Pub Date : 2020-06-23DOI: 10.1080/02660830.2020.1780745
K. Harman
{"title":"Community-based learning and social movements: Popular education in a populist age","authors":"K. Harman","doi":"10.1080/02660830.2020.1780745","DOIUrl":"https://doi.org/10.1080/02660830.2020.1780745","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"296 - 297"},"PeriodicalIF":1.7,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1780745","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48959370","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 : 2020-05-25DOI: 10.1080/02660830.2020.1770486
S. Walters
{"title":"4th Global report on adult learning and education – Leave no one behind: Participation, equity and inclusion","authors":"S. Walters","doi":"10.1080/02660830.2020.1770486","DOIUrl":"https://doi.org/10.1080/02660830.2020.1770486","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"118 - 119"},"PeriodicalIF":1.7,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1770486","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48194258","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 : 2020-05-13DOI: 10.1080/02660830.2020.1763099
Gina Lontoc
Abstract Livelihood participation among members of indigenous communities necessitates redefining of gender roles in indigenous communities. Utilising participatory rural appraisal (PRA) anchored on the principles of Social Identity Theory and Critical Race Theory (CRT), this article draws on a study about adult Aeta women, one of the largest indigenous groups in the mountainous regions of the Philippines. It looks into the perspectives of Aeta women on how livelihood practices address the integration of indigenous communities into mainstream societies. Through seasonal calendars, topical mapping and discussion circles, the study examined Aeta women’s negotiation of their identities as they participate in livelihood practices in mainstream communities. Their community participation indicates how intergroup conflict and social categorisation led to marginalisation and resistance to oppressions to strengthen their will to survive and achieve positive social identities.
{"title":"Negotiating indigenous identities within mainstream community livelihoods: Stories of Aeta women in the Philippines","authors":"Gina Lontoc","doi":"10.1080/02660830.2020.1763099","DOIUrl":"https://doi.org/10.1080/02660830.2020.1763099","url":null,"abstract":"Abstract Livelihood participation among members of indigenous communities necessitates redefining of gender roles in indigenous communities. Utilising participatory rural appraisal (PRA) anchored on the principles of Social Identity Theory and Critical Race Theory (CRT), this article draws on a study about adult Aeta women, one of the largest indigenous groups in the mountainous regions of the Philippines. It looks into the perspectives of Aeta women on how livelihood practices address the integration of indigenous communities into mainstream societies. Through seasonal calendars, topical mapping and discussion circles, the study examined Aeta women’s negotiation of their identities as they participate in livelihood practices in mainstream communities. Their community participation indicates how intergroup conflict and social categorisation led to marginalisation and resistance to oppressions to strengthen their will to survive and achieve positive social identities.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"157 - 174"},"PeriodicalIF":1.7,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1763099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49302481","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 : 2020-04-16DOI: 10.1080/02660830.2020.1750828
T. Ollis
Abstract This paper outlines adult learning in a rural campaign to prevent mining for coal seam gas in Victoria. In central Gippsland, largely known as the food bowl in the State of Victoria in Australia, a campaign against fracking for coal seam gas has managed to gain a permanent ban on fracking. This policy change would not have been possible without strategic locally based community campaigning that has mobilised protesters in many rural towns across central Gippsland. This paper examines how a diverse movement of circumstantial activists; farmers, tree changers and a small group of experienced environmental activists, have been able to resist coal seam gas exploration and fracking by large mining companies. Situated in the ‘pedagogical turn’ in new social movements, it examines the strategic educative processes that are involved in building a movement for change and the social conditions which enable informal, incidental learning and non-formal learning to occur as activists learn both individually and collectively from one another in the site of protest. Drawing on qualitative case study data and in-depth interviews, this research embodies the dynamic nature of activists’ experiences as they learn to challenge powerful discourses of economic development, in a time of neoliberal economic dominance, by resisting multinational mining companies fracking on their land.
