Pub Date : 2020-01-02DOI: 10.1080/02660830.2019.1598605
J. Dalton
Abstract The central theme of this paper is about providing opportunities for the participants to discuss sensitive issues in a safe environment with the researcher and group, actively listening and making meaning from their creative efforts. It introduces a creative research method used to provide a medium for adults to discuss a sensitive issue. The participants took part in focus groups and also created craft-based models as a means to share their thoughts and feelings. Creating and describing the model provided a safe distance and took pressure off the creators, it also led to rich, deep data as participants were able to share thoughts and emotions without reticence. The sensitive issue used as an example in this paper was mental health as it affected teaching and learning. The whole process of making the model and the subsequent discussion was recorded. The conversation during the creative process and the reaction of the group to the model were also considered as data and the researcher drew all this together into a narrative which encapsulated the process. Meaning making in such a constructed way can be subject to bias but a reflexive approach and being an outsider researcher for all focus groups reduced these limitations. This approach to data handling added depth and made the creative process accessible whilst unpicking metaphors and making explicit links to relevant theory. Analysis of the narratives provided themes related to the thoughts and feelings of the participants about how mental health impacts on teaching and learning. The teacher trainees all considered the stigma still associated with this sensitive topic and commented on the barrier to learning that this could present. The group all acknowledged a lack of awareness and training to deal with this particular barrier and sought awareness raising that was targeted to teacher trainees and the needs of adult learners.
{"title":"Model making as a research method","authors":"J. Dalton","doi":"10.1080/02660830.2019.1598605","DOIUrl":"https://doi.org/10.1080/02660830.2019.1598605","url":null,"abstract":"Abstract The central theme of this paper is about providing opportunities for the participants to discuss sensitive issues in a safe environment with the researcher and group, actively listening and making meaning from their creative efforts. It introduces a creative research method used to provide a medium for adults to discuss a sensitive issue. The participants took part in focus groups and also created craft-based models as a means to share their thoughts and feelings. Creating and describing the model provided a safe distance and took pressure off the creators, it also led to rich, deep data as participants were able to share thoughts and emotions without reticence. The sensitive issue used as an example in this paper was mental health as it affected teaching and learning. The whole process of making the model and the subsequent discussion was recorded. The conversation during the creative process and the reaction of the group to the model were also considered as data and the researcher drew all this together into a narrative which encapsulated the process. Meaning making in such a constructed way can be subject to bias but a reflexive approach and being an outsider researcher for all focus groups reduced these limitations. This approach to data handling added depth and made the creative process accessible whilst unpicking metaphors and making explicit links to relevant theory. Analysis of the narratives provided themes related to the thoughts and feelings of the participants about how mental health impacts on teaching and learning. The teacher trainees all considered the stigma still associated with this sensitive topic and commented on the barrier to learning that this could present. The group all acknowledged a lack of awareness and training to deal with this particular barrier and sought awareness raising that was targeted to teacher trainees and the needs of adult learners.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"35 - 48"},"PeriodicalIF":1.7,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1598605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41627934","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 : 2020-01-02DOI: 10.1080/02660830.2019.1669934
M. Zukas, J. Crowther
{"title":"50th Anniversary Editorial*","authors":"M. Zukas, J. Crowther","doi":"10.1080/02660830.2019.1669934","DOIUrl":"https://doi.org/10.1080/02660830.2019.1669934","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"1 - 15"},"PeriodicalIF":1.7,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1669934","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49439403","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 : 2020-01-02DOI: 10.1080/02660830.2018.1432113
S. Walters, K. Watters
{"title":"3rd Global Report on Adult Learning and Education (GRALE 111)","authors":"S. Walters, K. Watters","doi":"10.1080/02660830.2018.1432113","DOIUrl":"https://doi.org/10.1080/02660830.2018.1432113","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"119 - 121"},"PeriodicalIF":1.7,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2018.1432113","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45887940","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 : 2020-01-02DOI: 10.1080/02660830.2019.1664538
Maria Brown
Abstract This paper informs pedagogical development in older adult education. It draws on qualitative data of a longitudinal community-based educational action research study. Informed by critical theory, Freirean and postcolonial literature, the educational initiative comprised a critical and praxis-oriented engagement with generative themes co-identified with participants – such as capitalism, consumerism, education and the Internet. Participants’ artistic talents, subcultural affiliations and chaperoning and mentoring rituals that characterised their community context were used as educational tools. Workshop-based sessions elicited critical problematization of the generative themes and co-production of related artistic yields, such as poetry and prose in the community’s dialects and also traditional folk song. Together with interviews, focus groups and participant observations, the artistic yields provided primary qualitative data. Thematic analysis of this varied data informed the development of pedagogy for community-based adult education grounded in participatory democracy and enhanced historicity. However, gaps, contradictions and ambivalences in the data testified to participants’ nuanced engagement. The study showed the educational value of such nuances because they provided spaces for learners to come into presence in an unscripted manner. Recommendations include pedagogical development rooted in the profiling of learners’ community and life stories, and investment in small-scale community-based initiatives.
