Pub Date : 2021-12-02DOI: 10.1080/02660830.2021.2009685
Esen Altunay, Dilşad Bakır
Abstract This study intends to analyse the roles of Adult Education Centres and Civil Society Organisations in adult education activities in Turkey. The research design is a phenomenological pattern, one of the qualitative research methods. The tool for data collection is a semi-structured interview form. The study group consists of 30 participants. The authors use content analysis for the analysis of the data. According to the findings of the study, ‘collaboration’ is stressed in adult education activities of Adult Education Centres and Civil Society Organisations. Moreover, the results underline the fact that ‘their roles of providing resources’ are important for the adult education projects of Civil Society Organisations with Adult Education Centres.
{"title":"The roles of Adult Education Centres and Civil Society Organisations in adult education in Turkey","authors":"Esen Altunay, Dilşad Bakır","doi":"10.1080/02660830.2021.2009685","DOIUrl":"https://doi.org/10.1080/02660830.2021.2009685","url":null,"abstract":"Abstract This study intends to analyse the roles of Adult Education Centres and Civil Society Organisations in adult education activities in Turkey. The research design is a phenomenological pattern, one of the qualitative research methods. The tool for data collection is a semi-structured interview form. The study group consists of 30 participants. The authors use content analysis for the analysis of the data. According to the findings of the study, ‘collaboration’ is stressed in adult education activities of Adult Education Centres and Civil Society Organisations. Moreover, the results underline the fact that ‘their roles of providing resources’ are important for the adult education projects of Civil Society Organisations with Adult Education Centres.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"61 - 83"},"PeriodicalIF":1.7,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45680240","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 : 2021-12-02DOI: 10.1080/02660830.2021.2007662
Daniel Bladh
Abstract Political parties are often construed as playing an imperative role in democratic systems. However, what happens inside a party once people have joined as members and during their continued engagement is underexplored in research. This paper investigates the organisation of party education within political parties in Sweden and how political participation may be fostered. The vantage point is the institutional level in the party organisation when designing education and providing learning opportunities for party members. The empirical material consists of interviews with central representatives from all eight parties represented in the national parliament following the elections in 2018. This collected material has been analysed using concepts from the community of practice framework. The results indicate attempts by the parties to affect both individual members and local party branches through the organisation of party education.
{"title":"Fostering political participation through the organisation of party education in Sweden","authors":"Daniel Bladh","doi":"10.1080/02660830.2021.2007662","DOIUrl":"https://doi.org/10.1080/02660830.2021.2007662","url":null,"abstract":"Abstract Political parties are often construed as playing an imperative role in democratic systems. However, what happens inside a party once people have joined as members and during their continued engagement is underexplored in research. This paper investigates the organisation of party education within political parties in Sweden and how political participation may be fostered. The vantage point is the institutional level in the party organisation when designing education and providing learning opportunities for party members. The empirical material consists of interviews with central representatives from all eight parties represented in the national parliament following the elections in 2018. This collected material has been analysed using concepts from the community of practice framework. The results indicate attempts by the parties to affect both individual members and local party branches through the organisation of party education.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"43 - 60"},"PeriodicalIF":1.7,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42947223","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 : 2021-11-29DOI: 10.1080/02660830.2021.2007675
B. Hake
Abstract The literature regarding the social organisation of ‘adult’ learning opportunities throughout the life course postulates different significations of policy concepts such as ‘lifelong education’, ‘permanent education’, ‘recurrent education’, and ‘lifelong learning’ in the 1970s. This paper examines policy formation processes in France during the 1950s when the development of éducation permanente was characterised by often-conflicting policy repertoires articulating arguments for redistributing opportunities to participate in organised (adult) learning throughout life. In the post-war context of rapid economic growth and technological change, it focuses on the policy repertoires articulated by the state, civil society organisations, and markets regarding individual and collective opportunities to continue to acquire knowledge, skills and sensitivities throughout life. Based upon a critical rereading of primary and secondary published texts, the analysis suggests that éducation permanente constituted a social field of problematic relationships between individual and collective interests regarding the acquisition of knowledge, skills and sensitivities. This constituted the dialectic between economic/vocational, technical reconversion practices in relation to social, cultural, and personal regeneration practices in a rapidly changing capitalist society. The conclusions identify a number of issues calling for further comparative historical research into often-conflicting policy repertoires that propagated policies to promote ‘long lives of learning’.
