Pub Date : 2022-04-22DOI: 10.1080/02660830.2022.2065786
Åsa Wedin, Annika Norlund Shaswar
Abstract In this article, focus is on students’ oral production in two classrooms in Swedish for immigrants (SFI). The study focuses on practices with interaction patterns where students are involved in negotiation of meaning. Theoretical basis is the importance of interpersonal interaction for language development, with a focus on students’ use of varied speaker roles and speech actions. Data were obtained through observations, field notes, and audio and video recordings. The examples presented here demonstrate that students were involved in the negotiation of meaning and had space to try different speaker roles and speech actions, such as (among others) initiating, agreeing, dissenting, arguing, interrupting, and taking the floor. These examples only constituted a restricted part of class time, and most of the teaching was of a type where little oral or written interaction took place. Overall, we think that SFI education could be improved by developing teaching that stimulates and allows for negotiations of meaning and language production and also allows for use of different types of digital media, both for oral and written interaction.
{"title":"Interaction and meaning making in basic adult education for immigrants the case of Swedish for immigrants in Sweden (SFI)","authors":"Åsa Wedin, Annika Norlund Shaswar","doi":"10.1080/02660830.2022.2065786","DOIUrl":"https://doi.org/10.1080/02660830.2022.2065786","url":null,"abstract":"Abstract In this article, focus is on students’ oral production in two classrooms in Swedish for immigrants (SFI). The study focuses on practices with interaction patterns where students are involved in negotiation of meaning. Theoretical basis is the importance of interpersonal interaction for language development, with a focus on students’ use of varied speaker roles and speech actions. Data were obtained through observations, field notes, and audio and video recordings. The examples presented here demonstrate that students were involved in the negotiation of meaning and had space to try different speaker roles and speech actions, such as (among others) initiating, agreeing, dissenting, arguing, interrupting, and taking the floor. These examples only constituted a restricted part of class time, and most of the teaching was of a type where little oral or written interaction took place. Overall, we think that SFI education could be improved by developing teaching that stimulates and allows for negotiations of meaning and language production and also allows for use of different types of digital media, both for oral and written interaction.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"24 - 43"},"PeriodicalIF":1.7,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44510083","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 : 2022-04-15DOI: 10.1080/02660830.2022.2062847
Lindsay McVicar, Carole Roy
Abstract Adult education has a long tradition of engagement in social justice, but prisoners do not seem to garner much attention. This paper presents the findings of a case study of nine incarcerated women who attended a weekly screening of a documentary followed by a discussion for four weeks and individual interviews with all participants. Preliminary data analysis shows four main findings. First, participants appreciated non-formal learning and took pride in participating in discussions that were respectful of differences. Secondly, they expressed curiosity for new information and other perspectives. Thirdly, participants were inspired by stories of ordinary people facing adversity with perseverance and creativity. Finally, the carceral setting shaped their learning experience; although the films provided a break from the monotony of being imprisoned, the activity was nonetheless situated within the context of participants’ correctional plans. As the numbers of incarcerated women in Canada continue to rise, these findings suggest that adult education has a role to play and that activities like this documentary series can offer stimulation and reflection to people who are incarcerated.
{"title":"‘Eye-opening’: Case study of a documentary film series in a carceral setting","authors":"Lindsay McVicar, Carole Roy","doi":"10.1080/02660830.2022.2062847","DOIUrl":"https://doi.org/10.1080/02660830.2022.2062847","url":null,"abstract":"Abstract Adult education has a long tradition of engagement in social justice, but prisoners do not seem to garner much attention. This paper presents the findings of a case study of nine incarcerated women who attended a weekly screening of a documentary followed by a discussion for four weeks and individual interviews with all participants. Preliminary data analysis shows four main findings. First, participants appreciated non-formal learning and took pride in participating in discussions that were respectful of differences. Secondly, they expressed curiosity for new information and other perspectives. Thirdly, participants were inspired by stories of ordinary people facing adversity with perseverance and creativity. Finally, the carceral setting shaped their learning experience; although the films provided a break from the monotony of being imprisoned, the activity was nonetheless situated within the context of participants’ correctional plans. As the numbers of incarcerated women in Canada continue to rise, these findings suggest that adult education has a role to play and that activities like this documentary series can offer stimulation and reflection to people who are incarcerated.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"190 - 203"},"PeriodicalIF":1.7,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49237802","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 : 2022-04-07DOI: 10.1080/02660830.2022.2055815
Steven J. Carter, L. Henrichsen, D. Eggett
Abstract Absenteeism and attrition pose serious challenges in government-funded adult ESL programmes, inhibiting success rates, jeopardising funding, and potentially threatening programmes’ ability to continue to offer services. Because adult learners who enrol in programmes typically juggle numerous priorities and responsibilities beyond schooling, their engagement and attendance must be maintained. The research reported here aimed to identify key institutional factors that negatively affect adult Hispanic students’ attendance patterns in ESL classes. Specifically, it focussed on determining which aspects of the overall programme structure and which classroom factors had the greatest negative impact on students’ attendance patterns and engagement. Affective factors (e.g. social sensitivity, incongruence), ineffective or incomplete teaching methods, students’ perceptions of slow or no progress, and assessment issues were the most prominent factors that emerged from the analyses.
