Pub Date : 2023-11-07DOI: 10.1080/02660830.2023.2276573
H. A. Andong, P. I. Okey, P. A. Betiang, G. Edoho, J. B. Offiong
AbstractThis study assessed maternal health literacy and postpartum complication readiness among nursing mothers and identify the implications for adult literacy educators in the Southern Cross River State, Nigeria. This cross-sectional study was conducted with 252 nursing mothers using a structured questionnaire. Data were analysed using descriptive statistics, one-way analysis of variance (ANOVA) and independent sample t-test. The results showed that with an average mean of 2.2, the participants’ level of maternal health literacy was moderate, while the average mean was 2.1 equally indicates that the level of postpartum complication readiness among respondents was equally moderate. The respondents’ education level, household income, and mode of delivery were not significantly associated with health literacy and postpartum complication readiness. Specifically, nursing mothers with higher levels of education and household income were not likely to have adequate health literacy and better postpartum complication readiness than others. The study’s results also indicate that adult literacy educators play a crucial role in improving maternal health literacy levels among nursing mothers. These educators can provide effective health education to nursing mothers to enhance their knowledge of maternal health and postpartum complications. This study highlights the need for adult literacy educators to incorporate maternal health literacy and postpartum complication readiness into their programs. This can be achieved by developing tailored health literacy materials and using interactive teaching methods that promote active participation and discussion among learners. Moreover, community-based interventions targeting vulnerable populations such as low-income mothers and those with limited education are needed to improve maternal health outcomes in Nigeria.Keywords: Adult literacy educatorsmaternal health literacynursing motherspostpartum complication readiness Informed consentInformed consent here is the process of obtaining voluntary and informed agreement from individuals who are participated in this research study. Participants were clearly informed to their understanding the nature of the research, its purpose, potential risks and benefits, and their rights as participants before they decided to participate. During administration of the research instrument, we provided each participant with a questionnaire letter which served as informed consent document. This document outlines important information about the research study and informs participants about their rights and responsibilities as participants. It includes details about the purpose of the study, the procedures involved, the expected duration, any potential risks or discomforts, the confidentiality of data, and how the data will be used. The information in the letter were presented in a clear and understandable manner, avoiding technical jargon or complex language. Opportunity was given by to th
{"title":"Maternal health literacy and <i>postpartum</i> complication readiness among nursing mothers: Implications for adult literacy educators in Southern Cross River State, Nigeria","authors":"H. A. Andong, P. I. Okey, P. A. Betiang, G. Edoho, J. B. Offiong","doi":"10.1080/02660830.2023.2276573","DOIUrl":"https://doi.org/10.1080/02660830.2023.2276573","url":null,"abstract":"AbstractThis study assessed maternal health literacy and postpartum complication readiness among nursing mothers and identify the implications for adult literacy educators in the Southern Cross River State, Nigeria. This cross-sectional study was conducted with 252 nursing mothers using a structured questionnaire. Data were analysed using descriptive statistics, one-way analysis of variance (ANOVA) and independent sample t-test. The results showed that with an average mean of 2.2, the participants’ level of maternal health literacy was moderate, while the average mean was 2.1 equally indicates that the level of postpartum complication readiness among respondents was equally moderate. The respondents’ education level, household income, and mode of delivery were not significantly associated with health literacy and postpartum complication readiness. Specifically, nursing mothers with higher levels of education and household income were not likely to have adequate health literacy and better postpartum complication readiness than others. The study’s results also indicate that adult literacy educators play a crucial role in improving maternal health literacy levels among nursing mothers. These educators can provide effective health education to nursing mothers to enhance their knowledge of maternal health and postpartum complications. This study highlights the need for adult literacy educators to incorporate maternal health literacy and postpartum complication readiness into their programs. This can be achieved by developing tailored health literacy materials and using interactive teaching methods that promote active participation and discussion among learners. Moreover, community-based interventions targeting vulnerable populations such as low-income mothers and those with limited education are needed to improve maternal health outcomes in Nigeria.Keywords: Adult literacy educatorsmaternal health literacynursing motherspostpartum complication readiness Informed consentInformed consent here is the process of obtaining voluntary and informed agreement from individuals who are participated in this research study. Participants were clearly informed to their understanding the nature of the research, its