Pub Date : 2020-09-04DOI: 10.1080/02660830.2020.1813956
Manuela Prandini, R. Baconguis
Abstract Faced with impoverishment after the financial crisis of 2008, Filipino women migrants in Italy struggle to sustain their financial commitments to their families in the Philippines. Research shows that financial literacy and entrepreneurship (FLE) education can improve financial management and decision-making processes. Spanning a period of eighteen months, this case study aimed at investigating whether the existing training modules organised by Atikha, the Filipino Women Council and the ALSE OF-LIFE Consortium in Italy have led to changes in the financial attitudes of the thirty-three interviewed Filipinas who attended the programs in the last ten years. This paper seeks to highlight the value of FLE training in promoting the transformative interpretation of individual perspectives in line with Mezirow’s Transformative Learning process. The training programs can be viewed as empowering interventions, capable of contributing to the development of new personal and financial goals. The interviewees’ responses to the in-depth, semi-structured interviews showed that the FLE programs have helped participants critically assess how to develop more productive attitudes towards financial management, and identify sustainable forms of support to their left-behind families.
{"title":"Changing lives: Transformative learning and financial attitudes of Filipino women migrants in Italy","authors":"Manuela Prandini, R. Baconguis","doi":"10.1080/02660830.2020.1813956","DOIUrl":"https://doi.org/10.1080/02660830.2020.1813956","url":null,"abstract":"Abstract Faced with impoverishment after the financial crisis of 2008, Filipino women migrants in Italy struggle to sustain their financial commitments to their families in the Philippines. Research shows that financial literacy and entrepreneurship (FLE) education can improve financial management and decision-making processes. Spanning a period of eighteen months, this case study aimed at investigating whether the existing training modules organised by Atikha, the Filipino Women Council and the ALSE OF-LIFE Consortium in Italy have led to changes in the financial attitudes of the thirty-three interviewed Filipinas who attended the programs in the last ten years. This paper seeks to highlight the value of FLE training in promoting the transformative interpretation of individual perspectives in line with Mezirow’s Transformative Learning process. The training programs can be viewed as empowering interventions, capable of contributing to the development of new personal and financial goals. The interviewees’ responses to the in-depth, semi-structured interviews showed that the FLE programs have helped participants critically assess how to develop more productive attitudes towards financial management, and identify sustainable forms of support to their left-behind families.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"61 - 81"},"PeriodicalIF":1.7,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1813956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47825920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-20DOI: 10.1080/02660830.2020.1807891
J. Kluttz, Judith Walker, Pierre Walter
Abstract The opposition to the Dakota Access Pipeline that took place at Standing Rock in North Dakota was the largest gathering of Indigenous Peoples in recent U.S. history. Thousands of people, Indigenous and otherwise, came together from across North America and beyond to protect waters and sacred sites threatened by the construction of the Dakota Access oil pipeline. Our study examined the learning of Canada-based pipeline activists who travelled to Standing Rock to support the opposition. In this paper, we argue that participating in the Standing Rock resistance camp was an experience rich in informal learning and education for both Indigenous and non-Indigenous participants, and that this learning might be best understood as learning towards decolonising relationships. Building from the theoretical concepts of respect, responsibility, reciprocity, and relationship as the overarching umbrella, we outline three types of relationships central to how Standing Rock activists learned within the resistance camp: relationships to people, to community, and to self. A focus on these relationships – and the centrality of respect, responsibility, and reciprocity to them – provides insight into how the resistance community created opportunities for participants to start to unlearn settler-colonialism, and learn towards a decolonising relationality.
