Pub Date : 2023-09-13DOI: 10.1080/02660830.2023.2257707
Margarita Calderón, Cesar Guadalupe, Virginie Thériault
AbstractThis article explores the framing of youth and adult education (YAE) policies in two Latin American countries, namely Chile and Peru. It takes their participation in PIAAC as a contextual starting point to unravel the problems explicitly or implicitly framed in YAE policies and their root causes, as understood by key policy stakeholders. We found that policy documents specifically addressing YAE are not only scarce, but also the existing ones tend to be either too broad or too narrow in relation to how YAE is understood. The results suggest that in both countries, there exists a widespread disregard for YAE, a limited perspective on the field, and a generalised lack of funding for YAE. Under these conditions, participation in a study like PIAAC is primarily motivated by considerations unrelated to education, thus resulting in a very limited impact on YAE policy.Keywords: Youth and Adult EducationChilePeruPIAACProblem Representation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 When quoting the documents originally produced in Spanish, we provide our translations. The same applies to interviews also conducted in Spanish.2 DVV International is the Institute for International Cooperation of the German Adult Education Association (Deutscher Volkshochschul-Verband e.V. DVV).
{"title":"Taking stock of youth and adult educational policies in Chile and Peru in a changing landscape","authors":"Margarita Calderón, Cesar Guadalupe, Virginie Thériault","doi":"10.1080/02660830.2023.2257707","DOIUrl":"https://doi.org/10.1080/02660830.2023.2257707","url":null,"abstract":"AbstractThis article explores the framing of youth and adult education (YAE) policies in two Latin American countries, namely Chile and Peru. It takes their participation in PIAAC as a contextual starting point to unravel the problems explicitly or implicitly framed in YAE policies and their root causes, as understood by key policy stakeholders. We found that policy documents specifically addressing YAE are not only scarce, but also the existing ones tend to be either too broad or too narrow in relation to how YAE is understood. The results suggest that in both countries, there exists a widespread disregard for YAE, a limited perspective on the field, and a generalised lack of funding for YAE. Under these conditions, participation in a study like PIAAC is primarily motivated by considerations unrelated to education, thus resulting in a very limited impact on YAE policy.Keywords: Youth and Adult EducationChilePeruPIAACProblem Representation Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 When quoting the documents originally produced in Spanish, we provide our translations. The same applies to interviews also conducted in Spanish.2 DVV International is the Institute for International Cooperation of the German Adult Education Association (Deutscher Volkshochschul-Verband e.V. DVV).","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135780787","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 : 2023-09-08DOI: 10.1080/02660830.2023.2256517
Fatoumatta L. Kassama, S. Eschenbacher
Abstract Period poverty is a global phenomenon that affects billions of people, particularly menstruators from developing countries, low-income families, and marginalised communities who lack access to sanitary products, education on healthy period management practices, and basic water sanitation and hygiene (WASH) facilities to manage their periods with dignity. This results in stigma, shame, limited educational and socio-economic opportunities as well as affects their physical and mental health. In recent years, there has been growing awareness and sensitisation around period poverty worldwide, but there is still a long way to go in terms of eradicating the taboos, negative social norms, and values surrounding period poverty. Transformative learning offers a potential solution to address period poverty by fostering critical reflection, and action among individuals and communities to challenge and transform the structural causes of this issue. Transformative learning can play a key role in eradicating period poverty by providing individuals and communities with the right knowledge, skills, and tools to advocate for their rights, challenge social norms, gender stereotypes, and take collective actions to address the problem. By creating a learning environment that promotes critical reflection, dialogue, and collaboration, individuals and communities can eradicate period poverty and promote gender equality.