purpose, potential risks and benefits, and their rights as participants before they decided to participate. During administration of the research instrument, we provided each participant with a questionnaire letter which served as informed consent document. This document outlines important information about the research study and informs participants about their rights and responsibilities as participants. It includes details about the purpose of the study, the procedures involved, the expected duration, any potential risks or discomforts, the confidentiality of data, and how the data will be used. The information in the letter were presented in a clear and understandable manner, avoiding technical jargon or complex language. Opportunity was given by to th","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"289 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135475471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1080/02660830.2023.2276583
Marianne Eek
This article investigates the significance of the use of multilingual language assistants (MLAs) in second language teaching for adult migrants with limited formal schooling. Norton’s theories of investmentand critical pedagogy serve as an analytical backdrop. An emic perspective is adopted, with interviews with nine adult learners taking centre stage. The data also includes interviews with three teachers, as well as classroom observations. Analysis of the learner interviews points to the importance of the MLAs when it comes to meeting the adult newcomers’ basic needs for security, understanding and recognition. The data as a whole suggests that MLAs contribute to the language learners participating more actively in the learning process. The analysis provides insight into possibilities and limitations for second language learning, related to the subject positions available in the classroom, whether or not their linguistic capital is recognised and their access to new linguistic capital, and the different language ideologies at play. The purpose of the article is to encourage reflections on learning conditions for adult newcomers with limited formal schooling.
{"title":"Multilingual language assistants, investment and social justice in second language learning for adult newcomers","authors":"Marianne Eek","doi":"10.1080/02660830.2023.2276583","DOIUrl":"https://doi.org/10.1080/02660830.2023.2276583","url":null,"abstract":"This article investigates the significance of the use of multilingual language assistants (MLAs) in second language teaching for adult migrants with limited formal schooling. Norton’s theories of investmentand critical pedagogy serve as an analytical backdrop. An emic perspective is adopted, with interviews with nine adult learners taking centre stage. The data also includes interviews with three teachers, as well as classroom observations. Analysis of the learner interviews points to the importance of the MLAs when it comes to meeting the adult newcomers’ basic needs for security, understanding and recognition. The data as a whole suggests that MLAs contribute to the language learners participating more actively in the learning process. The analysis provides insight into possibilities and limitations for second language learning, related to the subject positions available in the classroom, whether or not their linguistic capital is recognised and their access to new linguistic capital, and the different language ideologies at play. The purpose of the article is to encourage reflections on learning conditions for adult newcomers with limited formal schooling.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"42 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135819872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/02660830.2023.2269745
Hany Hachem
Decades of governmental neglect mark the socio-political realities of older people in Lebanon. They endure poverty, illiteracy, ageism, exclusion from healthcare and social security, and are absent from public spaces. Against the backdrop of these realities and Lebanon’s ageing population, the Lebanese Ministry of Social Affairs, in collaboration with other stakeholders, recently developed the first-ever National Strategy for Older Persons in Lebanon 2020–2030 (NSOP). This strategy aligns itself with regional and international efforts promoting older people’s health and social and economic participation, aims to reduce social disparities, achieve justice and equal opportunities, and promote positive welfare. In light of the paucity of scholarly works examining local policies on the intersection of ageing and adult education policies, this paper proffers a strategy analysis of the NSOP with particular interest in the stature it affords lifelong learning. To that end, two research questions are raised: (1) How does the NSOP imagine the role of lifelong learning in fulfilling its agenda? (2) What disconnects exist between the NSOP’s vision of ageing and the imagined role of lifelong learning in realising it? Answers are sought via a double-layered manifest and latent analysis of the NSOP document. Conclusions suggest the NSOP’s prescription and description of lifelong learning opportunities, including goals, provision and programming, are shorthanded and ambiguous. The NSOP’s ‘radical ethos’ also staggers on normative ageing ideals enshrined in existing cultural values yet claims to defy them. This policy discussion problematises the ableist and economic function of lifelong learning within the NSOP and, thereafter, the latter’s potency in mitigating the doomsday scenario older people in Lebanon endure. Ultimately, action mechanisms on policy, governance, capacity-building and research levels are suggested.
