Pub Date : 2024-07-19DOI: 10.56105/cjsae.v23i2.958
Erin Hollingsworth
{"title":"Research is Ceremony: Indigenous Research Methods. Shawn Wilson. Fernwood Publishing, Halifax and Winnipeg, 2008, 144 pages.","authors":"Erin Hollingsworth","doi":"10.56105/cjsae.v23i2.958","DOIUrl":"https://doi.org/10.56105/cjsae.v23i2.958","url":null,"abstract":"","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820979","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}
This article presents a resume of a synthesis made on jrancophone research on adult literacy in Canada carried out from 1994 till June 2005 and indexed on the site of the Canadian Repertory of Research on literacy of adults in French, RECRAF (http://www.alpha.cdeacj.ca/recrajl). It comprises two parts. The first consists of a portrait of the authors, the context of research, the years of publication, the types of research, the places of production, the funding sources and the research topics. The second proposes a portrait of the content spread over nine topics and their 24 under-topics. The full report is avaiLable in English at: http://www.ccL-cca.ca/CC L! AboutCCL! KnowLedgeCentresl AduLtLearninglOurWorklReports .hanL? Language=EN
{"title":"Recherches Francophones en alphabitisation des adultes","authors":"Claudie Solar","doi":"10.56105/cjsae.v23i1.26","DOIUrl":"https://doi.org/10.56105/cjsae.v23i1.26","url":null,"abstract":"This article presents a resume of a synthesis made on jrancophone research on adult literacy in Canada carried out from 1994 till June 2005 and indexed on the site of the Canadian Repertory of Research on literacy of adults in French, RECRAF (http://www.alpha.cdeacj.ca/recrajl). It comprises two parts. The first consists of a portrait of the authors, the context of research, the years of publication, the types of research, the places of production, the funding sources and the research topics. The second proposes a portrait of the content spread over nine topics and their 24 under-topics. The full report is avaiLable in English at: http://www.ccL-cca.ca/CC L! AboutCCL! KnowLedgeCentresl AduLtLearninglOurWorklReports .hanL? Language=EN","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821298","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}
Through RPL's process of intensive reflection, learners come to understand the nature of their past learning. In so doing, new knowledge - knowledge about their own learning histories and learning styles - is created. This is not an easy task, and mentoring is important to learners as they engage with and learn to take ownership of their own learning. This study, informed by the central research question - how best can mentoring be enacted in order to foster and elicit the high-level cognitive activity required for successful RPL? - gathered data from learners and mentors from four Canadian institutions . Major findings includethe importance of learners' "finding their voices" - academically, linguistically, and emotionally. Learners' empowerment emerged as a major theme as did the inability of both learners and mentors to speak fluently about their own learning process.
{"title":"Exploring the Relationship of Mentoring to Learning in RPL Practice","authors":"Dianne Conrad, E. Wardrop","doi":"10.56105/cjsae.v23i1.25","DOIUrl":"https://doi.org/10.56105/cjsae.v23i1.25","url":null,"abstract":"Through RPL's process of intensive reflection, learners come to understand the nature of their past learning. In so doing, new knowledge - knowledge about their own learning histories and learning styles - is created. This is not an easy task, and mentoring is important to learners as they engage with and learn to take ownership of their own learning. This study, informed by the central research question - how best can mentoring be enacted in order to foster and elicit the high-level cognitive activity required for successful RPL? - gathered data from learners and mentors from four Canadian institutions . Major findings includethe importance of learners' \"finding their voices\" - academically, linguistically, and emotionally. Learners' empowerment emerged as a major theme as did the inability of both learners and mentors to speak fluently about their own learning process.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822641","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}
{"title":"Education and Jobs: Exploring the Gaps, by D. W. Livingstone (Ed.)","authors":"Paul Bouchard","doi":"10.56105/cjsae.v23i1.30","DOIUrl":"https://doi.org/10.56105/cjsae.v23i1.30","url":null,"abstract":"","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823167","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}
This article discusses how narrative research that began as an exploration of adult educator practice transitioned to incorporate an examination of researcher lenses, ultimately resulting in an increased understanding of the critical role that researcher subjectivity plays in the collaborative qualitative research process.First, we discuss the aims and methodology of our original research study, which explored significant experiences in adult educators' practice. We examine how our focus shifted during the analytical stages of this research to explore our own presence in the research. We then discuss each of our own subjectivitiesand how our individual researcher lenses influenced our collaborative research. Next, we detail our research findings, exploring how acknowledging our own subjectivities altered our approach to the data, helping us to reconceptualize the 14 initial themes in our interviews with adult educators to three overridingones: meaningfulness and ambiguities, power and critique, and reflection and authenticity. We then discuss emerging issues about collaborative inquiry and how our subjectivities as researchers construct lenses that continually inform our research processes, including the analysis and interpretation of data. We concludethat researcher subjectivities, when overtly invited into the research process, can become powerful tools in collaborative qualitative research.
