Pub Date : 2022-07-13DOI: 10.1080/02660830.2022.2098642
S. Mclean
Abstract This article narrates the rise and fall of a notable adult education programme at Laval University in Quebec City, Canada. The Centre for Adult Education and Community Development was established in 1951, replacing the External Service for Social Education. In the 1950s, the Centre gained an international reputation for excellence in adult educational programming. The Centre developed a humanist philosophy and methodology of adult education and applied its humanist principles to intensive work with co-operatives, unions, adult educators, community leaders, broadcasters, young farmers, and Catholic social agencies. In 1964, Laval closed the Centre as the institution explicitly endeavoured to disengage from instructional programmes that were not considered to be at a ‘university level’. The Centre was not merely closed—it was erased from institutional history. This article provides a historical case study of an important francophone institution of adult education, and it provokes reflection regarding the alignment of adult educational philosophies, methods, and programmes, as well as sometimes painful questions about the life cycle of organisations and programmes. As practitioners, we sometimes are forced to accept that the work we cherish cannot continue; as scholars, we should do our best to ensure that such work is not forgotten.
{"title":"Even the best may be forgotten: Laval University’s Centre for Adult Education and Community Development, 1951–1964","authors":"S. Mclean","doi":"10.1080/02660830.2022.2098642","DOIUrl":"https://doi.org/10.1080/02660830.2022.2098642","url":null,"abstract":"Abstract This article narrates the rise and fall of a notable adult education programme at Laval University in Quebec City, Canada. The Centre for Adult Education and Community Development was established in 1951, replacing the External Service for Social Education. In the 1950s, the Centre gained an international reputation for excellence in adult educational programming. The Centre developed a humanist philosophy and methodology of adult education and applied its humanist principles to intensive work with co-operatives, unions, adult educators, community leaders, broadcasters, young farmers, and Catholic social agencies. In 1964, Laval closed the Centre as the institution explicitly endeavoured to disengage from instructional programmes that were not considered to be at a ‘university level’. The Centre was not merely closed—it was erased from institutional history. This article provides a historical case study of an important francophone institution of adult education, and it provokes reflection regarding the alignment of adult educational philosophies, methods, and programmes, as well as sometimes painful questions about the life cycle of organisations and programmes. As practitioners, we sometimes are forced to accept that the work we cherish cannot continue; as scholars, we should do our best to ensure that such work is not forgotten.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"220 - 239"},"PeriodicalIF":1.7,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44889778","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 : 2022-07-13DOI: 10.1080/02660830.2022.2099160
Michael David Sumani, Blackson Kanukisya, Mpoki J. D. Mwaikokesya
Abstract This paper describes how approaches espousing experiential education principles are adopted by farmer-educators to contextualise farmers’ learning and achievement of innovative farming practices. The study used qualitative case study methods of interviews, observations, and document review. Through purposive sampling techniques, twelve farmer-educators were selected from Bududa district. The findings show how farmer-educators adopted place-based education, problem-based education, project-based education, and learning histories to enhance experiential learning of innovative farming practices among small-scale farmers. However, effective experiential education via the aforementioned approaches is hampered by a lack of funding, ineffective programme design, and insufficient professional competencies. The study gives a clearer understanding of how experiential educational approaches can be adopted to provoke farmers’ critical reflection through connecting and corroborating past experiences to current scenarios for effective learning and adoption of innovative farming practices.