{"title":"Lifelong learning: The red-headed stepchild of Lebanon’s National Strategy for Older People","authors":"Hany Hachem","doi":"10.1080/02660830.2023.2269745","DOIUrl":"https://doi.org/10.1080/02660830.2023.2269745","url":null,"abstract":"Decades of governmental neglect mark the socio-political realities of older people in Lebanon. They endure poverty, illiteracy, ageism, exclusion from healthcare and social security, and are absent from public spaces. Against the backdrop of these realities and Lebanon’s ageing population, the Lebanese Ministry of Social Affairs, in collaboration with other stakeholders, recently developed the first-ever National Strategy for Older Persons in Lebanon 2020–2030 (NSOP). This strategy aligns itself with regional and international efforts promoting older people’s health and social and economic participation, aims to reduce social disparities, achieve justice and equal opportunities, and promote positive welfare. In light of the paucity of scholarly works examining local policies on the intersection of ageing and adult education policies, this paper proffers a strategy analysis of the NSOP with particular interest in the stature it affords lifelong learning. To that end, two research questions are raised: (1) How does the NSOP imagine the role of lifelong learning in fulfilling its agenda? (2) What disconnects exist between the NSOP’s vision of ageing and the imagined role of lifelong learning in realising it? Answers are sought via a double-layered manifest and latent analysis of the NSOP document. Conclusions suggest the NSOP’s prescription and description of lifelong learning opportunities, including goals, provision and programming, are shorthanded and ambiguous. The NSOP’s ‘radical ethos’ also staggers on normative ageing ideals enshrined in existing cultural values yet claims to defy them. This policy discussion problematises the ableist and economic function of lifelong learning within the NSOP and, thereafter, the latter’s potency in mitigating the doomsday scenario older people in Lebanon endure. Ultimately, action mechanisms on policy, governance, capacity-building and research levels are suggested.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135167041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-14DOI: 10.1080/02660830.2023.2246763
Robert Walldén
The aim of the present study was to contribute knowledge about how adult L2 learners perceived their possibilities to use and develop the target language (Swedish) when formal language teaching was combined with placements. Situated in the context of Swedish for Immigrants (SFI), the study drew inspiration from action research and ethnographic methodology. A thematic analysis was conducted underpinned by the systemic-functional linguistic concepts of field, tenor and mode. The findings showed that the students highly valued interaction with L1 Swedish speakers outside of the classroom. Several of the students described rich opportunities to interact socially, which, however, also entailed anxiety about their status as L2 speakers. A few of the students reported accessing field-specific language and literacy practices that aligned with their current career goals. However, students with placements relating to kitchen, garage and warehouse work voiced feeling isolated and having little opportunity for social interaction. While students in the first of two course instances found it difficult to discuss and exemplify language they had learnt, a vocabulary assignment developed for the second course instance facilitated discussions about placement-related words and expressions. Implications for teaching are discussed, including using authentic examples of workplace discourse as preparation for placement visits.