{"title":"Researcher Subjectivities as a Conceptual Frame in Collaborative Research: How Exploring the Experiences of Adult Educators Led to Examining Researcher Lenses","authors":"N. Taber","doi":"10.56105/cjsae.v23i1.27","DOIUrl":"https://doi.org/10.56105/cjsae.v23i1.27","url":null,"abstract":"This article discusses how narrative research that began as an exploration of adult educator practice transitioned to incorporate an examination of researcher lenses, ultimately resulting in an increased understanding of the critical role that researcher subjectivity plays in the collaborative qualitative research process.First, we discuss the aims and methodology of our original research study, which explored significant experiences in adult educators' practice. We examine how our focus shifted during the analytical stages of this research to explore our own presence in the research. We then discuss each of our own subjectivitiesand how our individual researcher lenses influenced our collaborative research. Next, we detail our research findings, exploring how acknowledging our own subjectivities altered our approach to the data, helping us to reconceptualize the 14 initial themes in our interviews with adult educators to three overridingones: meaningfulness and ambiguities, power and critique, and reflection and authenticity. We then discuss emerging issues about collaborative inquiry and how our subjectivities as researchers construct lenses that continually inform our research processes, including the analysis and interpretation of data. We concludethat researcher subjectivities, when overtly invited into the research process, can become powerful tools in collaborative qualitative research.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821675","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 : 2024-07-19DOI: 10.56105/cjsae.v23i2.956
Budd L. Hall
{"title":"Challening the professionalization of adult education: John Ohliger and contraditictions in modern practice. André P. Grace, Tonette S. Rocco, and Associates (Eds.). Jossey-Bass, San Francisco, 355 pages.","authors":"Budd L. Hall","doi":"10.56105/cjsae.v23i2.956","DOIUrl":"https://doi.org/10.56105/cjsae.v23i2.956","url":null,"abstract":"","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822180","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}
This perspectives essay sketches how men and women of New France in the 17th and 18th centuries learned to make a living , live their lives, and express themselves under exceptionally difficult circumstances. This paper works with secondary sources, but brings new questions to old data. Among other things, the author explores how citizen learning was forbidden in 17th- and 18th-century New France, and at what historical point a critical adult education emerged. The author's narrative frame and interpretation of the sources constitute one of many legitimate forms of historical inquiry.