{"title":"Programme and classroom factors affecting attendance patterns for Hispanic participants in adult ESL education","authors":"Steven J. Carter, L. Henrichsen, D. Eggett","doi":"10.1080/02660830.2022.2055815","DOIUrl":"https://doi.org/10.1080/02660830.2022.2055815","url":null,"abstract":"Abstract Absenteeism and attrition pose serious challenges in government-funded adult ESL programmes, inhibiting success rates, jeopardising funding, and potentially threatening programmes’ ability to continue to offer services. Because adult learners who enrol in programmes typically juggle numerous priorities and responsibilities beyond schooling, their engagement and attendance must be maintained. The research reported here aimed to identify key institutional factors that negatively affect adult Hispanic students’ attendance patterns in ESL classes. Specifically, it focussed on determining which aspects of the overall programme structure and which classroom factors had the greatest negative impact on students’ attendance patterns and engagement. Affective factors (e.g. social sensitivity, incongruence), ineffective or incomplete teaching methods, students’ perceptions of slow or no progress, and assessment issues were the most prominent factors that emerged from the analyses.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"44 - 65"},"PeriodicalIF":1.7,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45864572","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 : 2022-03-28DOI: 10.1080/02660830.2022.2055732
Michael John Smith
{"title":"Discourses, dialogue and diversity in biographical research","authors":"Michael John Smith","doi":"10.1080/02660830.2022.2055732","DOIUrl":"https://doi.org/10.1080/02660830.2022.2055732","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"309 - 310"},"PeriodicalIF":1.7,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43759169","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 : 2022-03-28DOI: 10.1080/02660830.2022.2055734
Simin Zeng
cognitive
认知的
{"title":"Third age learners of foreign languages","authors":"Simin Zeng","doi":"10.1080/02660830.2022.2055734","DOIUrl":"https://doi.org/10.1080/02660830.2022.2055734","url":null,"abstract":"cognitive","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"313 - 314"},"PeriodicalIF":1.7,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45002505","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 : 2022-03-25DOI: 10.1080/02660830.2022.2055730
Lilian Nwanze
{"title":"Becoming a White antiracist: a practical guide for educators, leaders and activists","authors":"Lilian Nwanze","doi":"10.1080/02660830.2022.2055730","DOIUrl":"https://doi.org/10.1080/02660830.2022.2055730","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"305 - 306"},"PeriodicalIF":1.7,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42019352","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 : 2022-03-11DOI: 10.1080/02660830.2021.1989903
Sofia Österborg Wiklund
Abstract This article builds on a classroom study and interviews with facilitators and students on a travelling Folk High School course on global justice and development, an education that raises awareness about colonial history and contemporality. The study explores how the concept of being ‘in and against’ presents itself in the narratives of the research participants, and what those narratives can say about institutional and global conditions for transnational popular educational engagement. The results mirror the ambiguities of criticising the global, structural, and institutional conditions, while also relying on the same prerequisites, to conduct the course. It shows how working in and against the classroom, as expressed from the differentperspectives of the students and the facilitators, entails countering both global and institutional material orders as well as prevailing hegemonic knowledge, and working in and against a gendered, classed, and racialized classroom.