{"title":"Learning towards decolonising relationships at standing rock","authors":"J. Kluttz, Judith Walker, Pierre Walter","doi":"10.1080/02660830.2020.1807891","DOIUrl":"https://doi.org/10.1080/02660830.2020.1807891","url":null,"abstract":"Abstract The opposition to the Dakota Access Pipeline that took place at Standing Rock in North Dakota was the largest gathering of Indigenous Peoples in recent U.S. history. Thousands of people, Indigenous and otherwise, came together from across North America and beyond to protect waters and sacred sites threatened by the construction of the Dakota Access oil pipeline. Our study examined the learning of Canada-based pipeline activists who travelled to Standing Rock to support the opposition. In this paper, we argue that participating in the Standing Rock resistance camp was an experience rich in informal learning and education for both Indigenous and non-Indigenous participants, and that this learning might be best understood as learning towards decolonising relationships. Building from the theoretical concepts of respect, responsibility, reciprocity, and relationship as the overarching umbrella, we outline three types of relationships central to how Standing Rock activists learned within the resistance camp: relationships to people, to community, and to self. A focus on these relationships – and the centrality of respect, responsibility, and reciprocity to them – provides insight into how the resistance community created opportunities for participants to start to unlearn settler-colonialism, and learn towards a decolonising relationality.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"101 - 119"},"PeriodicalIF":1.7,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1807891","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46377825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-19DOI: 10.1080/02660830.2020.1807221
Bonnie Slade
{"title":"Community work and adult education in Staveley, North-East Derbyshire, 1969–1972: retrospective consideration, selective re-presentation, and reflective critique","authors":"Bonnie Slade","doi":"10.1080/02660830.2020.1807221","DOIUrl":"https://doi.org/10.1080/02660830.2020.1807221","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"116 - 117"},"PeriodicalIF":1.7,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1807221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48046058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-20DOI: 10.1080/02660830.2020.1791521
Najia Abdallaoui Maan
Abstract The study aimed at exploring reading acquisition in Arabic from the perspective of a newly-literate adult native speaker, seeking to improve her reading ability and recite the Quran. Drawing mainly on a participatory cognitive schematic-interactive approach, and accounting for a literacy social view, the study’s construct allowed the investigation of the Arabic reading process, and enabled the participant to make significant progress at reading comprehension. In contrast, improvement in fluency was insignificant in general texts but flawless in reciting the Quran. The participant was also able to gain ownership of her experience, express her needs, and choices, and indicate the liberating effect of acquiring ICTs for advancing general learning and autonomy. Likewise, Modern Standard Arabic is revealed to be the variety of choice for learning rather than the vernacular. Overall, success in improving Arabic reading ability for low-literacy learners is indicated to be interconnected with wider social, economic and educational policies.
{"title":"Improving Arabic reading ability and acquiring ICTs skills of a newly-literate adult learner","authors":"Najia Abdallaoui Maan","doi":"10.1080/02660830.2020.1791521","DOIUrl":"https://doi.org/10.1080/02660830.2020.1791521","url":null,"abstract":"Abstract The study aimed at exploring reading acquisition in Arabic from the perspective of a newly-literate adult native speaker, seeking to improve her reading ability and recite the Quran. Drawing mainly on a participatory cognitive schematic-interactive approach, and accounting for a literacy social view, the study’s construct allowed the investigation of the Arabic reading process, and enabled the participant to make significant progress at reading comprehension. In contrast, improvement in fluency was insignificant in general texts but flawless in reciting the Quran. The participant was also able to gain ownership of her experience, express her needs, and choices, and indicate the liberating effect of acquiring ICTs for advancing general learning and autonomy. Likewise, Modern Standard Arabic is revealed to be the variety of choice for learning rather than the vernacular. Overall, success in improving Arabic reading ability for low-literacy learners is indicated to be interconnected with wider social, economic and educational policies.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"53 1","pages":"23 - 41"},"PeriodicalIF":1.7,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1791521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41748496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-07DOI: 10.1080/02660830.2020.1788794
Jonathan Tummons
{"title":"Power and Possibility: Adult Education in a Diverse and Complex World","authors":"Jonathan Tummons","doi":"10.1080/02660830.2020.1788794","DOIUrl":"https://doi.org/10.1080/02660830.2020.1788794","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"114 - 115"},"PeriodicalIF":1.7,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1788794","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41821862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/02660830.2019.1578060
E. Scandrett
Pedagogy, Politics and Philosophy is a rich, somewhat eclectic mixture of chapters exploring the concept of peace in both practice and theory, with chapters focusing on philosophical reflections on...
{"title":"Pedagogy, politics and philosophy of peace: interrogating peace and peacemaking","authors":"E. Scandrett","doi":"10.1080/02660830.2019.1578060","DOIUrl":"https://doi.org/10.1080/02660830.2019.1578060","url":null,"abstract":"Pedagogy, Politics and Philosophy is a rich, somewhat eclectic mixture of chapters exploring the concept of peace in both practice and theory, with chapters focusing on philosophical reflections on...","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"250 - 252"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1578060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43499774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/02660830.2019.1619899
L. Tett
The book is grounded in auto/biographical and narrative enquiry and in dialogue between the two authors. It comprises 10 chapters, an epilogue and three ‘metalogues’ or metaphoric dialogues between...
{"title":"Transforming perspectives on lifelong learning and adult education, a dialogue","authors":"L. Tett","doi":"10.1080/02660830.2019.1619899","DOIUrl":"https://doi.org/10.1080/02660830.2019.1619899","url":null,"abstract":"The book is grounded in auto/biographical and narrative enquiry and in dialogue between the two authors. It comprises 10 chapters, an epilogue and three ‘metalogues’ or metaphoric dialogues between...","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"253 - 255"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1619899","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45109882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/02660830.2020.1811474
N. James, Virginie Thériault
For almost half a year now, we have been facing rapid and drastic changes that touch all domains of life: family, work, leisure, education, etc. COVID-19 has shaken all aspects of societies around ...