{"title":"Adult migrants’ voices about learning and using Swedish at work placements in basic language education","authors":"Robert Walldén","doi":"10.1080/02660830.2023.2246763","DOIUrl":"https://doi.org/10.1080/02660830.2023.2246763","url":null,"abstract":"The aim of the present study was to contribute knowledge about how adult L2 learners perceived their possibilities to use and develop the target language (Swedish) when formal language teaching was combined with placements. Situated in the context of Swedish for Immigrants (SFI), the study drew inspiration from action research and ethnographic methodology. A thematic analysis was conducted underpinned by the systemic-functional linguistic concepts of field, tenor and mode. The findings showed that the students highly valued interaction with L1 Swedish speakers outside of the classroom. Several of the students described rich opportunities to interact socially, which, however, also entailed anxiety about their status as L2 speakers. A few of the students reported accessing field-specific language and literacy practices that aligned with their current career goals. However, students with placements relating to kitchen, garage and warehouse work voiced feeling isolated and having little opportunity for social interaction. While students in the first of two course instances found it difficult to discuss and exemplify language they had learnt, a vocabulary assignment developed for the second course instance facilitated discussions about placement-related words and expressions. Implications for teaching are discussed, including using authentic examples of workplace discourse as preparation for placement visits.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135804352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-12DOI: 10.1080/02660830.2023.2255406
Jocey Quinn
This paper focuses on the learning that happens in everyday life, beyond the formal learning environments of schools, colleges, and universities or even beyond community and adult education. It draws on posthuman concepts of ‘learning affect’ and ‘new worlds’ to conceptualise this as ‘invisible education’, affective and transformative, unrecognised but powerful and formative. Such invisible education has a powerful impact on formations of gender, class, race, sexuality, and disability and is thus a key field of enquiry with important consequences for gender equality. The paper will draw on a diverse range of grant funded qualitative, research projects to focus on such invisible education and to explore how diverse iterations of the category ‘woman’ are learnt in everyday life. The research includes longitudinal research with activists, interviews with young women in low paid work, and interviews and participant observations with women living in a women’s refuge. Most of the research was undertaken in the UK, but the paper also draws on insights from comparative research conducted in Bosnia and Herzegovina and Beirut. The paper concludes that everyday learning shows that ‘woman’ is not a fixed binary category, and that women drew on ‘the wilful’ and on invisible education to resist gendered categorisations.
{"title":"Learning and gender in everyday life","authors":"Jocey Quinn","doi":"10.1080/02660830.2023.2255406","DOIUrl":"https://doi.org/10.1080/02660830.2023.2255406","url":null,"abstract":"This paper focuses on the learning that happens in everyday life, beyond the formal learning environments of schools, colleges, and universities or even beyond community and adult education. It draws on posthuman concepts of ‘learning affect’ and ‘new worlds’ to conceptualise this as ‘invisible education’, affective and transformative, unrecognised but powerful and formative. Such invisible education has a powerful impact on formations of gender, class, race, sexuality, and disability and is thus a key field of enquiry with important consequences for gender equality. The paper will draw on a diverse range of grant funded qualitative, research projects to focus on such invisible education and to explore how diverse iterations of the category ‘woman’ are learnt in everyday life. The research includes longitudinal research with activists, interviews with young women in low paid work, and interviews and participant observations with women living in a women’s refuge. Most of the research was undertaken in the UK, but the paper also draws on insights from comparative research conducted in Bosnia and Herzegovina and Beirut. The paper concludes that everyday learning shows that ‘woman’ is not a fixed binary category, and that women drew on ‘the wilful’ and on invisible education to resist gendered categorisations.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/02660830.2023.2262638
Niall Dempsey
I have often felt ashamed of the disabled aspect of my masculine identity. Reflexive, autoethnographical practices help me to ask why? These practices facilitate a reorientation of my frames of reference, from shame to acceptance, by examining attitudes which coalesce around what has been described as the dilemma of disabled masculinity. This dilemma arises as disability is associated with helplessness whereas masculinity is associated with power and autonomy. Power and strength are particularly salient as my own condition is one of weakness, a neuro-muscular disorder. Living outside societal constructions of masculinity can impact identity formation, employment prospects, and educational attainment. I describe the uncommon interplay between my health condition and working as a Further Education teacher to outline an accord between the precarity of this role and a disabled, masculine intersectionality. Accordingly, I assert that my disabled male identity is vital, vibrant, and valuable.