{"title":"Education permanente in post-war France, 1945–1960: Circulatory regimes and policy repertoires","authors":"B. Hake","doi":"10.1080/02660830.2021.2007675","DOIUrl":"https://doi.org/10.1080/02660830.2021.2007675","url":null,"abstract":"Abstract The literature regarding the social organisation of ‘adult’ learning opportunities throughout the life course postulates different significations of policy concepts such as ‘lifelong education’, ‘permanent education’, ‘recurrent education’, and ‘lifelong learning’ in the 1970s. This paper examines policy formation processes in France during the 1950s when the development of éducation permanente was characterised by often-conflicting policy repertoires articulating arguments for redistributing opportunities to participate in organised (adult) learning throughout life. In the post-war context of rapid economic growth and technological change, it focuses on the policy repertoires articulated by the state, civil society organisations, and markets regarding individual and collective opportunities to continue to acquire knowledge, skills and sensitivities throughout life. Based upon a critical rereading of primary and secondary published texts, the analysis suggests that éducation permanente constituted a social field of problematic relationships between individual and collective interests regarding the acquisition of knowledge, skills and sensitivities. This constituted the dialectic between economic/vocational, technical reconversion practices in relation to social, cultural, and personal regeneration practices in a rapidly changing capitalist society. The conclusions identify a number of issues calling for further comparative historical research into often-conflicting policy repertoires that propagated policies to promote ‘long lives of learning’.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"4 - 24"},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49275938","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 : 2021-10-01DOI: 10.1080/02660830.2021.1984060
K. Muhrman, Per Andersson
Abstract The aim of this study is to describe and analyse how municipal adult education (MAE) in Sweden is enacted at the intersection of course organisation, student selection and course content. For this analysis, the data consist of a nationwide survey sent to Swedish municipalities, interviews with school leaders from 20 municipalities and in-depth interviews with school leaders from six municipalities. The findings show that the supply of MAE courses is clearly governed by policies concerning what municipalities are obliged to offer according to the Education Act, but in many other ways, MAE policies offer a high degree of freedom for interpretation and translation. On a general level, MAE is organised in three different ways: school-based education, apprenticeships and distance education. However, the courses included are enacted in different ways in different municipalities. How the courses are enacted is governed by factors such as using external education companies, resources, the number of students and collaboration with working life. The selection of MAE courses has a clear labour market focus, where employers’ needs for labour are set higher than students’ wishes and needs. A central aspect of this focus is labour market integration of migrants.
{"title":"Adult education in Sweden in the wake of marketisation","authors":"K. Muhrman, Per Andersson","doi":"10.1080/02660830.2021.1984060","DOIUrl":"https://doi.org/10.1080/02660830.2021.1984060","url":null,"abstract":"Abstract The aim of this study is to describe and analyse how municipal adult education (MAE) in Sweden is enacted at the intersection of course organisation, student selection and course content. For this analysis, the data consist of a nationwide survey sent to Swedish municipalities, interviews with school leaders from 20 municipalities and in-depth interviews with school leaders from six municipalities. The findings show that the supply of MAE courses is clearly governed by policies concerning what municipalities are obliged to offer according to the Education Act, but in many other ways, MAE policies offer a high degree of freedom for interpretation and translation. On a general level, MAE is organised in three different ways: school-based education, apprenticeships and distance education. However, the courses included are enacted in different ways in different municipalities. How the courses are enacted is governed by factors such as using external education companies, resources, the number of students and collaboration with working life. The selection of MAE courses has a clear labour market focus, where employers’ needs for labour are set higher than students’ wishes and needs. A central aspect of this focus is labour market integration of migrants.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"25 - 42"},"PeriodicalIF":1.7,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41492312","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 : 2021-09-22DOI: 10.1080/02660830.2022.2055733
Vijayita Prajapati
{"title":"African social movement learning: the case of the Ada Songor Movement","authors":"Vijayita Prajapati","doi":"10.1080/02660830.2022.2055733","DOIUrl":"https://doi.org/10.1080/02660830.2022.2055733","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"311 - 312"},"PeriodicalIF":1.7,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49081139","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 : 2021-09-20DOI: 10.1080/02660830.2022.2055731