{"title":"Adult education in times of the COVID-19 pandemic: Inequalities, changes, and resilience","authors":"N. James, Virginie Thériault","doi":"10.1080/02660830.2020.1811474","DOIUrl":"https://doi.org/10.1080/02660830.2020.1811474","url":null,"abstract":"For almost half a year now, we have been facing rapid and drastic changes that touch all domains of life: family, work, leisure, education, etc. COVID-19 has shaken all aspects of societies around ...","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"129 - 133"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1811474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47675783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/02660830.2020.1791480
Maria Arriaza Hult
Abstract This article discusses how study material created for intra-party education for the Swedish Social Democratic Party and the Swedish Left Party constructs party identities, by analysing how study material developed for instructing new party members frames the party’s organisation, history, and ideology. While the analysis reveals that both parties frame their organisations as popular movements, they differ in their framing of history and ideology: the Social Democrats articulate their position as a governing party, whereas the Left Party situates itself in relation to a broader left-leaning movement and discusses contemporary political issues. Regardless of these differences, both parties construct flexible identities without clear excluding mechanisms. In short, everyone is welcome. The sparse emphasis on persuading members of the parties’ policies suggests that the parties assume that new members already agree with the righteousness of their politics. This leads to an educational situation that predominantly aims to create a feeling of belonging and to make members feel engaged in ‘the movement’.
{"title":"Welcome to the party: A frame analysis of the construction of party identities in Swedish left parties’ new-member education","authors":"Maria Arriaza Hult","doi":"10.1080/02660830.2020.1791480","DOIUrl":"https://doi.org/10.1080/02660830.2020.1791480","url":null,"abstract":"Abstract This article discusses how study material created for intra-party education for the Swedish Social Democratic Party and the Swedish Left Party constructs party identities, by analysing how study material developed for instructing new party members frames the party’s organisation, history, and ideology. While the analysis reveals that both parties frame their organisations as popular movements, they differ in their framing of history and ideology: the Social Democrats articulate their position as a governing party, whereas the Left Party situates itself in relation to a broader left-leaning movement and discusses contemporary political issues. Regardless of these differences, both parties construct flexible identities without clear excluding mechanisms. In short, everyone is welcome. The sparse emphasis on persuading members of the parties’ policies suggests that the parties assume that new members already agree with the righteousness of their politics. This leads to an educational situation that predominantly aims to create a feeling of belonging and to make members feel engaged in ‘the movement’.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"232 - 249"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1791480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42814564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/02660830.2019.1681241
Judith Walker, S. Smythe
Abstract In 2015, the Government of British Columbia (BC), Canada, reversed a long-standing mandate to provide tuition-free Adult Basic Education (ABE) to all adults. Drawing upon internal government policy documents and inter- and intra-ministerial communications obtained through Freedom of Information (FOI) tools, key policy documents, social media commentary, and documentation from protest events, the authors adopt an interpretive stance to re-tell this policy moment. Through their analysis, the authors observe struggles on behalf of government actors to adopt a coherent ‘policy story’ to legitimise the withdrawal of state resources for the education of marginalised citizens, falling back upon a Victorian era desert-based discourse. The study provides insights into the durability of deservingness discourses and the improvisational nature of neoliberal policy making.
{"title":"The (Un)deserving adult: Examining British Columbia’s adult basic education policy","authors":"Judith Walker, S. Smythe","doi":"10.1080/02660830.2019.1681241","DOIUrl":"https://doi.org/10.1080/02660830.2019.1681241","url":null,"abstract":"Abstract In 2015, the Government of British Columbia (BC), Canada, reversed a long-standing mandate to provide tuition-free Adult Basic Education (ABE) to all adults. Drawing upon internal government policy documents and inter- and intra-ministerial communications obtained through Freedom of Information (FOI) tools, key policy documents, social media commentary, and documentation from protest events, the authors adopt an interpretive stance to re-tell this policy moment. Through their analysis, the authors observe struggles on behalf of government actors to adopt a coherent ‘policy story’ to legitimise the withdrawal of state resources for the education of marginalised citizens, falling back upon a Victorian era desert-based discourse. The study provides insights into the durability of deservingness discourses and the improvisational nature of neoliberal policy making.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"195 - 214"},"PeriodicalIF":1.7,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1681241","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48707416","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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