Pub Date : 2022-07-27DOI: 10.56105/cjsae.v34i1.5678
Lisa Trefzger Clarke
This case study explores the experiences of nine female-identifying feminist public educators working with Ontario, Canada, sexual assault centres who regularly facilitate discussions about sexual consent and gender-based sexual violence in schools, post-secondary institutions, and community workshops. The educators discuss their experiences of adaptation and “inoculations” for inspiring transformative learning in their audiences, and the ways in which their practice and person have been transformed through their profession. With a focus on the relationships between intersectional feminist pedagogy, social justice education, transformative learning, and public pedagogy, the educators describe their resilience from trauma, critical thinking, and self-reflective practice, highlighting the benefits of co-facilitation, debriefing with colleagues, and mentorship.
{"title":"Transforming Consent Conversations","authors":"Lisa Trefzger Clarke","doi":"10.56105/cjsae.v34i1.5678","DOIUrl":"https://doi.org/10.56105/cjsae.v34i1.5678","url":null,"abstract":"This case study explores the experiences of nine female-identifying feminist public educators working with Ontario, Canada, sexual assault centres who regularly facilitate discussions about sexual consent and gender-based sexual violence in schools, post-secondary institutions, and community workshops. The educators discuss their experiences of adaptation and “inoculations” for inspiring transformative learning in their audiences, and the ways in which their practice and person have been transformed through their profession. With a focus on the relationships between intersectional feminist pedagogy, social justice education, transformative learning, and public pedagogy, the educators describe their resilience from trauma, critical thinking, and self-reflective practice, highlighting the benefits of co-facilitation, debriefing with colleagues, and mentorship.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88773467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-27DOI: 10.56105/cjsae.v34i1.5681
S. Brookfield, Robin Neustaeter, Adam Perry
In this interview with the editors-in-chief of the Canadian Journal for the Study of Adult Education, Professor Stephen Brookfield reflects on what it means to be an anti-racist adult educator.
{"title":"Anti-racist Adult Education","authors":"S. Brookfield, Robin Neustaeter, Adam Perry","doi":"10.56105/cjsae.v34i1.5681","DOIUrl":"https://doi.org/10.56105/cjsae.v34i1.5681","url":null,"abstract":"In this interview with the editors-in-chief of the Canadian Journal for the Study of Adult Education, Professor Stephen Brookfield reflects on what it means to be an anti-racist adult educator.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83017675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-27DOI: 10.56105/cjsae.v34i1.5607
Stephanie Solarz
This qualitative phenomenological study describes the experiences of female students in a rural Alberta vocational training centre through semi-structured interviews. The findings indicate five key ways that instructors and institutions can approach instruction to maximize the opportunity for early and sustained student engagement: a sense of belonging and feeling of community, relationships with instructors, consistent and clear organization and structure, the recognition of student success, and the opportunity to explore new skills and careers.
{"title":"It’s Never Too Late to Start Again","authors":"Stephanie Solarz","doi":"10.56105/cjsae.v34i1.5607","DOIUrl":"https://doi.org/10.56105/cjsae.v34i1.5607","url":null,"abstract":"This qualitative phenomenological study describes the experiences of female students in a rural Alberta vocational training centre through semi-structured interviews. The findings indicate five key ways that instructors and institutions can approach instruction to maximize the opportunity for early and sustained student engagement: a sense of belonging and feeling of community, relationships with instructors, consistent and clear organization and structure, the recognition of student success, and the opportunity to explore new skills and careers.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78743282","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}
Book Review iof:LEARNING AND TEACHING COMMUNITY-BASED RESEARCHCatherine Etmanski, Budd Hall, Teresa Dawson. University of Toronto Press, Toronto, 2014, 416 pages.
{"title":"Learning and Teaching Community-Based Research","authors":"Sarah King","doi":"10.3138/9781442699397","DOIUrl":"https://doi.org/10.3138/9781442699397","url":null,"abstract":"Book Review iof:LEARNING AND TEACHING COMMUNITY-BASED RESEARCHCatherine Etmanski, Budd Hall, Teresa Dawson. University of Toronto Press, Toronto, 2014, 416 pages.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90832882","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}
Book Review of: LIFELONG LEARNING, THE ARTS AND COMMUNITY CULTURAL ENGAGEMENT IN THE CONTEMPORARY UNIVERSITY: INTERNATIONAL PERSPECTIVES Darlene E. Clover and Kathy Sanford (Eds.). Manchester University Press, Manchester, UK, 2013, 224 pages.