{"title":"Adult learning and circumstantial activism in the coal seam gas protests: Informal and incidental learning in an environmental justice movement","authors":"T. Ollis","doi":"10.1080/02660830.2020.1750828","DOIUrl":"https://doi.org/10.1080/02660830.2020.1750828","url":null,"abstract":"Abstract This paper outlines adult learning in a rural campaign to prevent mining for coal seam gas in Victoria. In central Gippsland, largely known as the food bowl in the State of Victoria in Australia, a campaign against fracking for coal seam gas has managed to gain a permanent ban on fracking. This policy change would not have been possible without strategic locally based community campaigning that has mobilised protesters in many rural towns across central Gippsland. This paper examines how a diverse movement of circumstantial activists; farmers, tree changers and a small group of experienced environmental activists, have been able to resist coal seam gas exploration and fracking by large mining companies. Situated in the ‘pedagogical turn’ in new social movements, it examines the strategic educative processes that are involved in building a movement for change and the social conditions which enable informal, incidental learning and non-formal learning to occur as activists learn both individually and collectively from one another in the site of protest. Drawing on qualitative case study data and in-depth interviews, this research embodies the dynamic nature of activists’ experiences as they learn to challenge powerful discourses of economic development, in a time of neoliberal economic dominance, by resisting multinational mining companies fracking on their land.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"215 - 231"},"PeriodicalIF":1.7,"publicationDate":"2020-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1750828","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47294713","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 : 2020-04-01DOI: 10.1080/02660830.2020.1744873
T. Rashid
Abstract Since independence, Timor-Leste has taken initiatives to improve adult literacy and successive governments, international NGOs and donor agencies have been involved in literacy programmes. This paper explores the non-formal literacy programmes with a particular focus on the Second Chance Education Project (SCEP), an accelerated learning model that helps improve literacy and numeracy, integrating academic and life skills through tailored support. SCEP was funded and supported by the World Bank and UNESCO in the initial stages, and implemented by the Ministry of Education that continues to run the programme through community learning centres established in eight municipalities. It analyses SCEP and the public policy framework, and scans through commitments made by the government to improve adult literacy. This paper examines the impact of SCEP employing a mixed-methods approach; examining public policies and literature on adult learning, incorporating the views of various stakeholders to assess the impact and sustainability of the programmes. It concludes that programme and policy level structural limitations hinder efforts to improve literacy among adults; this needs to be addressed to achieve the goals set in the national education plan.
{"title":"Adult literacy/recurrent education programmes in Timor-Leste","authors":"T. Rashid","doi":"10.1080/02660830.2020.1744873","DOIUrl":"https://doi.org/10.1080/02660830.2020.1744873","url":null,"abstract":"Abstract Since independence, Timor-Leste has taken initiatives to improve adult literacy and successive governments, international NGOs and donor agencies have been involved in literacy programmes. This paper explores the non-formal literacy programmes with a particular focus on the Second Chance Education Project (SCEP), an accelerated learning model that helps improve literacy and numeracy, integrating academic and life skills through tailored support. SCEP was funded and supported by the World Bank and UNESCO in the initial stages, and implemented by the Ministry of Education that continues to run the programme through community learning centres established in eight municipalities. It analyses SCEP and the public policy framework, and scans through commitments made by the government to improve adult literacy. This paper examines the impact of SCEP employing a mixed-methods approach; examining public policies and literature on adult learning, incorporating the views of various stakeholders to assess the impact and sustainability of the programmes. It concludes that programme and policy level structural limitations hinder efforts to improve literacy among adults; this needs to be addressed to achieve the goals set in the national education plan.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"134 - 156"},"PeriodicalIF":1.7,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1744873","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45636276","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 : 2020-03-27DOI: 10.1080/02660830.2020.1743520
C. Eastman
{"title":"Professional education with fiction media: Imagination for engagement and empathy in learning","authors":"C. Eastman","doi":"10.1080/02660830.2020.1743520","DOIUrl":"https://doi.org/10.1080/02660830.2020.1743520","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"55 1","pages":"294 - 295"},"PeriodicalIF":1.7,"publicationDate":"2020-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1743520","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48504632","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 : 2020-03-02DOI: 10.1080/02660830.2020.1731058
M. Tyler, Linda De George-Walker, V. Simic
Abstract Older adults’ engagement with information communication technology (ICT) can enhance their wellbeing and quality of life. However, older adults continue to lag behind their younger cohorts’ ICT use, and many remain unconnected. While policy and strategy has tended to focus on the need to equip older adults with technology skills and improve their digital literacy, the relationship between skills adoption of technologies is not straightforward. This study sought to investigate via case study the diverse digital experiences and motivations of 10 older adults within a regional area of Queensland, Australia. Through questerviews, the integration of questionnaire items (on technology acceptance models) and semi-structured interview questions, the participants relayed their frustrations, successes, strategies, tools and connections they needed in order to use ICT more extensively and more effectively. What these data showed were older adults with varying degrees of ICT skills and diverse motivations, from complete yet passionate beginner, through to others who were considered savvy users. Higher levels of digital skills and literacy did not necessarily equate to increased engagement with ICT for all participants in this study, rather a range of motivational processes mattered. Implications are considered for technology training and learning for older adults.