{"title":"\"A Country at the End of the World\": Living and Learning in New France, 1608-1760","authors":"Michael R. Welton","doi":"10.56105/cjsae.v23i1.29","DOIUrl":"https://doi.org/10.56105/cjsae.v23i1.29","url":null,"abstract":"This perspectives essay sketches how men and women of New France in the 17th and 18th centuries learned to make a living , live their lives, and express themselves under exceptionally difficult circumstances. This paper works with secondary sources, but brings new questions to old data. Among other things, the author explores how citizen learning was forbidden in 17th- and 18th-century New France, and at what historical point a critical adult education emerged. The author's narrative frame and interpretation of the sources constitute one of many legitimate forms of historical inquiry.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820670","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 : 2024-07-19DOI: 10.56105/cjsae.v23i2.953
Maurice Taylor, B. Quigley, Billian Kajganich, Wendy L. Kraglund-Gauthier
This study sought to understand the evolution in adult literacy research since the founding of The Canadian Journal for the Study of Adult Education and the rise of the contemporary knowledge base in Canadian adult literacy. Three primary research questions guided the investigation, which employed a critical discourse analysis (CDA) method. A text analysis grid was constructed and used across four databases representing Canadian literacy scholarship. Findings suggest that seven metaphors can be used to depict the current state of literacy scholarship, and a triangle of three solitudes—academic researchers, practitioners, and government sponsors—is presented as the current status of the research literature. Questions are raised on the inherent challenges for literacy in the 21st century. Résumé La présente étude vise à comprendre d’une part, l’évolution dans la recherche sur la littératie des adultes depuis la création de la Revue être utilisées pour déchiffrer l’état actuel de l’érudition en littératie; un triagle de trois parties prenantes, à savoir les chercheurs universitaires, les formateurs et les commanditaires gouvernementaux, représente le statut actuel des écrits scientifiques. Les questions posées touchent les défis inhérents en matière de littératie au 21e siècle. canadienne pour l’étude de l’éducation des adultes et d’autre part, le développement de la base de connaissances actuelle liée à la littératie des adultes au Canada. Trois questions principales de recherche ont guidé l’étude qui fait appel à une méthode d’analyse critique du discours. Une grille d’analyse de texte a été développée et utilisée avec quatre bases de données qui représentent l’érudition dans le domaine de la littératie canadienne. Les résultats démontrent que sept métaphores peuvent
{"title":"Shaping Literacy: Evolution and trends in Canada's literacy research since the mid-1980s","authors":"Maurice Taylor, B. Quigley, Billian Kajganich, Wendy L. Kraglund-Gauthier","doi":"10.56105/cjsae.v23i2.953","DOIUrl":"https://doi.org/10.56105/cjsae.v23i2.953","url":null,"abstract":"\u0000 This study sought to understand the evolution in adult literacy research since the founding of The Canadian Journal for the Study of Adult Education and the rise of the contemporary knowledge base in Canadian adult literacy. Three primary research questions guided the investigation, which employed a critical discourse analysis (CDA) method. A text analysis grid was constructed and used across four databases representing Canadian literacy scholarship. Findings suggest that seven metaphors can be used to depict the current state of literacy scholarship, and a triangle of three solitudes—academic researchers, practitioners, and government sponsors—is presented as the current status of the research literature. Questions are raised on the inherent challenges for literacy in the 21st century.\u0000 \u0000 Résumé\u0000 \u0000 La présente étude vise à comprendre d’une part, l’évolution dans la recherche sur la littératie des adultes depuis la création de la Revue être utilisées pour déchiffrer l’état actuel de l’érudition en littératie; un triagle de trois parties prenantes, à savoir les chercheurs universitaires, les formateurs et les commanditaires gouvernementaux, représente le statut actuel des écrits scientifiques. Les questions posées touchent les défis inhérents en matière de littératie au 21e siècle. canadienne pour l’étude de l’éducation des adultes et d’autre part, le développement de la base de connaissances actuelle liée à la littératie des adultes au Canada. Trois questions principales de recherche ont guidé l’étude qui fait appel à une méthode d’analyse critique du discours. Une grille d’analyse de texte a été développée et utilisée avec quatre bases de données qui représentent l’érudition dans le domaine de la littératie canadienne. Les résultats démontrent que sept métaphores peuvent\u0000 \u0000","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822120","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 : 2024-07-19DOI: 10.56105/cjsae.v23i2.952
R. Clair