{"title":"‘Conversations with strangers’ – autoethnography and the salvaging of a ‘precarious’ masculinity","authors":"Niall Dempsey","doi":"10.1080/02660830.2023.2262638","DOIUrl":"https://doi.org/10.1080/02660830.2023.2262638","url":null,"abstract":"I have often felt ashamed of the disabled aspect of my masculine identity. Reflexive, autoethnographical practices help me to ask why? These practices facilitate a reorientation of my frames of reference, from shame to acceptance, by examining attitudes which coalesce around what has been described as the dilemma of disabled masculinity. This dilemma arises as disability is associated with helplessness whereas masculinity is associated with power and autonomy. Power and strength are particularly salient as my own condition is one of weakness, a neuro-muscular disorder. Living outside societal constructions of masculinity can impact identity formation, employment prospects, and educational attainment. I describe the uncommon interplay between my health condition and working as a Further Education teacher to outline an accord between the precarity of this role and a disabled, masculine intersectionality. Accordingly, I assert that my disabled male identity is vital, vibrant, and valuable.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136357448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-22DOI: 10.1080/02660830.2023.2257016
Ayca G. Kaymakcioglu, H. Ayse Caner, Fatma Gök
AbstractThis paper discusses the scope of governmental interventions in families through adult education in the context of Turkey’s family-focused debates. The central question is to understand how ‘family’ is constructed in the family life education programme of the Ministry of Family and Social Services. Seven handbooks were chosen from the family education and communication module of the programme. Based on a critical discourse analysis of materials, we examined what textual devices and discursive practices were used to construct ‘family’ and what gendered messages were presented in the texts and visuals of the materials. This study revealed that the selected materials utilised several instruments to normalise the family as a privileged institution in society. In the texts, a heteronormative discourse with an emphasis on reproductivity was reinforced and no attention has been paid to diverse gender identities and family forms. The study also revealed that women were assigned as the primary care providers in the family. In this regard, it is argued that the lack of progressive or critical approaches to the conceptualisation of family limits the understanding of needs and educational practices available for families.Keywords: Adult educationgenderfamily life educationwomenfamily Author contributionThe work reported in this article is based on the first author’s dissertation study, which was completed in 2020. All authors contributed to the drafting and critical revision of the article, and they have approved the final modified version.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The Ministry of Family and Social Services (MoFSS) as of 2021.2 280 femicides and 217 suspicious deaths of women were recorded in 2021. Retrieved from http://kadincinayetlerinidurduracagiz.net3 The Council of Europe Convention on Preventing and Combating Violence against Women and Domestic Violence. Better known as the ‘Istanbul Convention’ as it was opened for signature in 2011 in Istanbul.
{"title":"‘Strengthening [the] family’ through adult education in Turkey: a critical discourse analysis of a family education programme","authors":"Ayca G. Kaymakcioglu, H. Ayse Caner, Fatma Gök","doi":"10.1080/02660830.2023.2257016","DOIUrl":"https://doi.org/10.1080/02660830.2023.2257016","url":null,"abstract":"AbstractThis paper discusses the scope of governmental interventions in families through adult education in the context of Turkey’s family-focused debates. The central question is to understand how ‘family’ is constructed in the family life education programme of the Ministry of Family and Social Services. Seven handbooks were chosen from the family education and communication module of the programme. Based on a critical discourse analysis of materials, we examined what textual devices and discursive practices were used to construct ‘family’ and what gendered messages were presented in the texts and visuals of the materials. This study revealed that the selected materials utilised several instruments to normalise the family as a privileged institution in society. In the texts, a heteronormative discourse with an emphasis on reproductivity was reinforced and no attention has been paid to diverse gender identities and family forms. The study also revealed that women were assigned as the primary care providers in the family. In this regard, it is argued that the lack of progressive or critical approaches to the conceptualisation of family limits the understanding of needs and educational practices available for families.Keywords: Adult educationgenderfamily life educationwomenfamily Author contributionThe work reported in this article is based on the first author’s dissertation study, which was completed in 2020. All authors contributed to the drafting and critical revision of the article, and they have approved the final modified version.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The Ministry of Family and Social Services (MoFSS) as of 2021.2 280 femicides and 217 suspicious deaths of women were recorded in 2021. Retrieved from http://kadincinayetlerinidurduracagiz.net3 The Council of Europe Convention on Preventing and Combating Violence against Women and Domestic Violence. Better known as the ‘Istanbul Convention’ as it was opened for signature in 2011 in Istanbul.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136062049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1080/02660830.2023.2259121
Balwant Kaur
This paper attends to the educational narratives of South Asian Muslim women who grew up in an inner city area. Using walking interviews, each individual took me around the neighbourhood where they grew up, identifying places of educational encounter on the way. There was a pertinent sense of a past that was in many ways, still present. Their memories transcended a place abandoned by the state and its residents by adopting a hauntological perspective and decolonial feminist inquiry. The work of rememory illuminates narratives that uncover some unsettling truths about how the intersection of race, gender and migratory settlement have provided more than voice and agency. Despite deficit stereotyping, a notable and rooted choice prevails from participants. There is a will to remain in what is externally framed as a place of social and economic deprivation. There follows a critique of how adult and community education has anchored and provided a foundation for agency, creativity and a commitment to future forming an informed community.