{"title":"Pedagogical development in older adult education: A critical community-based approach","authors":"Maria Brown","doi":"10.1080/02660830.2019.1664538","DOIUrl":"https://doi.org/10.1080/02660830.2019.1664538","url":null,"abstract":"Abstract This paper informs pedagogical development in older adult education. It draws on qualitative data of a longitudinal community-based educational action research study. Informed by critical theory, Freirean and postcolonial literature, the educational initiative comprised a critical and praxis-oriented engagement with generative themes co-identified with participants – such as capitalism, consumerism, education and the Internet. Participants’ artistic talents, subcultural affiliations and chaperoning and mentoring rituals that characterised their community context were used as educational tools. Workshop-based sessions elicited critical problematization of the generative themes and co-production of related artistic yields, such as poetry and prose in the community’s dialects and also traditional folk song. Together with interviews, focus groups and participant observations, the artistic yields provided primary qualitative data. Thematic analysis of this varied data informed the development of pedagogy for community-based adult education grounded in participatory democracy and enhanced historicity. However, gaps, contradictions and ambivalences in the data testified to participants’ nuanced engagement. The study showed the educational value of such nuances because they provided spaces for learners to come into presence in an unscripted manner. Recommendations include pedagogical development rooted in the profiling of learners’ community and life stories, and investment in small-scale community-based initiatives.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"16 - 34"},"PeriodicalIF":1.7,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1664538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48410371","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 : 2020-01-02DOI: 10.1080/02660830.2019.1654591
J. Kluttz, Judith Walker, Pierre Walter
Abstract Social movements are pedagogical spaces for collective learning across difference. Divergent worldviews, interest and identity, historical legacies and relations of power complicate notions of allyship and solidarity for common cause. In this article, we draw on social movement and transformative learning to reflect on our experiences of learning and unlearning as white settler-colonialists researching allyship in the Standing Rock struggle against an oil pipeline in the United States. Our text is also shaped by our own experience as activists within a local Indigenous-led movement to protect ocean and land from the Trudeau–Kinder Morgan oil pipeline. First we introduce ourselves, our research project, context and argument. We then position our work within social movement and transformative learning scholarship, critique notions of allyship and then solidarity. We argue for the unlearning of colonial practices and mindsets which centre our particular white colonial knowledge, leadership, privilege, power and bodies and learning towards decolonising solidarity. To illustrate this process, we present three personal vignettes that speak about the start of our own 'unlearning of ourselves', and learning of decolonising solidarity. We conclude the article with a discussion of how best we believe learning towards decolonising solidarity might proceed in social movements.
{"title":"Unsettling allyship, unlearning and learning towards decolonising solidarity","authors":"J. Kluttz, Judith Walker, Pierre Walter","doi":"10.1080/02660830.2019.1654591","DOIUrl":"https://doi.org/10.1080/02660830.2019.1654591","url":null,"abstract":"Abstract Social movements are pedagogical spaces for collective learning across difference. Divergent worldviews, interest and identity, historical legacies and relations of power complicate notions of allyship and solidarity for common cause. In this article, we draw on social movement and transformative learning to reflect on our experiences of learning and unlearning as white settler-colonialists researching allyship in the Standing Rock struggle against an oil pipeline in the United States. Our text is also shaped by our own experience as activists within a local Indigenous-led movement to protect ocean and land from the Trudeau–Kinder Morgan oil pipeline. First we introduce ourselves, our research project, context and argument. We then position our work within social movement and transformative learning scholarship, critique notions of allyship and then solidarity. We argue for the unlearning of colonial practices and mindsets which centre our particular white colonial knowledge, leadership, privilege, power and bodies and learning towards decolonising solidarity. To illustrate this process, we present three personal vignettes that speak about the start of our own 'unlearning of ourselves', and learning of decolonising solidarity. We conclude the article with a discussion of how best we believe learning towards decolonising solidarity might proceed in social movements.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"49 - 66"},"PeriodicalIF":1.7,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1654591","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48928621","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 : 2019-12-09DOI: 10.1080/02660830.2019.1578051
D. Wildemeersch
Adult Education and the formation of citizens: a critical interrogation, Andreas Fejes, Magnus Dahlstedt, Maria Olson, Fredrik Sandberg, London, Routledge, 138 pp., £115 (hardback) ISBN 97808153628...