{"title":"Period poverty – Fostering gender equality through transformative learning","authors":"Fatoumatta L. Kassama, S. Eschenbacher","doi":"10.1080/02660830.2023.2256517","DOIUrl":"https://doi.org/10.1080/02660830.2023.2256517","url":null,"abstract":"Abstract Period poverty is a global phenomenon that affects billions of people, particularly menstruators from developing countries, low-income families, and marginalised communities who lack access to sanitary products, education on healthy period management practices, and basic water sanitation and hygiene (WASH) facilities to manage their periods with dignity. This results in stigma, shame, limited educational and socio-economic opportunities as well as affects their physical and mental health. In recent years, there has been growing awareness and sensitisation around period poverty worldwide, but there is still a long way to go in terms of eradicating the taboos, negative social norms, and values surrounding period poverty. Transformative learning offers a potential solution to address period poverty by fostering critical reflection, and action among individuals and communities to challenge and transform the structural causes of this issue. Transformative learning can play a key role in eradicating period poverty by providing individuals and communities with the right knowledge, skills, and tools to advocate for their rights, challenge social norms, gender stereotypes, and take collective actions to address the problem. By creating a learning environment that promotes critical reflection, dialogue, and collaboration, individuals and communities can eradicate period poverty and promote gender equality.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44905405","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 : 2023-08-16DOI: 10.1080/02660830.2023.2246189
Abarna Selvarajah
Abstract Literature on adult settlement and integration education in Canada documents the limits of public services supporting the settlement of female newcomers. This study provokes deeper understandings of these limitations by examining the gendered experiences of mature Tamil women who have resided in the province of Ontario, Canada for more than 10 years. Using personal interviews and archival immigration policy documents, this paper argues that despite interacting closely with settlement education programs, mature Tamil immigrant women continue to face gendered and classed barriers to social integration within and outside their communities. Settlement education policies produce temporariness in mature women by making them ineligible for services and supports, thus further scripting their lives on the fringes of their communities. However, mature Tamil immigrant women reject the essentialization of their narratives as continuous historical victims by engaging in relationships with their peers. Friendships between migrant and diaspora women emerge as a unique space to explore agentic resistance to homogenising settlement and integration structures. Theoretical frameworks of this study are anchored in literature discussing neoliberalism, multiculturalism, settlement education, and transnational feminism.
{"title":"Imagining collective futures in settlement education: Perspectives of Tamil-Canadian immigrant women","authors":"Abarna Selvarajah","doi":"10.1080/02660830.2023.2246189","DOIUrl":"https://doi.org/10.1080/02660830.2023.2246189","url":null,"abstract":"Abstract Literature on adult settlement and integration education in Canada documents the limits of public services supporting the settlement of female newcomers. This study provokes deeper understandings of these limitations by examining the gendered experiences of mature Tamil women who have resided in the province of Ontario, Canada for more than 10 years. Using personal interviews and archival immigration policy documents, this paper argues that despite interacting closely with settlement education programs, mature Tamil immigrant women continue to face gendered and classed barriers to social integration within and outside their communities. Settlement education policies produce temporariness in mature women by making them ineligible for services and supports, thus further scripting their lives on the fringes of their communities. However, mature Tamil immigrant women reject the essentialization of their narratives as continuous historical victims by engaging in relationships with their peers. Friendships between migrant and diaspora women emerge as a unique space to explore agentic resistance to homogenising settlement and integration structures. Theoretical frameworks of this study are anchored in literature discussing neoliberalism, multiculturalism, settlement education, and transnational feminism.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47085961","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 : 2023-08-04DOI: 10.1080/02660830.2023.2243660
S. Eschenbacher, Nils Weber
Abstract The theory of transformative learning and its notion of freedom, that we are not trapped by one way of looking at the world or being in the world, fosters a fundamental re-ordering and radical questioning of how one thinks or acts. As a theory of adult learning, it emerged from the women’s movement in the US, echoing what it means to become a transformation learner, realising how societal norms and expectations due to gender roles have defined and limited one’s way of being. The purpose of this paper is to provide greater insight into deconstructing gender identity through transformative learning by questioning gender binaries through premise reflection. The paper begins with an overview of (1) Judith Butler’s ideas on gender and deconstructing gender as well as (2) Jack Mezirow’s notion of transformative learning theory. This sets the stage for (3) bringing Butler’s and Mezirow’s ideas into conversation, setting the backdrop for a (4) discussion regarding the implications of such a conversation, reflecting on an existing approach from Christine Jarvis.