{"title":"Rememory, resistance and the geographical: adult and community education as spaces of possibility","authors":"Balwant Kaur","doi":"10.1080/02660830.2023.2259121","DOIUrl":"https://doi.org/10.1080/02660830.2023.2259121","url":null,"abstract":"This paper attends to the educational narratives of South Asian Muslim women who grew up in an inner city area. Using walking interviews, each individual took me around the neighbourhood where they grew up, identifying places of educational encounter on the way. There was a pertinent sense of a past that was in many ways, still present. Their memories transcended a place abandoned by the state and its residents by adopting a hauntological perspective and decolonial feminist inquiry. The work of rememory illuminates narratives that uncover some unsettling truths about how the intersection of race, gender and migratory settlement have provided more than voice and agency. Despite deficit stereotyping, a notable and rooted choice prevails from participants. There is a will to remain in what is externally framed as a place of social and economic deprivation. There follows a critique of how adult and community education has anchored and provided a foundation for agency, creativity and a commitment to future forming an informed community.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1080/02660830.2023.2249599
Zoë A. Meletis, Annie Booth, Laura Pyke, Ashley Seniunas
AbstractDecember 6th marks the Montreal Massacre, and Canada’s National Day of Remembrance and Action on Violence Against Women. Universities often host actions around this date. In 2015, we sought to expand discussions on gender and equity by launching Inspiring Women Among Us or IWAU (www.iwau.ca). Our annual series of events includes talks, workshops, films, arts activities, movement, mentoring opportunities, and activism/actions. We build community through engaging with issues across the gender spectrum. Educational exchanges are key to IWAU but we do not label them as such. We work to showcase and support feminist, queer, and Indigenous individuals and organisations. Our events are low barrier, and we purposefully emphasise an informal atmosphere. We have responsively moved queerness, trans awareness, intersectionality, and learning from Indigenous leaders to our core. In this paper, we present research about participant experiences (2017) as collected via a self-administered survey (n=140). In discussing response patterns, key themes, and our interpretations, we consider IWAU as site of formal and informal educational exchanges. In design and practice, we stress inclusive opportunities outside of the classroom. According to participants, education and mentoring is occurring, formally and informally, as hoped. We share quotes about participant experiences of IWAU to illustrate how they experience exchanges and learning. Cognisant of work by Porter (2019) and others, we acknowledge the need for mutually-beneficial university-community relations. We discuss IWAU’s unique position/role as a bridge between university, community, scholarship and action. In contextualising results and interpretations, we foreground the persistent need for gender-related spaces, opportunities, and exchanges beyond formal learning scenarios, in a ‘knowledge democracy’. Adding to over 50 years of work (for recent examples, see Ahmed, Berdahl et al., Cheeks, Corbett, Moeke-Pickering et al.), we offer our case study as including elements that support adult education ‘outside of