{"title":"Lifelong Learning, the Arts and Community Cultural Engagement in the Contemporary University: International Perspectives by Darlene E. Clover and Kathy Sanford (Eds.)","authors":"J. Garbutt","doi":"10.7765/9781526111456","DOIUrl":"https://doi.org/10.7765/9781526111456","url":null,"abstract":"Book Review of: LIFELONG LEARNING, THE ARTS AND COMMUNITY CULTURAL ENGAGEMENT IN THE CONTEMPORARY UNIVERSITY: INTERNATIONAL PERSPECTIVES Darlene E. Clover and Kathy Sanford (Eds.). Manchester University Press, Manchester, UK, 2013, 224 pages.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2014-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82463114","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}
For some time, adult educators have fixated on the divisive notion that lifelong learning is usurping the field of study and practice. Such a fixation not only undermines the value of adult education, but it also limits opportunities to see the porous and interrelated nature of public, adult, and higher education. Each of these educational components contributes to the collective of education constituted as lifelong learning for all and for all of life. Working from this perspective, this article explores the notion of lifelong learning as critical action as it considers 1) the emergence of Canadian academic adult education amid the decline of social education, and 2) the dynamics of locating adult education within faculties of education in universities today.
{"title":"It’s about adult education and more: It’s about lifelong learning for all and for all of life","authors":"André P. Grace","doi":"10.7939/R3513V63C","DOIUrl":"https://doi.org/10.7939/R3513V63C","url":null,"abstract":"For some time, adult educators have fixated on the divisive notion that lifelong learning is usurping the field of study and practice. Such a fixation not only undermines the value of adult education, but it also limits opportunities to see the porous and interrelated nature of public, adult, and higher education. Each of these educational components contributes to the collective of education constituted as lifelong learning for all and for all of life. Working from this perspective, this article explores the notion of lifelong learning as critical action as it considers 1) the emergence of Canadian academic adult education amid the decline of social education, and 2) the dynamics of locating adult education within faculties of education in universities today.","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2014-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75039122","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 thesis explores thoughts, observations and theoretical research associated with work-related career shifts, adult learning and education. In contemporary society, work-related values are changing. Workers need to be flexible, adaptive and in terms of skills, up-to-date. Since an individual may experience a variety of career shifts during the course of her working adult life, learning and education are essential. But how should work-related learning occur and what avenues are available for those who require it? Workplace learning occurs in many forms and settings, and since learning is a personal process, it is difficult to ascertain ideal learning situations for each employee. The purpose of this study was to reflect on and analyze the just-in-time learning experience of one individual who underwent a career shift in the high tech industry. This thesis recounts the learning journey of the author, a high school English teacher and graduate student, who embarked on a new career as an education consultant. It is a multifaceted and multidisciplinary narrative that explores three distinct areas: the narrative and personal observations central to the author's learning and work experience; theoretical perspectives relating to the contemporary workplace and adult learning; the characters, themes and metaphors from The Tempest that illuminate the author's learning
{"title":"Tempest-Tossed: A Learning Journey in High Tech","authors":"C. Bridge","doi":"10.14288/1.0090084","DOIUrl":"https://doi.org/10.14288/1.0090084","url":null,"abstract":"This thesis explores thoughts, observations and theoretical research associated with work-related career shifts, adult learning and education. In contemporary society, work-related values are changing. Workers need to be flexible, adaptive and in terms of skills, up-to-date. Since an individual may experience a variety of career shifts during the course of her working adult life, learning and education are essential. But how should work-related learning occur and what avenues are available for those who require it? Workplace learning occurs in many forms and settings, and since learning is a personal process, it is difficult to ascertain ideal learning situations for each employee. The purpose of this study was to reflect on and analyze the just-in-time learning experience of one individual who underwent a career shift in the high tech industry. This thesis recounts the learning journey of the author, a high school English teacher and graduate student, who embarked on a new career as an education consultant. It is a multifaceted and multidisciplinary narrative that explores three distinct areas: the narrative and personal observations central to the author's learning and work experience; theoretical perspectives relating to the contemporary workplace and adult learning; the characters, themes and metaphors from The Tempest that illuminate the author's learning","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2004-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84504951","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":"In Defense of the Lifeworld: Critical Perspectives on Adult Learning. Michael Welton (Ed.) (1995). New York: State University of New York Press.","authors":"Rosa Bruno-Jofré","doi":"10.5860/choice.33-4643","DOIUrl":"https://doi.org/10.5860/choice.33-4643","url":null,"abstract":"","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"1996-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86170178","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":"An International Dictionary of Adult and Continuing Education. Peter Jarvis. 1990. London and New York: Routledge.","authors":"B. Spencer","doi":"10.4324/9780203975442","DOIUrl":"https://doi.org/10.4324/9780203975442","url":null,"abstract":"","PeriodicalId":42535,"journal":{"name":"Canadian Journal for the Study of Adult Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"1991-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82290077","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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