{"title":"Motivation matters: Older adults and information communication technologies","authors":"M. Tyler, Linda De George-Walker, V. Simic","doi":"10.1080/02660830.2020.1731058","DOIUrl":"https://doi.org/10.1080/02660830.2020.1731058","url":null,"abstract":"Abstract Older adults’ engagement with information communication technology (ICT) can enhance their wellbeing and quality of life. However, older adults continue to lag behind their younger cohorts’ ICT use, and many remain unconnected. While policy and strategy has tended to focus on the need to equip older adults with technology skills and improve their digital literacy, the relationship between skills adoption of technologies is not straightforward. This study sought to investigate via case study the diverse digital experiences and motivations of 10 older adults within a regional area of Queensland, Australia. Through questerviews, the integration of questionnaire items (on technology acceptance models) and semi-structured interview questions, the participants relayed their frustrations, successes, strategies, tools and connections they needed in order to use ICT more extensively and more effectively. What these data showed were older adults with varying degrees of ICT skills and diverse motivations, from complete yet passionate beginner, through to others who were considered savvy users. Higher levels of digital skills and literacy did not necessarily equate to increased engagement with ICT for all participants in this study, rather a range of motivational processes mattered. Implications are considered for technology training and learning for older adults.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"175 - 194"},"PeriodicalIF":1.7,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1731058","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46445797","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 : 2020-01-20DOI: 10.1080/02660830.2020.1712878
J. Avis
{"title":"Resisting neoliberalism in education: local, national and transnational perspectives","authors":"J. Avis","doi":"10.1080/02660830.2020.1712878","DOIUrl":"https://doi.org/10.1080/02660830.2020.1712878","url":null,"abstract":"","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"54 1","pages":"111 - 113"},"PeriodicalIF":1.7,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2020.1712878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45511191","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 : 2020-01-02DOI: 10.1080/02660830.2019.1595340
H. Shan, Nasim Peikazadi, Zahida Rahemtulla, Amea Wilbur, Tanis Sawkins, R. Goossen
Abstract Employment training services are provided for immigrants to integrate them into the Canadian labour market. Evaluated on short-term labour market outcomes, these programs typically focus on enhancing individuals’ employability, while risking naturalizing and reproducing the dominant social and cultural order. Entry to Hospitality Careers for Women is a government-funded program based on a partnership between a community organization and a community college specialised in vocational training. Uniquely, this program aims to expand immigrant and refugee women’s employment skills as well as their social and cultural spaces. A community-based partnership research project was conducted to explore how the program worked towards these goals. It finds that the program contributed to the personal development of the women, expanded their social space and enhanced their social and economic opportunities to varying degrees. It also points to a set of women-centered pedagogical and programming practices that were conductive to women’s learning through the program. Firstly, as a partnership, the program leveraged the resources and expertise accrued in both the community organization and the community college. Secondly, while navigating institutional mandate, the program was oriented towards the needs of the women. Finally, the women-centered and care-based pedagogy was found to be of immediate influence on the program participants. Theoretically, this paper adds to feminist pedagogy by grounding it in the actual work of immigrant service workers, which defies any abstract attempt to fix it within the binary frame of social reproduction and transformation.