{"title":"Adult education and the formation of citizens: a critical interrogation","authors":"D. Wildemeersch","doi":"10.1080/02660830.2019.1578051","DOIUrl":"https://doi.org/10.1080/02660830.2019.1578051","url":null,"abstract":"Adult Education and the formation of citizens: a critical interrogation, Andreas Fejes, Magnus Dahlstedt, Maria Olson, Fredrik Sandberg, London, Routledge, 138 pp., £115 (hardback) ISBN 97808153628...","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"122 - 124"},"PeriodicalIF":1.7,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1578051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49502796","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 : 2019-11-25DOI: 10.1080/02660830.2019.1694767
A. Armitage
{"title":"Classroom behaviour management in further, adult and vocational education. Moving beyond control?","authors":"A. Armitage","doi":"10.1080/02660830.2019.1694767","DOIUrl":"https://doi.org/10.1080/02660830.2019.1694767","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"123 - 124"},"PeriodicalIF":1.7,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1694767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42115345","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 : 2019-11-25DOI: 10.1080/02660830.2019.1694768
Camilla Fitzsimons
Mapping out the research field of adult education and learning Lifelong Learning Book Series Volume 24 by Andreas Fejes and Erik Nylander, Switzerland, Springer Nature, 2019, 234 pp., €59 (hardback) 93, ISBN 978-3-030-10945-5 Camilla Fitzsimons To cite this article: Camilla Fitzsimons (2019): Mapping out the research field of adult education and learning, Studies in the Education of Adults, DOI: 10.1080/02660830.2019.1694768 To link to this article: https://doi.org/10.1080/02660830.2019.1694768
映射出成人教育的研究领域和学习终身学习书系列卷24 Andreas Fejes和埃里克·尼兰德,瑞士,施普林格自然,2019年,234页,€59(精装)93,ISBN 978-3-030-10945-5菲卡米拉引用这篇文章:卡米拉菲(2019):映射出成人教育和学习的研究领域,研究教育的成年人,DOI: 10.1080 / 02660830.2019.1694768本文链接:https://doi.org/10.1080/02660830.2019.1694768
{"title":"Mapping out the research field of adult education and learning","authors":"Camilla Fitzsimons","doi":"10.1080/02660830.2019.1694768","DOIUrl":"https://doi.org/10.1080/02660830.2019.1694768","url":null,"abstract":"Mapping out the research field of adult education and learning Lifelong Learning Book Series Volume 24 by Andreas Fejes and Erik Nylander, Switzerland, Springer Nature, 2019, 234 pp., €59 (hardback) 93, ISBN 978-3-030-10945-5 Camilla Fitzsimons To cite this article: Camilla Fitzsimons (2019): Mapping out the research field of adult education and learning, Studies in the Education of Adults, DOI: 10.1080/02660830.2019.1694768 To link to this article: https://doi.org/10.1080/02660830.2019.1694768","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"125 - 127"},"PeriodicalIF":1.7,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1694768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43786935","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 : 2019-07-24DOI: 10.1080/02660830.2019.1643564
L. Formenti
The last ESREA Access, Learning Careers and Identities Network Conference in 2013 had the ‘crisis’ as its theme. Two years on the economic crisis, which also has social and political consequences, is still with us and continues to be particularly dominant in the south of Europe. As a consequence younger and older adults are finding themselves in a labour market which either offers no jobs, low paid jobs and/or jobs with zero contracts which impacts on the self, identity and their communities.
2013年举行的上一届ESREA Access、Learning Careers and Identities Network会议以“危机”为主题。两年过去了，经济危机也带来了社会和政治后果，它仍然伴随着我们，并继续在欧洲南部特别占主导地位。因此，年轻人和老年人发现自己身处一个劳动力市场，这个市场要么没有工作，要么提供低薪工作和/或没有合同的工作，这会影响他们的自我、身份和社区。
{"title":"Continuity and discontinuity in learning careers: Potentials for a learning space in a changing world","authors":"L. Formenti","doi":"10.1080/02660830.2019.1643564","DOIUrl":"https://doi.org/10.1080/02660830.2019.1643564","url":null,"abstract":"The last ESREA Access, Learning Careers and Identities Network Conference in 2013 had the ‘crisis’ as its theme. Two years on the economic crisis, which also has social and political consequences, is still with us and continues to be particularly dominant in the south of Europe. As a consequence younger and older adults are finding themselves in a labour market which either offers no jobs, low paid jobs and/or jobs with zero contracts which impacts on the self, identity and their communities.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"120 - 122"},"PeriodicalIF":1.7,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1643564","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48816321","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 : 2019-07-23DOI: 10.1080/02660830.2019.1643561
Rob Smith
Research Methods for Social Justice and Equity in Education is part of the Bloomsbury Research Methods for Education series. Liz Atkins and Vicky Duckworth, who both espouse values that foreground ...
{"title":"Research methods for social justice and equity in education","authors":"Rob Smith","doi":"10.1080/02660830.2019.1643561","DOIUrl":"https://doi.org/10.1080/02660830.2019.1643561","url":null,"abstract":"Research Methods for Social Justice and Equity in Education is part of the Bloomsbury Research Methods for Education series. Liz Atkins and Vicky Duckworth, who both espouse values that foreground ...","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"256 - 258"},"PeriodicalIF":1.7,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1643561","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48723594","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：