{"title":"In and against global injustice: Decolonising popular education on global development","authors":"Sofia Österborg Wiklund","doi":"10.1080/02660830.2021.1989903","DOIUrl":"https://doi.org/10.1080/02660830.2021.1989903","url":null,"abstract":"Abstract This article builds on a classroom study and interviews with facilitators and students on a travelling Folk High School course on global justice and development, an education that raises awareness about colonial history and contemporality. The study explores how the concept of being ‘in and against’ presents itself in the narratives of the research participants, and what those narratives can say about institutional and global conditions for transnational popular educational engagement. The results mirror the ambiguities of criticising the global, structural, and institutional conditions, while also relying on the same prerequisites, to conduct the course. It shows how working in and against the classroom, as expressed from the differentperspectives of the students and the facilitators, entails countering both global and institutional material orders as well as prevailing hegemonic knowledge, and working in and against a gendered, classed, and racialized classroom.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"5 - 23"},"PeriodicalIF":1.7,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46806551","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 : 2022-02-22DOI: 10.1080/02660830.2022.2040347
Hany Hachem
Abstract Older adults continue learning for intrinsic and extrinsic reasons. Literature has often portrayed the reasons for learning in older age as either intentional or as predetermined by socialisation. This emphasis on either agency or social structures is found, not least, in the humanist and critical principles of older adult education. This article addresses the question ‘why do older adults learn?’ Using the concepts of ontological security (Giddens) and habitus (Bourdieu), it provides a sociological interpretation of the motivational reasons to learn in terms of their individual and social nature. A reflexive thematic analysis was conducted on 11 interview transcripts from current and previous older learners at a university for the third age (U3A) in Lebanon. I categorise the motivational reasons for learning as contextual, intrinsic, educational and conducive. I conclude that the reasons for joining the U3A are complex – both individual and social – as they include reflexive and socially determined elements. As a result, I recommend that a restatement of the principles of educational gerontology would further our understanding of how the reasons for learning in older age are shaped by both the agency of individuals as well as socialisation.
{"title":"Ask them why: Older learners’ motivational reasons for learning at a university for the third age","authors":"Hany Hachem","doi":"10.1080/02660830.2022.2040347","DOIUrl":"https://doi.org/10.1080/02660830.2022.2040347","url":null,"abstract":"Abstract Older adults continue learning for intrinsic and extrinsic reasons. Literature has often portrayed the reasons for learning in older age as either intentional or as predetermined by socialisation. This emphasis on either agency or social structures is found, not least, in the humanist and critical principles of older adult education. This article addresses the question ‘why do older adults learn?’ Using the concepts of ontological security (Giddens) and habitus (Bourdieu), it provides a sociological interpretation of the motivational reasons to learn in terms of their individual and social nature. A reflexive thematic analysis was conducted on 11 interview transcripts from current and previous older learners at a university for the third age (U3A) in Lebanon. I categorise the motivational reasons for learning as contextual, intrinsic, educational and conducive. I conclude that the reasons for joining the U3A are complex – both individual and social – as they include reflexive and socially determined elements. As a result, I recommend that a restatement of the principles of educational gerontology would further our understanding of how the reasons for learning in older age are shaped by both the agency of individuals as well as socialisation.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"82 - 100"},"PeriodicalIF":1.7,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41557869","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 : 2022-01-02DOI: 10.1080/02660830.2022.2042075
Sharon Clancy, N. James, Virginie Thériault, G. Zarifis
{"title":"Politics, power and participation","authors":"Sharon Clancy, N. James, Virginie Thériault, G. Zarifis","doi":"10.1080/02660830.2022.2042075","DOIUrl":"https://doi.org/10.1080/02660830.2022.2042075","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"1 - 3"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43678196","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 : 2022-01-02DOI: 10.1080/02660830.2021.2020957
Xue-ying Wu
Abstract How to improve older adults’ ability of survival, promote their social participation and self-fulfillment, and enhance their quality of life are the challenges of the ageing society. As a contributor to active ageing, later life learning is applied as an effective strategy, and empowerment has been increasingly recognised as important variable in the community-based later life learning. This research outlines two aspects of empowerment through power granting and personal efficacy enhancement and looks at the relationship between the two aspects in selected community learning centres in China. The purpose of this research was to gain a better understanding on how empowerment improves older adults’ abilities of life control, change adaption and social participation through institutional, mechanism, environmental, and psychological empowerment, and to identify factors that may contribute to community-based later life learning for guaranteeing the harmonious development among older adults, community and society ultimately.
{"title":"Community-based later life learning in China: From the perspective of empowerment","authors":"Xue-ying Wu","doi":"10.1080/02660830.2021.2020957","DOIUrl":"https://doi.org/10.1080/02660830.2021.2020957","url":null,"abstract":"Abstract How to improve older adults’ ability of survival, promote their social participation and self-fulfillment, and enhance their quality of life are the challenges of the ageing society. As a contributor to active ageing, later life learning is applied as an effective strategy, and empowerment has been increasingly recognised as important variable in the community-based later life learning. This research outlines two aspects of empowerment through power granting and personal efficacy enhancement and looks at the relationship between the two aspects in selected community learning centres in China. The purpose of this research was to gain a better understanding on how empowerment improves older adults’ abilities of life control, change adaption and social participation through institutional, mechanism, environmental, and psychological empowerment, and to identify factors that may contribute to community-based later life learning for guaranteeing the harmonious development among older adults, community and society ultimately.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"84 - 110"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49085416","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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