the box,’ for feminist futures.Keywords: Feminismeducationpublic pedagogymentoringcommunity-university collaborationsintersectionality AcknowledgementThe authors thank all IWAU participants since 2015, and particularly those who contributed to this 2017 research. We couldn’t keep enjoying and refining IWAU without our Student Planning Assistants and volunteers, our organizing committee and all of our champions, donors, and participants. This includes UNBC Chancellor and Lheidli T’enneh Elder Darlene McIntosh, a key supporter from the start. We thank funders and partners over the years, including the University of Northern British Columbia, and the City of Prince George. We also thank Two Rivers Gallery, the Prince George Public Library and the Geoffrey R. Weller Library at UNBC, the College of New Caledonia, the Northern Women’s Centre, Gender Outlines, the Jim Pattison Broadcasting Group, the M
摘要12月6日是蒙特利尔大屠杀纪念日，也是加拿大全国反暴力日。大学通常会在这一天举办活动。2015年，我们发起了“女性与我们同行”(Inspiring Women Among Us，简称IWAU)活动(www.iwau.ca)，旨在扩大关于性别与平等的讨论。我们的年度系列活动包括讲座、研讨会、电影、艺术活动、运动、指导机会和行动主义/行动。我们通过参与跨性别问题来建立社区。教育交流是IWAU的关键，但我们并没有给它们贴上这样的标签。我们致力于展示和支持女权主义者、酷儿和土著个人和组织。我们的活动是低门槛的，我们有意强调一种非正式的氛围。我们响应性地将酷儿、跨性别意识、交叉性和向土著领袖学习纳入我们的核心。在本文中，我们介绍了通过自我管理调查(n=140)收集的参与者体验(2017)的研究。在讨论回应模式、关键主题和我们的解释时，我们将IWAU视为正式和非正式教育交流的场所。在设计和实践中，我们强调课堂外的包容性机会。根据参与者的说法，教育和指导正在正式和非正式地进行，正如所希望的那样。我们分享了IWAU参与者的经历，说明他们是如何交流和学习的。认识到波特(2019)和其他人的工作，我们承认需要建立互利的大学-社区关系。我们讨论了IWAU作为大学，社区，学术和行动之间桥梁的独特地位/作用。在情境化的结果和解释中，我们强调了在“知识民主”中，在正式的学习场景之外，对与性别相关的空间、机会和交流的持续需求。加上50多年的工作(最近的例子，见Ahmed, Berdahl等人，奇克斯，科比特，Moeke-Pickering等人)，我们提供了我们的案例研究，包括支持成人教育“打破常规”的元素，为女权主义的未来。作者感谢2015年以来IWAU的所有参与者，特别是那些为2017年的研究做出贡献的人。没有我们的学生策划助理和志愿者，没有我们的组委会，没有我们所有的支持者、捐赠者和参与者，我们无法继续享受和完善IWAU。这包括UNBC校长和Lheidli 'enneh长老Darlene McIntosh，从一开始就是一个关键的支持者。我们感谢多年来的资助者和合作伙伴，包括北英属哥伦比亚大学和乔治王子城。我们还要感谢北卡罗来纳大学的两河画廊、乔治王子公共图书馆和杰弗里·r·韦勒图书馆、新喀里多尼亚学院、北方妇女中心、性别概述、吉姆·帕蒂森广播集团、马克里、祖先之家、奥米内卡艺术中心、学位咖啡、北卡罗来纳大学的复印服务等等。我们感谢UNBC研究与创新办公室和加拿大社会科学与人文研究理事会为这项工作提供资金，并为IWAU活动提供资金。我们感谢我们的家人、朋友和同事对我们与IWAU相关的服务、报告和研究工作的支持。披露声明作者未报告潜在的利益冲突。注1除了引用书面学术资料外，我们还包括这些短视频，因为它们符合我们将各种媒体纳入我们实践的尝试，并将人们与可获取的信息联系起来参与者的报价使用唯一标识符表示，其中包括收集调查的事件和数字导师午餐是由两位教授创建的。布兰卡·肖特(当时的艺术、人文和健康科学学院院长)和希瑟·史密斯(当时的教学和学习中心主任)明确希望提供一个活动，在一个安全的氛围中，由同伴和自我进行指导。自2015年以来，该活动一直是IWAU最受欢迎的活动之一。有关IWAU活动的更多信息，请参阅www.iwau.ca.4当我们讨论本文的进展以及其中对IWAU组织者的挑战时，该参考文献被建议给我们。她完全明白我们在说什么，并推荐了这篇优秀而合适的文章。谢谢你，史密斯博士!本研究得到了2项UNBC本科生研究经验奖(URE;10.13039 / 1000008785);乔治王子城;加拿大社会科学与人文科学研究理事会(SSHRC)资助(10.13039/501100000155)。
{"title":"Outside of the box: Inspiring Women Among Us (IWAU) as public pedagogy on gender and inclusion via learning in community","authors":"Zoë A. Meletis, Annie Booth, Laura Pyke, Ashley Seniunas","doi":"10.1080/02660830.2023.2249599","DOIUrl":"https://doi.org/10.1080/02660830.2023.2249599","url":null,"abstract":"AbstractDecember 6th marks the Montreal Massacre, and Canada’s National Day of Remembrance and Action on Violence Against Women. Universities often host actions around this date. In 2015, we sought to expand discussions on gender and equity by launching Inspiring Women Among Us or IWAU (www.iwau.ca). Our annual series of events includes talks, workshops, films, arts activities, movement, mentoring opportunities, and activism/actions. We build community through engaging with issues across the gender spectrum. Educational exchanges are key to IWAU but we do not label them as such. We work to showcase and support feminist, queer, and Indigenous individuals and organisations. Our events are low barrier, and we purposefully emphasise an informal