{"title":"Experiential farmer-education enigma: Unearthing approaches Ugandan educators adopt in contextualising instruction","authors":"Michael David Sumani, Blackson Kanukisya, Mpoki J. D. Mwaikokesya","doi":"10.1080/02660830.2022.2099160","DOIUrl":"https://doi.org/10.1080/02660830.2022.2099160","url":null,"abstract":"Abstract This paper describes how approaches espousing experiential education principles are adopted by farmer-educators to contextualise farmers’ learning and achievement of innovative farming practices. The study used qualitative case study methods of interviews, observations, and document review. Through purposive sampling techniques, twelve farmer-educators were selected from Bududa district. The findings show how farmer-educators adopted place-based education, problem-based education, project-based education, and learning histories to enhance experiential learning of innovative farming practices among small-scale farmers. However, effective experiential education via the aforementioned approaches is hampered by a lack of funding, ineffective programme design, and insufficient professional competencies. The study gives a clearer understanding of how experiential educational approaches can be adopted to provoke farmers’ critical reflection through connecting and corroborating past experiences to current scenarios for effective learning and adoption of innovative farming practices.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"177 - 196"},"PeriodicalIF":1.7,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42664483","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 : 2022-07-07DOI: 10.1080/02660830.2022.2095750
Analí Fernández-Corbacho, Esther Cores-Bilbao
Abstract EU educational mobility programmes have long been geared towards not only the promotion of intercultural communicative competence but also the uptake of European civic values. While the linguistic and socio-cultural effects of European training mobilities have been extensively studied, their effectiveness in supporting active citizenship and the emergence of shared community values remains largely unexplored. Similarly, no previous research has attempted to systematise the various conceptualisations of European civic and democratic values invoked in mobility projects addressing the topic. To bridge this lacuna, this paper reviews qualitative data from EU school-based mobility projects whose stated purpose, singularly or in conjunction with other educational goals, is the promotion of European civic awareness and democratic values among adult participants in a Spanish region. The methodological approach for the compilation of the corpus of project records, data extraction, and processing follows that of Qualitative Comparative Analyses. The results point to a broad operationalisation of European civic and democratic themes in the examined projects. The coexistence of a limited number of specific proposals for deliberate educational intervention aimed at promoting democracy and European citizenship abroad, alongside the prevailing stance, posits a spontaneous acquisition of such values through participation in transnational learning activities aimed at developing communicative, intercultural, and digital skills, is also reported.
{"title":"European democratic values and communicative competence on mobility programmes targeting adults","authors":"Analí Fernández-Corbacho, Esther Cores-Bilbao","doi":"10.1080/02660830.2022.2095750","DOIUrl":"https://doi.org/10.1080/02660830.2022.2095750","url":null,"abstract":"Abstract EU educational mobility programmes have long been geared towards not only the promotion of intercultural communicative competence but also the uptake of European civic values. While the linguistic and socio-cultural effects of European training mobilities have been extensively studied, their effectiveness in supporting active citizenship and the emergence of shared community values remains largely unexplored. Similarly, no previous research has attempted to systematise the various conceptualisations of European civic and democratic values invoked in mobility projects addressing the topic. To bridge this lacuna, this paper reviews qualitative data from EU school-based mobility projects whose stated purpose, singularly or in conjunction with other educational goals, is the promotion of European civic awareness and democratic values among adult participants in a Spanish region. The methodological approach for the compilation of the corpus of project records, data extraction, and processing follows that of Qualitative Comparative Analyses. The results point to a broad operationalisation of European civic and democratic themes in the examined projects. The coexistence of a limited number of specific proposals for deliberate educational intervention aimed at promoting democracy and European citizenship abroad, alongside the prevailing stance, posits a spontaneous acquisition of such values through participation in transnational learning activities aimed at developing communicative, intercultural, and digital skills, is also reported.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"138 - 160"},"PeriodicalIF":1.7,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45424218","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}
Abstract This article emerges from a podcast hosted by a Centre for Migration at a Canadian University in 2021. In this discussion, we explore how podcasts offer a unique and often under-researched arts-based medium that can be used as a form of creative expression to tell stories, build dialogue, and create solidarity. We argue that podcasts offer benefits and learning not only to the listeners but also to participants who are part of the creation process. Drawing upon direct quotes from the podcast and qualitative reflections from the podcast interviewees, this collaboratively written article examines how the podcast stimulates activism and access to deeper understandings and collectively made meanings around the lived experiences of migration. It sheds light upon the less-researched emotional and participatory dimensions of arts-based podcast-making, teaching, and research in adult education. We conclude that the podcast created spaces of disruption, public pedagogy, and praxis.