Examines and analyzes the 22-volume publication history of The Canadian Journal for the Study of Adult Education/la Revue canadianne pour l’étude de l’éducation des adultes (CJSAE/RCÉÉA). Three different approaches are applied: quantitative history of publication trends, e-mail interviews with five former editors, and analysis of Canadian Association for the Study of Adult Education (CASAE) documents relating to the journal. The author concludes that the journal has been shaped by different layers of expectations and influence, including three tensions of the United States vs. Canada, francophone vs. anglophone Canada, and east vs. west. Overall, the journal has contributed significantly to the formation of the academic field of adult education in Canada. Résumé Cet article examine et analyse l'historique en 22 volumes de la CJSAE/RCÉÉA. Trois approches différentes sont employées à cet effet: l’analyse quantitative des tendances historiques de publication, l’analyse qualitative d’entretiens effectués par email avec 5 anciens éditeurs, et l’étude de documents auxiliaires qui traitent de la revue, publiés par la CASAE/ACEEA. L’auteur conclut que la revue a été façonnée par des influences et attentes à des niveaux différents, comprenant, entre autres, trois tensions clés: la tension canado- américaine, la tension est-ouest et la tension anglophone- francophone. Dans l’ensemble, la revue a largement contribué à l’établissement du domaine de recherche sur l’éducation des adultes au Canada
{"title":"Writing ourselves into being: A review of the Canadian Journal for the Study of Adult Education/La Revue Canadianne pour l'Étude de l'Éducation des adultes","authors":"R. Clair","doi":"10.56105/cjsae.v23i2.952","DOIUrl":"https://doi.org/10.56105/cjsae.v23i2.952","url":null,"abstract":"\u0000 \u0000 Examines and analyzes the 22-volume publication history of The Canadian Journal for the Study of Adult Education/la Revue canadianne pour l’étude de l’éducation des adultes (CJSAE/RCÉÉA). Three different approaches are applied: quantitative history of publication trends, e-mail interviews with five former editors, and analysis of Canadian Association for the Study of Adult Education (CASAE) documents relating to the journal. The author concludes that the journal has been shaped by different layers of expectations and influence, including three tensions of the United States vs. Canada, francophone vs. anglophone Canada, and east vs. west. Overall, the journal has contributed significantly to the formation of the academic field of adult education in Canada.\u0000 \u0000 Résumé \u0000 \u0000 Cet article examine et analyse l'historique en 22 volumes de la CJSAE/RCÉÉA. Trois approches différentes sont employées à cet effet: l’analyse quantitative des tendances historiques de publication, l’analyse qualitative d’entretiens effectués par email avec 5 anciens éditeurs, et l’étude de documents auxiliaires qui traitent de la revue, publiés par la CASAE/ACEEA. L’auteur conclut que la revue a été façonnée par des influences et attentes à des niveaux différents, comprenant, entre autres, trois tensions clés: la tension canado- américaine, la tension est-ouest et la tension anglophone- francophone. Dans l’ensemble, la revue a largement contribué à l’établissement du domaine de recherche sur l’éducation des adultes au Canada\u0000 \u0000","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141822900","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 : 2024-07-09DOI: 10.56105/cjsae.v30i2.5428
N. Balyasnikova, Spring Gillard
This article examines the role of storytelling as an arts-based educational approach in an older-adult immigrant language-learning program. As a special group within the adult language-learner population, immigrant seniors benefit from educational strategies that emphasize recognition of life experience over knowledge accumulation, which is a common goal of more traditional educational approaches. We present a small study of a storytelling class held within the English Conversation Program at the University of British Columbia Learning Exchange. Based on compelling results, we argue that storytelling is a powerful strategy that not only facilitates language learning, but creates a safe, inclusive learning community.
{"title":"\"I Love to Write My Story\": Storytelling and its role in seniors' language","authors":"N. Balyasnikova, Spring Gillard","doi":"10.56105/cjsae.v30i2.5428","DOIUrl":"https://doi.org/10.56105/cjsae.v30i2.5428","url":null,"abstract":" This article examines the role of storytelling as an arts-based educational approach in an older-adult immigrant language-learning program. As a special group within the adult language-learner population, immigrant seniors benefit from educational strategies that emphasize recognition of life experience over knowledge accumulation, which is a common goal of more traditional educational approaches. We present a small study of a storytelling class held within the English Conversation Program at the University of British Columbia Learning Exchange. Based on compelling results, we argue that storytelling is a powerful strategy that not only facilitates language learning, but creates a safe, inclusive learning community. \u0000 ","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141665349","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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