atmosphere. We have responsively moved queerness, trans awareness, intersectionality, and learning from Indigenous leaders to our core. In this paper, we present research about participant experiences (2017) as collected via a self-administered survey (n=140). In discussing response patterns, key themes, and our interpretations, we consider IWAU as site of formal and informal educational exchanges. In design and practice, we stress inclusive opportunities outside of the classroom. According to participants, education and mentoring is occurring, formally and informally, as hoped. We share quotes about participant experiences of IWAU to illustrate how they experience exchanges and learning. Cognisant of work by Porter (2019) and others, we acknowledge the need for mutually-beneficial university-community relations. We discuss IWAU’s unique position/role as a bridge between university, community, scholarship and action. In contextualising results and interpretations, we foreground the persistent need for gender-related spaces, opportunities, and exchanges beyond formal learning scenarios, in a ‘knowledge democracy’. Adding to over 50 years of work (for recent examples, see Ahmed, Berdahl et al., Cheeks, Corbett, Moeke-Pickering et al.), we offer our case study as including elements that support adult education ‘outside of the box,’ for feminist futures.Keywords: Feminismeducationpublic pedagogymentoringcommunity-university collaborationsintersectionality AcknowledgementThe authors thank all IWAU participants since 2015, and particularly those who contributed to this 2017 research. We couldn’t keep enjoying and refining IWAU without our Student Planning Assistants and volunteers, our organizing committee and all of our champions, donors, and participants. This includes UNBC Chancellor and Lheidli T’enneh Elder Darlene McIntosh, a key supporter from the start. We thank funders and partners over the years, including the University of Northern British Columbia, and the City of Prince George. We also thank Two Rivers Gallery, the Prince George Public Library and the Geoffrey R. Weller Library at UNBC, the College of New Caledonia, the Northern Women’s Centre, Gender Outlines, the Jim Pattison Broadcasting Group, the M","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/02660830.2023.2249141
Johanna Mufic
Distance education has received a lot of attention in contemporary policy as something that makes it possible for more students to participate, but also involves a certain set of challenges. When it comes to distance education, Swedish municipal adult education (MAE) stands out with its long history of flexible education, often provided on distance. Applying Bacchi’s poststructural WPR approach, the aim of this study was to scrutinise how distance education is construed, and the discursive effects of this, in comments by MAE school leaders and staff during a quality audit. The analysis shows that it becomes difficult to question or think differently about distance education within the flexibility discourse in adult education. Moreover, the blame for students’ lack of goal attainment and increased dropouts seems to be put on external providers, municipalities, and the students rather than on the way that the adult education system is organised or the demands around flexibility in adult education policy. What seems to be left out is a discussion about the pedagogical and didactical implications of distance education.
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