J. Derrick
This very welcome collection presents 17 different methodological approaches to adult education research, each illustrated by a relevant case study, together with a useful introduction and overview. The papers are organised uneasily into 8 sections based on different broad methodological approaches: uneasily because, as the editors point out in their introduction, adult education itself, and the field of adult education research, are not well-defined. Furthermore, different methodological approaches often overlap, so that the result, almost inevitably, is an uneven spread of papers between the different sections of the book. Individual chapters focus on biographical research, oral history and storytelling (4 papers); ethnographic and auto-ethnographic studies (2 papers); arts-based and pedagogical research (3 papers); digital research methods (1 paper); sound and visual research (2 papers); embodied and movement research (2 papers); mixed methods and quantitative research (2 papers), and a final chapter on creative dissemination. The majority of these highlight the methodological issues raised by the inclusion of the voices of adult learners, both as research informants and as researchers in their own right, and of the centrality of dialogic modes of interaction with research subjects. These chapters are framed by the editorial introduction, which clearly establishes the book ’ s theoretical starting points: that (a) the field of adult education research does not have clearly-agreed boundaries; (b) that this fuzziness aligns well with the broadly-domin-ant epistemology of the field of adult education, which the editors see as ‘ a democratic and collaborative ethic which seeks to identify and foster progressive transformative possibilities for individuals, communities and society through research, teaching and learning ’ ; (c) that some research methodologies are nevertheless characteristic and more appropriate to the field than others; (d) that these broad methodological approaches typically feature, at least to some extent, both the involvement of their research subjects as co-researchers, and an explicit pedagogical purpose among the research objectives: that is, to benefit its research subjects
{"title":"Doing critical and creative research in adult education","authors":"J. Derrick","doi":"10.1080/02660830.2022.2055731","DOIUrl":"https://doi.org/10.1080/02660830.2022.2055731","url":null,"abstract":"This very welcome collection presents 17 different methodological approaches to adult education research, each illustrated by a relevant case study, together with a useful introduction and overview. The papers are organised uneasily into 8 sections based on different broad methodological approaches: uneasily because, as the editors point out in their introduction, adult education itself, and the field of adult education research, are not well-defined. Furthermore, different methodological approaches often overlap, so that the result, almost inevitably, is an uneven spread of papers between the different sections of the book. Individual chapters focus on biographical research, oral history and storytelling (4 papers); ethnographic and auto-ethnographic studies (2 papers); arts-based and pedagogical research (3 papers); digital research methods (1 paper); sound and visual research (2 papers); embodied and movement research (2 papers); mixed methods and quantitative research (2 papers), and a final chapter on creative dissemination. The majority of these highlight the methodological issues raised by the inclusion of the voices of adult learners, both as research informants and as researchers in their own right, and of the centrality of dialogic modes of interaction with research subjects. These chapters are framed by the editorial introduction, which clearly establishes the book ’ s theoretical starting points: that (a) the field of adult education research does not have clearly-agreed boundaries; (b) that this fuzziness aligns well with the broadly-domin-ant epistemology of the field of adult education, which the editors see as ‘ a democratic and collaborative ethic which seeks to identify and foster progressive transformative possibilities for individuals, communities and society through research, teaching and learning ’ ; (c) that some research methodologies are nevertheless characteristic and more appropriate to the field than others; (d) that these broad methodological approaches typically feature, at least to some extent, both the involvement of their research subjects as co-researchers, and an explicit pedagogical purpose among the research objectives: that is, to benefit its research subjects","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"307 - 308"},"PeriodicalIF":1.7,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41438866","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 : 2021-09-20DOI: 10.1080/02660830.2021.1979765
Aizuddin Mohamed Anuar
The Educational Philosophy of Luis Emilio Recabarren expands the Routledge Studies in Education, Neoliberalism, and Marxism series through a historical and philosophical exploration of the eponymou...