{"title":"The power of narrative storytelling: How podcasts as an arts-based practice enhance solidarity and social activism in adult education","authors":"Amea Wilbur, Zahida Rahemtulla, Emily Amburgey, Shanga Karim, Diary Khalid Marif, Camille McMillan Rambharat, Mohammed Alsaleh","doi":"10.1080/02660830.2022.2096798","DOIUrl":"https://doi.org/10.1080/02660830.2022.2096798","url":null,"abstract":"Abstract This article emerges from a podcast hosted by a Centre for Migration at a Canadian University in 2021. In this discussion, we explore how podcasts offer a unique and often under-researched arts-based medium that can be used as a form of creative expression to tell stories, build dialogue, and create solidarity. We argue that podcasts offer benefits and learning not only to the listeners but also to participants who are part of the creation process. Drawing upon direct quotes from the podcast and qualitative reflections from the podcast interviewees, this collaboratively written article examines how the podcast stimulates activism and access to deeper understandings and collectively made meanings around the lived experiences of migration. It sheds light upon the less-researched emotional and participatory dimensions of arts-based podcast-making, teaching, and research in adult education. We conclude that the podcast created spaces of disruption, public pedagogy, and praxis.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"161 - 176"},"PeriodicalIF":1.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43449529","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 : 2022-07-03DOI: 10.1080/02660830.2022.2099645
S. Gautam
Abstract Literacies are the social processes that emerge and sustain, from everyday life, representing and transforming the mundane and repeated activities which resist the unequal power adjustment in society. In this regard, informal learning and literacies cultivate critical reflexivity of people to perform like activists. This paper aims to explore informal learning and literacies that foster awareness of existing social hierarchies and structures to help bring about change in family and social life. Two adult women’s groups were purposefully selected in a village in Nepal. The main sources of data were persistent observations of these groups in a number of meetings, transient walks in the village, and participation in a range of community activities. Two women from each group were selected for in-depth interviews. The themes emerging were generated and analysed from three human interest perspectives: technical, practical, and emancipatory, using the concepts of Jurgen Habermas. This paper found that everyday life activities are embedded in learning and literacies which result in the critical reflexivity of a marginalised group of people. Critical reflexivity has helped them to think through their value system and to anticipate the changes in their life. The paper concludes that informal learning and literacies are the process of activism that enables change in the lives of adult women and the wider community, thereby recognising and valuing adult learning and literacies.
{"title":"Emancipatory interests of multiple literacies for activism and community transformation","authors":"S. Gautam","doi":"10.1080/02660830.2022.2099645","DOIUrl":"https://doi.org/10.1080/02660830.2022.2099645","url":null,"abstract":"Abstract Literacies are the social processes that emerge and sustain, from everyday life, representing and transforming the mundane and repeated activities which resist the unequal power adjustment in society. In this regard, informal learning and literacies cultivate critical reflexivity of people to perform like activists. This paper aims to explore informal learning and literacies that foster awareness of existing social hierarchies and structures to help bring about change in family and social life. Two adult women’s groups were purposefully selected in a village in Nepal. The main sources of data were persistent observations of these groups in a number of meetings, transient walks in the village, and participation in a range of community activities. Two women from each group were selected for in-depth interviews. The themes emerging were generated and analysed from three human interest perspectives: technical, practical, and emancipatory, using the concepts of Jurgen Habermas. This paper found that everyday life activities are embedded in learning and literacies which result in the critical reflexivity of a marginalised group of people. Critical reflexivity has helped them to think through their value system and to anticipate the changes in their life. The paper concludes that informal learning and literacies are the process of activism that enables change in the lives of adult women and the wider community, thereby recognising and valuing adult learning and literacies.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"177 - 189"},"PeriodicalIF":1.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48856805","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 : 2022-07-03DOI: 10.1080/02660830.2022.2105551
Sharon Clancy, K. Harman, I. Jones
This special issue arises from the urgency expressed by many adult educator practitioners, theorists and activist-researchers for the need to draw attention to the numerous sites of community activism, learning and social change that are currently taking place across the globe. While the relentless push of neoliberalism has struck at the heart of adult education provision in many countries, including that provided by universities, institutions of further education, international development agencies, NGOs, vocational training centres and the local government sector, what can adult educators learn and what is being learnt when we turn to sites of community activism? For example, Tett and Hamilton (2019, p. 253), drawing on Williams’ (1989) ‘resources of hope’, point to the importance of ‘... persisting with what may seem like mundane, everyday, acts of resistance that are based on seeing and seising opportunities to do and say things differently’. Raymond Williams identified the cultural hegemony implicit in elite education systems as leading to ‘a very restricted and privileged and stagnant view of the world’ (Williams 1983, p. 255). He saw a particular place for adult education, as implicitly activist, seeking to ‘unseat the status quo’ (Walters 2022), tackling cognitive injustice and cultural hegemony. This special issue celebrates his view that