{"title":"Entry to hospitality careers for women and beyond: Immigrant training and feminist pedagogies and practices","authors":"H. Shan, Nasim Peikazadi, Zahida Rahemtulla, Amea Wilbur, Tanis Sawkins, R. Goossen","doi":"10.1080/02660830.2019.1595340","DOIUrl":"https://doi.org/10.1080/02660830.2019.1595340","url":null,"abstract":"Abstract Employment training services are provided for immigrants to integrate them into the Canadian labour market. Evaluated on short-term labour market outcomes, these programs typically focus on enhancing individuals’ employability, while risking naturalizing and reproducing the dominant social and cultural order. Entry to Hospitality Careers for Women is a government-funded program based on a partnership between a community organization and a community college specialised in vocational training. Uniquely, this program aims to expand immigrant and refugee women’s employment skills as well as their social and cultural spaces. A community-based partnership research project was conducted to explore how the program worked towards these goals. It finds that the program contributed to the personal development of the women, expanded their social space and enhanced their social and economic opportunities to varying degrees. It also points to a set of women-centered pedagogical and programming practices that were conductive to women’s learning through the program. Firstly, as a partnership, the program leveraged the resources and expertise accrued in both the community organization and the community college. Secondly, while navigating institutional mandate, the program was oriented towards the needs of the women. Finally, the women-centered and care-based pedagogy was found to be of immediate influence on the program participants. Theoretically, this paper adds to feminist pedagogy by grounding it in the actual work of immigrant service workers, which defies any abstract attempt to fix it within the binary frame of social reproduction and transformation.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"67 - 87"},"PeriodicalIF":1.7,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1595340","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44364161","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 : 2020-01-02DOI: 10.1080/02660830.2019.1595341
A. Asimaki, Gerasimos S. Koustourakis, N. Nikolakakos
Abstract The objective of this paper, which makes use of the concepts of power and discipline from Michel Foucault’s theoretical framework, is the investigation of the impact that the manner of operation of a Second Chance School (SCS) has on the disciplinary work of a prison in Greece. The research was carried out using semi-structured interviews with the learners in the SCS and with those responsible for education in the particular prison. The main findings of the research revealed that the working of the SCS made a positive contribution to the disciplinary work of the prison, which was ensured through the application of a range of disciplinary techniques and mechanisms. In addition, the disciplinary mechanisms that were implemented were the hierarchical surveillance of the learners through the ‘gaze’ of the teachers, the maintenance of an attendance register, the existence of camera and a guard outside the space of the classrooms, as well as the disciplinary examination of the learners.
{"title":"A Foucauldian disciplinary theorisation of inmate education in the Second Chance Schools in Greek prisons: A case study","authors":"A. Asimaki, Gerasimos S. Koustourakis, N. Nikolakakos","doi":"10.1080/02660830.2019.1595341","DOIUrl":"https://doi.org/10.1080/02660830.2019.1595341","url":null,"abstract":"Abstract The objective of this paper, which makes use of the concepts of power and discipline from Michel Foucault’s theoretical framework, is the investigation of the impact that the manner of operation of a Second Chance School (SCS) has on the disciplinary work of a prison in Greece. The research was carried out using semi-structured interviews with the learners in the SCS and with those responsible for education in the particular prison. The main findings of the research revealed that the working of the SCS made a positive contribution to the disciplinary work of the prison, which was ensured through the application of a range of disciplinary techniques and mechanisms. In addition, the disciplinary mechanisms that were implemented were the hierarchical surveillance of the learners through the ‘gaze’ of the teachers, the maintenance of an attendance register, the existence of camera and a guard outside the space of the classrooms, as well as the disciplinary examination of the learners.","PeriodicalId":42210,"journal":{"name":"Studies in the Education of Adults-NIACE","volume":"52 1","pages":"101 - 118"},"PeriodicalIF":1.7,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02660830.2019.1595341","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45241031","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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