{"title":"The educational philosophy of Luis Emilio Recabarren: Pioneering working-class education in Latin America","authors":"Aizuddin Mohamed Anuar","doi":"10.1080/02660830.2021.1979765","DOIUrl":"https://doi.org/10.1080/02660830.2021.1979765","url":null,"abstract":"The Educational Philosophy of Luis Emilio Recabarren expands the Routledge Studies in Education, Neoliberalism, and Marxism series through a historical and philosophical exploration of the eponymou...","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"120 - 121"},"PeriodicalIF":1.7,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47976182","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 : 2021-07-03DOI: 10.1080/02660830.2021.1960613
Nicola Dickson, D. Clover
Welcome to this special edition of Studies in the Education of Adults on arts and creativity. This volume contributes to the now decades of innovative and imaginative work by artsbased adult educators and researchers from around the world. It emerges from the need for more critical and creative ways of thinking, being, doing, and knowing. The arts and creativity play such a key role in how people make sense of and explain their worlds, scholars in adult education have in force entered the realm of imagination, experimentation, and the human aesthetic dimension as the capacity for creativity (Bishop et al. 2019). The arts and expressive practices they wield come in many shapes, including performative/poetic, visual and narrative forms. The aim is to enhance the human condition and promote agendas of social, cultural, gender and ecological justice and change. This special edition focuses on two major aspects of arts-based practice. The first is the pedagogical. The authors explore how the arts work to provoke deep, engaged, and reflective learning. For some, the power of arts-based and creative practice lies in their ability to inspire individual transformation, specifically for people who have experienced deep oppression and exclusion. This includes women who have experienced sexual violence, communities living in poverty and marginalised senior citizens. For other authors, social, ecological or gender justice and change are central goals of their aesthetic adult education work. While stated here as dichotomies, numerous papers show that in the context of artsbased practice, individual and social change agendas are seldom opposites. Rather, they are continuums that reactivate and strengthen self as they work in the interests of collectivity and respond to the needs of a deeply troubled world. The second major aspect is the arts as a research methodology, which is also a continuum rather than a contrast. In 1995, Mary Poovey argued the limits of the rationalising knowledge created through objective research approaches. She stated that ‘no matter how precise, quantification [could] not inspire action’, particularly in a world where bonds are forged through sympathy and empathy rather than mere calculations or facts (Poovey 1995, p. 84). While the arts are highly cognitive, they equally stimulate feelings, emotions, and senses. Arts-based and arts-informed practices of research, as exemplified in this volume, are the ‘systematic use of the artistic process, the actual making of artistic expressions in all of the different forms... as a primary way of understanding and examining experience by both researchers and the people that they involve in their studies’ (McNiff 2008). This section is split into three, the first considers the value of utilising arts-based research approaches as an adult educator/practitioner, the second exploring the critically important role of arts-based research methods in community-based practice with marginalised groups, and
{"title":"Adult education, the arts and creativity","authors":"Nicola Dickson, D. Clover","doi":"10.1080/02660830.2021.1960613","DOIUrl":"https://doi.org/10.1080/02660830.2021.1960613","url":null,"abstract":"Welcome to this special edition of Studies in the Education of Adults on arts and creativity. This volume contributes to the now decades of innovative and imaginative work by artsbased adult educators and researchers from around the world. It emerges from the need for more critical and creative ways of thinking, being, doing, and knowing. The arts and creativity play such a key role in how people make sense of and explain their worlds, scholars in adult education have in force entered the realm of imagination, experimentation, and the human aesthetic dimension as the capacity for creativity (Bishop et al. 2019). The arts and expressive practices they wield come in many shapes, including performative/poetic, visual and narrative forms. The aim is to enhance the human condition and promote agendas of social, cultural, gender and ecological justice and change. This special edition focuses on two major aspects of arts-based practice. The first is the pedagogical. The authors explore how the arts work to provoke deep, engaged, and reflective learning. For some, the power of arts-based and creative practice lies in their ability to inspire individual transformation, specifically for people who have experienced deep oppression and exclusion. This includes women who have experienced sexual violence, communities living in poverty and marginalised senior citizens. For other authors, social, ecological or gender justice and change are central goals of their aesthetic adult education work. While stated here as dichotomies, numerous papers show that in the context of artsbased practice, individual and social change agendas are seldom opposites. Rather, they are continuums that reactivate and strengthen self as they work in the interests of collectivity and respond to the needs of a deeply troubled world. The second major aspect is the arts as a research methodology, which is also a continuum rather than a contrast. In 1995, Mary Poovey argued the limits of the rationalising knowledge created through objective research approaches. She stated that ‘no matter how precise, quantification [could] not inspire action’, particularly in a world where bonds are forged through sympathy and empathy rather than mere calculations or facts (Poovey 1995, p. 84). While the arts are highly cognitive, they equally stimulate feelings, emotions, and senses. Arts-based and arts-informed practices of research, as exemplified in this volume, are the ‘systematic use of the artistic process, the actual making of artistic expressions in all of the different forms... as a primary way of understanding and examining experience by both researchers and the people that they involve in their studies’ (McNiff 2008). This section is split into three, the first considers the value of utilising arts-based research approaches as an adult educator/practitioner, the second exploring the critically important role of arts-based research methods in community-based practice with marginalised groups, and","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"129 - 132"},"PeriodicalIF":1.