions, Tobias Boll discusses how the concepts of normality and deviance are constructed and negotiated during life course transitions, examining the implications for individuals’ self-perceptions and societal inclusion. Finally, Materialities and Transitions focuses on the tangible aspects of transitions. Deb- orah Nägler and Anna Wanka explore the role of materiality – including bodies, spac- es, and objects – in shaping life course transitions, emphasizing the interconnectedness AS_2025_2_FINAL.indd 160 28. 10. 2025 14:36:11 161Book Reviews of physical and social dimensions. This section also includes Janne Krumbügel’s analysis of gendered and medicalized discourses in pregnancy advice literature, illustrating how material artefacts and bodies are implicated in the doing of transitions. Moreover, Tabea Freutel-Funke and Helena Müller discuss the importance of spatial sensitivity in under- standing transitions during childhood and later life, highlighting how physical environ- ments influence transitional experiences. In the concluding chapter, the editors emphasize the importance of relationality in un- derstanding transitions, arguing that transitions are co-constructed through interactions with others and embedded within broader social contexts. DISCUSSION This volume collectively provides a nuanced understanding of life course transitions, emphasizing their dynamic, socially constructed, and multifaceted nature. The editors are advocating for a comprehensive approach that considers the interplay of individu- al, institutional, and societal factors. The book underscores the increasing flexibility and de-standardisation of life courses in modern societies while illustrating how transitions remain shaped by structural inequalities and institutional frameworks. This dual perspec- tive is crucial for both theoretical advancements and practical applications in adult educa- tion and lifelong learning. The doing transitions heuristics offer the potential to examine and reflect structural determinants that shape transitions (e.g. economic constraints or categories of inequality). It thus provides a critically reflective approach to research, the expansion of which would be a great asset. From the perspective of adult education and learning research, the book’s insights into the role of formal and informal learning processes during transitions are particularly valuable. By foregrounding the agency of learners while acknowledging systemic constraints, the volume bridges micro- and macro-level analyses. Adult and professional learning pro- cesses and developments are not (necessarily) linear. This raises the question of whether the heuristic of doing transitions is suitable for learning and professionalisation processes that extend over longer periods of time. Here, the perspective of transitional constel- lations (Wanka, 2019) could be helpful in linking complex, far-reaching bundles and related transition phenomena and viewing them in a larger context. At the same time, the question arises as to when it still makes sense to speak of a transition or if the concept of transition is overly diluted and thus loses its meaning. Overall, this anthology enriches scientific discourse by advancing a practice theory based, relational understanding of transitions, bridging theoretical and empirical perspectives. It is recommended reading for anyone who is looking for innovative insights into how transitions are constituted and negotiated in contemporary societies. Lena Mazurkiewicz AS_2025_2_FINAL.indd 161 28. 10. 2025 14:36:11 162 ANDRAGOŠKA SPOZNANJA/STUDIES IN ADULT EDUCATION AND LEARNING 2/2025 REFERENCES Alheit, P., & Dausien, B. (2002). Bildungsprozesse über die Lebensspanne und lebenslanges Lernen. In R. Tippelt (Ed.), Handbuch Bildungsforschung (pp. 565–587). Leske & Buddrich. Gecas, V. (2003). Self-agency and the life course. In J. T. Mortimer & M. J. Shanahan (Eds.), Handbook of the Life Course (pp. 369–388). Springer. https://doi.org/10.1007/978-0-306-48247-2_17 Shanahan, M. J., Mortimer, J. T., & Kirkpatrick Johnson, M. (2016). Introduction: Life course stud- ies – trends, challenges, and future directions. In M. J. Shanahan, J. T. Mortimer, & M. Kirk- patrick Johnson (Eds.), Handbook of the Life Course: Volume II (pp. 1–25). Springer. https://doi. org/10.1007/978-3-319-20880-0 Stauber, B., Walther, A., & Settersten, R. A., Jr. (Eds.). (2022). Doing transitions in the life course: Processes and practices. Springer. https://doi.org/10.1007/978-3-031-13512-5 Wanka, A. (2019). Change ahead – emerging life-course transitions as practical accomplishments of growing old(er). Frontiers in Sociology, 3, 45. https://doi.org/10.3389/fsoc.2018.00045 AS_2025_2_FINAL.indd 162 28. 10. 2025 14:36:11