{"title":"Special issue on lived experience, learning, community activism and social change","authors":"Sharon Clancy, K. Harman, I. Jones","doi":"10.1080/02660830.2022.2105551","DOIUrl":"https://doi.org/10.1080/02660830.2022.2105551","url":null,"abstract":"This special issue arises from the urgency expressed by many adult educator practitioners, theorists and activist-researchers for the need to draw attention to the numerous sites of community activism, learning and social change that are currently taking place across the globe. While the relentless push of neoliberalism has struck at the heart of adult education provision in many countries, including that provided by universities, institutions of further education, international development agencies, NGOs, vocational training centres and the local government sector, what can adult educators learn and what is being learnt when we turn to sites of community activism? For example, Tett and Hamilton (2019, p. 253), drawing on Williams’ (1989) ‘resources of hope’, point to the importance of ‘... persisting with what may seem like mundane, everyday, acts of resistance that are based on seeing and seising opportunities to do and say things differently’. Raymond Williams identified the cultural hegemony implicit in elite education systems as leading to ‘a very restricted and privileged and stagnant view of the world’ (Williams 1983, p. 255). He saw a particular place for adult education, as implicitly activist, seeking to ‘unseat the status quo’ (Walters 2022), tackling cognitive injustice and cultural hegemony. This special issue celebrates his view that","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"123 - 127"},"PeriodicalIF":1.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48398841","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 : 2022-06-07DOI: 10.1080/02660830.2022.2083850
Taylor Witiw
Abstract Mining development often threatens rural areas with dispossession, but these processes foment learning and opposition by locals, their grassroots organisations, and transnational solidarity campaigns/movements. Emergent solidarity nexuses are sites of knowledge production and amplify grassroots struggles. This article explores how a local grassroots struggle against a proposed mining project at Roșia Montană, Romania was catalysed by processes of incidental learning—through local experiences with preparatory development—which gave rise to more intentional forms of local learning and place-based praxis. The formation of a growing trans/national solidarity network arose from these early efforts and intertwined with the grassroots struggle, augmenting knowledge production with non-formal and formal approaches to learning. Knowledge was produced through various forms and towards critical, informational, tactical, and strategic purposes. The findings herein contribute to the literature on a broadened understanding of adult education from the lens of learning in social action. Further, this article offers an exploratory description of the processes of learning in social action at a nexus of grassroots struggle and a trans/national solidarity network and contributes to an understanding of how diverse forms of learning in social action are integral to processes of local and national social change.
{"title":"‘We are the soil’ to a movement with ‘peasants in the centre:’ The grassroots-social movement learning nexus in Roșia Montană, Romania","authors":"Taylor Witiw","doi":"10.1080/02660830.2022.2083850","DOIUrl":"https://doi.org/10.1080/02660830.2022.2083850","url":null,"abstract":"Abstract Mining development often threatens rural areas with dispossession, but these processes foment learning and opposition by locals, their grassroots organisations, and transnational solidarity campaigns/movements. Emergent solidarity nexuses are sites of knowledge production and amplify grassroots struggles. This article explores how a local grassroots struggle against a proposed mining project at Roșia Montană, Romania was catalysed by processes of incidental learning—through local experiences with preparatory development—which gave rise to more intentional forms of local learning and place-based praxis. The formation of a growing trans/national solidarity network arose from these early efforts and intertwined with the grassroots struggle, augmenting knowledge production with non-formal and formal approaches to learning. Knowledge was produced through various forms and towards critical, informational, tactical, and strategic purposes. The findings herein contribute to the literature on a broadened understanding of adult education from the lens of learning in social action. Further, this article offers an exploratory description of the processes of learning in social action at a nexus of grassroots struggle and a trans/national solidarity network and contributes to an understanding of how diverse forms of learning in social action are integral to processes of local and national social change.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"204 - 221"},"PeriodicalIF":1.7,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44280534","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 : 2022-05-18DOI: 10.1080/02660830.2022.2076312
Xueer Chen
Abstract Adult literacy and literacy education have long been a global agenda. China’s literacy education has been developing amid the backdrop of international commitments and goals of adult literacy. Since the founding of new China in 1949, adult literacy policy in China has been continuously evolved within the changing political, economic and social background, and has made great success in illiteracy reduction. By tracing the up-up–plateau–transformation processes of adult literacy policy in China, this paper reports that the policy focus is shifted from political ideology, economic growth, personal development to a mixture of the three currently although the policy influence is declining after 2011. China’s success in anti-illiteracy in the past seven decades might be duplicable for other parts of the world that are still facing the adult illiteracy problem.