{"title":"Deconstructing gender identity through transformative learning","authors":"S. Eschenbacher, Nils Weber","doi":"10.1080/02660830.2023.2243660","DOIUrl":"https://doi.org/10.1080/02660830.2023.2243660","url":null,"abstract":"Abstract The theory of transformative learning and its notion of freedom, that we are not trapped by one way of looking at the world or being in the world, fosters a fundamental re-ordering and radical questioning of how one thinks or acts. As a theory of adult learning, it emerged from the women’s movement in the US, echoing what it means to become a transformation learner, realising how societal norms and expectations due to gender roles have defined and limited one’s way of being. The purpose of this paper is to provide greater insight into deconstructing gender identity through transformative learning by questioning gender binaries through premise reflection. The paper begins with an overview of (1) Judith Butler’s ideas on gender and deconstructing gender as well as (2) Jack Mezirow’s notion of transformative learning theory. This sets the stage for (3) bringing Butler’s and Mezirow’s ideas into conversation, setting the backdrop for a (4) discussion regarding the implications of such a conversation, reflecting on an existing approach from Christine Jarvis.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41923944","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 : 2023-06-09DOI: 10.1080/02660830.2023.2215559
J. R. Harrison
{"title":"Literacies, power and identities in figured worlds in Malawi","authors":"J. R. Harrison","doi":"10.1080/02660830.2023.2215559","DOIUrl":"https://doi.org/10.1080/02660830.2023.2215559","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47629891","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 : 2023-05-25DOI: 10.1080/02660830.2023.2215558
Xin Fan
{"title":"Migrant Workers’ Education in China: Changing Discourses and Practices","authors":"Xin Fan","doi":"10.1080/02660830.2023.2215558","DOIUrl":"https://doi.org/10.1080/02660830.2023.2215558","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45884886","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 : 2023-04-21DOI: 10.1080/02660830.2023.2202957
T. Karlsson
{"title":"Adults between school and working life","authors":"T. Karlsson","doi":"10.1080/02660830.2023.2202957","DOIUrl":"https://doi.org/10.1080/02660830.2023.2202957","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46777370","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 : 2023-04-03DOI: 10.1080/02660830.2023.2196174
Bekalu Tadesse Moges, Yalalem Assefa, Shouket Ahmad Tilwani, Samuel Zinabu Desta, Mohd Asif Shah
{"title":"The inclusion of indigenous knowledge into adult education programs: Implications for sustainable development","authors":"Bekalu Tadesse Moges, Yalalem Assefa, Shouket Ahmad Tilwani, Samuel Zinabu Desta, Mohd Asif Shah","doi":"10.1080/02660830.2023.2196174","DOIUrl":"https://doi.org/10.1080/02660830.2023.2196174","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46775268","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 : 2023-01-27DOI: 10.1080/02660830.2023.2171097
Åsa Wedin
{"title":"Becoming an independent Swedish citizen: Critical literacy as a tool for multilingual literacies in Swedish for Immigrants","authors":"Åsa Wedin","doi":"10.1080/02660830.2023.2171097","DOIUrl":"https://doi.org/10.1080/02660830.2023.2171097","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44997882","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 : 2023-01-02DOI: 10.1080/02660830.2023.2166740
Javier Fombona, Alba Fombona‐Pascual, E. Vázquez-Cano
Abstract This article shows the result of an international project from the European Commission, and it aimed to analyse 30 cases of effective European entities in the field of adult education, from Poland, Spain, Finland and Italy. The objective was to collect the best strategies that generate good employment and social inclusion results. The research analyses the methodologies of official educational corporations, such as vocational training centres and schools for adults; and for the first time, the research addresses the training carried out by companies. The methodology focuses on case studies, using the observation list as the main instrument. The sample is an intentional selection of entities with important training activities in different industrial sectors and positively impacting employment. The findings highlight relevant strategies, such as the importance of the educational scenario, the development of new personal and social skills, a flexible, individualised, and attractive approach in the teaching scope, and the importance of practical learning. Among the findings, new training paths are observed within the labour context, with innovative and revolutionary practices for the traditional school. The results also impact teacher training and education science faculties, that can incorporate new educational methodologies, with proven success in the labour market.
{"title":"References on innovative methodologies for adult training","authors":"Javier Fombona, Alba Fombona‐Pascual, E. Vázquez-Cano","doi":"10.1080/02660830.2023.2166740","DOIUrl":"https://doi.org/10.1080/02660830.2023.2166740","url":null,"abstract":"Abstract This article shows the result of an international project from the European Commission, and it aimed to analyse 30 cases of effective European entities in the field of adult education, from Poland, Spain, Finland and Italy. The objective was to collect the best strategies that generate good employment and social inclusion results. The research analyses the methodologies of official educational corporations, such as vocational training centres and schools for adults; and for the first time, the research addresses the training carried out by companies. The methodology focuses on case studies, using the observation list as the main instrument. The sample is an intentional selection of entities with important training activities in different industrial sectors and positively impacting employment. The findings highlight relevant strategies, such as the importance of the educational scenario, the development of new personal and social skills, a flexible, individualised, and attractive approach in the teaching scope, and the importance of practical learning. Among the findings, new training paths are observed within the labour context, with innovative and revolutionary practices for the traditional school. The results also impact teacher training and education science faculties, that can incorporate new educational methodologies, with proven success in the labour market.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"259 - 281"},"PeriodicalIF":1.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44309628","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}
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