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41989715","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 : 2021-07-03DOI: 10.1080/02660830.2021.1948697
Mary-Rose Puttick
Abstract This paper centres on a methodological approach that drew together postcolonial feminist theory with arts-based methods, as well as learning from Indigenous methodologies. The methodology developed over 2 years with two groups of women from refugee and newly arrived migration contexts. This paper focuses on the co-created research process with one of the groups: six Somali women who attended a family literacy class at a third sector organisation in Birmingham, UK. An exploratory literacy space was established, with no set curriculum or links to school-based assessment measures, as a purposeful diversion from the researcher-teacher’s previous teaching practice in government-funded family literacy provision. Using artefacts, the women mobilised the methodological direction of the research into affectual and sensory aspects, culminating in a ‘pedago-Vis-ual’ assemblage. The research contributes theoretical and methodological aspects to the fields of family literacy, literacy, and practice-based research. Theoretically, the paper expands understanding of family literacy teaching and learning in the ‘posts’: transitioning from Western-dominated definitions of family literacy from its traditional humanist roots towards post-human ways of knowing, the latter led by women who are potentially isolated from traditional educational provision. Methodologically, the paper mobilises ways that arts-based methods can be combined with learning from Indigenous principles to foreground the voices of politically marginalised groups and the reciprocity and respect that must accompany this.
{"title":"‘Artefactual co-creations’: Developing practice-based research with Somali women in a third sector family literacy class","authors":"Mary-Rose Puttick","doi":"10.1080/02660830.2021.1948697","DOIUrl":"https://doi.org/10.1080/02660830.2021.1948697","url":null,"abstract":"Abstract This paper centres on a methodological approach that drew together postcolonial feminist theory with arts-based methods, as well as learning from Indigenous methodologies. The methodology developed over 2 years with two groups of women from refugee and newly arrived migration contexts. This paper focuses on the co-created research process with one of the groups: six Somali women who attended a family literacy class at a third sector organisation in Birmingham, UK. An exploratory literacy space was established, with no set curriculum or links to school-based assessment measures, as a purposeful diversion from the researcher-teacher’s previous teaching practice in government-funded family literacy provision. Using artefacts, the women mobilised the methodological direction of the research into affectual and sensory aspects, culminating in a ‘pedago-Vis-ual’ assemblage. The research contributes theoretical and methodological aspects to the fields of family literacy, literacy, and practice-based research. Theoretically, the paper expands understanding of family literacy teaching and learning in the ‘posts’: transitioning from Western-dominated definitions of family literacy from its traditional humanist roots towards post-human ways of knowing, the latter led by women who are potentially isolated from traditional educational provision. Methodologically, the paper mobilises ways that arts-based methods can be combined with learning from Indigenous principles to foreground the voices of politically marginalised groups and the reciprocity and respect that must accompany this.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"165 - 183"},"PeriodicalIF":1.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2021.1948697","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45549019","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 : 2021-07-03DOI: 10.1080/02660830.2021.1921446
Amélie Lemieux, Virginie Thériault
Abstract Inspired by posthumanist and new materialist perspectives, this article offers multi-perspective post-qualitative findings highlighting adults’ entanglements with environmentally oriented makerspace activities in higher education. The article draws on adult education studies and maker research to generate neomaterialist understandings of arts-based environmental education for adults. Using a methodology of w(e)aving as a way of listening, two posthuman vignettes are presented. The vignettes introduce Annike’s—an in-service elementary teacher—process of crafting a metaphorical representation of plastic waste in the ocean as part of a maker education and literacies module. The authors use diffraction, agential cuts, and ‘glow data’ to engage with Annike’s artefact, mappings, email communication, and interview data, as well as the affective flows that these generate. Posthuman methodologies point to findings that shed light on dynamic relationalities, orienting researchers towards more environmentally just futures. Posthuman makerspace research that employs the arts has the potential to work towards craftivism, emphasising the role of the arts in rendering humans accountable for matters of ethics, especially in situations where those adults are teachers.
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