{"title":"Adult literacy policy and practice in post-1949 China: A historical perspective","authors":"Xueer Chen","doi":"10.1080/02660830.2022.2076312","DOIUrl":"https://doi.org/10.1080/02660830.2022.2076312","url":null,"abstract":"Abstract Adult literacy and literacy education have long been a global agenda. China’s literacy education has been developing amid the backdrop of international commitments and goals of adult literacy. Since the founding of new China in 1949, adult literacy policy in China has been continuously evolved within the changing political, economic and social background, and has made great success in illiteracy reduction. By tracing the up-up–plateau–transformation processes of adult literacy policy in China, this paper reports that the policy focus is shifted from political ideology, economic growth, personal development to a mixture of the three currently although the policy influence is declining after 2011. China’s success in anti-illiteracy in the past seven decades might be duplicable for other parts of the world that are still facing the adult illiteracy problem.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"120 - 137"},"PeriodicalIF":1.7,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42644850","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 : 2022-05-17DOI: 10.1080/02660830.2022.2077532
Camilla Fitzsimons
Abstract This article is written from a pro-choice perspective. Through a radical, inclusive feminist lens, I examine educational aspects of the Irish repeal movement; a 35 year long, grassroots movement that forced the hand of reluctant politicians into calling a referendum to repeal the eighth amendment. I draw from websites and media interviews, my own experience as an academic-activist, and aspects of comprehensive mixed methods research I carried out over a three-year period (2018–2021). I maintain it was the independent (non-state funded) nature of pro-choice groups that enabled them to determine their own structures and tactics including participative, dialogic, hands-on, adult education. As the Irish reproductive rights movement enters a new phase of seeking to improve one of Europe’s most conservative laws, I argue for a reproductive justice approach that expands its demands far beyond the single issue of abortion access. An ongoing critical pedagogic dimension is crucial as part of this struggle.
{"title":"Critical education in the Irish repeal movement","authors":"Camilla Fitzsimons","doi":"10.1080/02660830.2022.2077532","DOIUrl":"https://doi.org/10.1080/02660830.2022.2077532","url":null,"abstract":"Abstract This article is written from a pro-choice perspective. Through a radical, inclusive feminist lens, I examine educational aspects of the Irish repeal movement; a 35 year long, grassroots movement that forced the hand of reluctant politicians into calling a referendum to repeal the eighth amendment. I draw from websites and media interviews, my own experience as an academic-activist, and aspects of comprehensive mixed methods research I carried out over a three-year period (2018–2021). I maintain it was the independent (non-state funded) nature of pro-choice groups that enabled them to determine their own structures and tactics including participative, dialogic, hands-on, adult education. As the Irish reproductive rights movement enters a new phase of seeking to improve one of Europe’s most conservative laws, I argue for a reproductive justice approach that expands its demands far beyond the single issue of abortion access. An ongoing critical pedagogic dimension is crucial as part of this struggle.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"128 - 144"},"PeriodicalIF":1.7,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45566912","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 : 2022-05-02DOI: 10.1080/02660830.2022.2065785
J. Player
Abstract The incidence of drug-related deaths in Scotland has reached crisis proportions. Comparable only to the rust belt States in the US these figures point to the impact of the rapid scale of deindustrialisation and a global neoliberal economy, based on austerity, deepening class divisions and a return to a more naked form of capitalism. The question is, does a critical pedagogy have a role to play in understanding and addressing the challenges involved? In other words, how can a practice of such a pedagogy allow participants to deconstruct and decode the structures of domination that oppress and divide them/us? Such pedagogy has undergone differing degrees of reassessment as it no longer serves as an ‘adequate platform from which to mount a vigorous challenge to the current social division of labour’. However, the need for a critical pedagogy, rooted in a Freirean notion of hope, for such communities has never been more apparent. This article will attempt to resolve the extent to which such a pedagogy translate from its esoteric detachment to one rooted in history, place and practices, and one capable of engaging with the most disadvantaged, and colonialised fraction of the Scottish society.
{"title":"Pedagogies of hope and drug-related deaths in Scotland","authors":"J. Player","doi":"10.1080/02660830.2022.2065785","DOIUrl":"https://doi.org/10.1080/02660830.2022.2065785","url":null,"abstract":"Abstract The incidence of drug-related deaths in Scotland has reached crisis proportions. Comparable only to the rust belt States in the US these figures point to the impact of the rapid scale of deindustrialisation and a global neoliberal economy, based on austerity, deepening class divisions and a return to a more naked form of capitalism. The question is, does a critical pedagogy have a role to play in understanding and addressing the challenges involved? In other words, how can a practice of such a pedagogy allow participants to deconstruct and decode the structures of domination that oppress and divide them/us? Such pedagogy has undergone differing degrees of reassessment as it no longer serves as an ‘adequate platform from which to mount a vigorous challenge to the current social division of labour’. However, the need for a critical pedagogy, rooted in a Freirean notion of hope, for such communities has never been more apparent. This article will attempt to resolve the extent to which such a pedagogy translate from its esoteric detachment to one rooted in history, place and practices, and one capable of engaging with the most disadvantaged, and colonialised fraction of the Scottish society.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"145 - 160"},"PeriodicalIF":1.7,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44860384","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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