Pub Date : 2023-10-03DOI: 10.1177/19394225231202318
Mattyna L. Stephens
The aim of this article was to identify the perceptions of community-based organization (CBO) service providers regarding their experiences with Black women living with AIDS (BWLHA) during a global pandemic. Two CBO service providers were selected for the study through a purposeful sampling technique. Black feminist theory, informal learning, and trauma theory helped frame the study, and narrative and cultural analyses were used for data analysis. Social isolation, medical and telehealth concerns, perceived social categorization of us and them, and informal strategies for healing were the emerging themes. Findings from this study have implications for adult educators, health educators, and mental health professionals as the global COVID-19 pandemic has increased the need to develop a trauma care plan (TCP) for BWLHA.
{"title":"Adult Learning for Self-Care and Healing Justice: Black Women Living With HIV/AIDS Amid a Global Pandemic Voices From CBOs’ Service Providers","authors":"Mattyna L. Stephens","doi":"10.1177/19394225231202318","DOIUrl":"https://doi.org/10.1177/19394225231202318","url":null,"abstract":"The aim of this article was to identify the perceptions of community-based organization (CBO) service providers regarding their experiences with Black women living with AIDS (BWLHA) during a global pandemic. Two CBO service providers were selected for the study through a purposeful sampling technique. Black feminist theory, informal learning, and trauma theory helped frame the study, and narrative and cultural analyses were used for data analysis. Social isolation, medical and telehealth concerns, perceived social categorization of us and them, and informal strategies for healing were the emerging themes. Findings from this study have implications for adult educators, health educators, and mental health professionals as the global COVID-19 pandemic has increased the need to develop a trauma care plan (TCP) for BWLHA.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695924","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 : 2023-10-02DOI: 10.1177/19394225231200263
Esther O. Ohito, Damaris C. Dunn, Keisha L. Green, Barbara A. S. Heyward, Jasmine Hoskins, Sabine D. Jacques, Pam Segura, Susan E. Wilcox
In this multimodal article, we respond to the pervasive erasure of Black women’s knowledge-making practices and pedagogies in academic literature writ large while illustrating the use of creative methods for making meaning of community, connection, sociality, and solidarity, in virtual or online adult learner education spaces. We begin by narrating how our collective of U.S.-based Black women comparative and international education scholar-practitioners lovingly banded together for a Study Abroad Program. We theorize the diasporic Blackness undergirding our womanist love of one another as a spatial, relational, corporeal, and political force helpful for cultivating critical community and affective solidarity in our virtual geographic context. Then, using kitchen-table talk as a reflexive method of inquiry, we probe the particularities of that Afrodiasporic womanist love—the energy cohering our collective in an online environment—as noun and verb: a source of sustenance, a reprieve from loneliness during the COVID-19 pandemic, and a care-full comforting and healing practice. We locate our theorizing in the genealogy of Black feminist thought, and to interrogate how Afrodiasporic womanist love is shaped by and situated in time, space, and body(ies), we explore our geohistories and legacies. We conclude by reflecting on how, in addition to building solidarity, Afrodiasporic womanist love helped us form a supportive critical community online that provided sanctuary as we (re)conceptualized justice, freedom, and humanity in our individual and collective praxis vis-à-vis the intimacy, authenticity, and vulnerability demanded by this type of Black love.
{"title":"The Virtual Geography of Afrodiasporic Womanist Love: Black Women Critical Educators Collectively Cultivating Solidarity and (En)countering Loneliness Online","authors":"Esther O. Ohito, Damaris C. Dunn, Keisha L. Green, Barbara A. S. Heyward, Jasmine Hoskins, Sabine D. Jacques, Pam Segura, Susan E. Wilcox","doi":"10.1177/19394225231200263","DOIUrl":"https://doi.org/10.1177/19394225231200263","url":null,"abstract":"In this multimodal article, we respond to the pervasive erasure of Black women’s knowledge-making practices and pedagogies in academic literature writ large while illustrating the use of creative methods for making meaning of community, connection, sociality, and solidarity, in virtual or online adult learner education spaces. We begin by narrating how our collective of U.S.-based Black women comparative and international education scholar-practitioners lovingly banded together for a Study Abroad Program. We theorize the diasporic Blackness undergirding our womanist love of one another as a spatial, relational, corporeal, and political force helpful for cultivating critical community and affective solidarity in our virtual geographic context. Then, using kitchen-table talk as a reflexive method of inquiry, we probe the particularities of that Afrodiasporic womanist love—the energy cohering our collective in an online environment—as noun and verb: a source of sustenance, a reprieve from loneliness during the COVID-19 pandemic, and a care-full comforting and healing practice. We locate our theorizing in the genealogy of Black feminist thought, and to interrogate how Afrodiasporic womanist love is shaped by and situated in time, space, and body(ies), we explore our geohistories and legacies. We conclude by reflecting on how, in addition to building solidarity, Afrodiasporic womanist love helped us form a supportive critical community online that provided sanctuary as we (re)conceptualized justice, freedom, and humanity in our individual and collective praxis vis-à-vis the intimacy, authenticity, and vulnerability demanded by this type of Black love.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135898944","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 : 2023-09-01DOI: 10.1177/19394225231202308
Laura Lubin, Thomas G. Reio
Instructional Designers (IDs) are talented assets to higher education institutions (HEIs) that have positioned online course development as part of long-term strategic plans. This study investigated the experiences of IDs involved in online course development while working dyadically with faculty members in U.S. HEIs. The study focused on the textually mediated coordination of social working relationships and engagement outcomes on the professional identities of eight ID subjects; analysis of HEI websites and observational field notes were included in the dataset. Five thematic narratives emerged within the analysis: a question of professional (dis)regard, a culture of complex collaborative work, a conversation of representation in HEI governance, a translocal chain of bossy (mis)coordination, and a song of silent, external attributions. These themes provided a platform for disseminating ID lived narratives and perspectives within a relational framework informed by Human Resource Development (HRD), where, in the literature, their experiences can inform and benefit the improved performance of HEIs engaged in online program production and governance.
{"title":"From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development","authors":"Laura Lubin, Thomas G. Reio","doi":"10.1177/19394225231202308","DOIUrl":"https://doi.org/10.1177/19394225231202308","url":null,"abstract":"Instructional Designers (IDs) are talented assets to higher education institutions (HEIs) that have positioned online course development as part of long-term strategic plans. This study investigated the experiences of IDs involved in online course development while working dyadically with faculty members in U.S. HEIs. The study focused on the textually mediated coordination of social working relationships and engagement outcomes on the professional identities of eight ID subjects; analysis of HEI websites and observational field notes were included in the dataset. Five thematic narratives emerged within the analysis: a question of professional (dis)regard, a culture of complex collaborative work, a conversation of representation in HEI governance, a translocal chain of bossy (mis)coordination, and a song of silent, external attributions. These themes provided a platform for disseminating ID lived narratives and perspectives within a relational framework informed by Human Resource Development (HRD), where, in the literature, their experiences can inform and benefit the improved performance of HEIs engaged in online program production and governance.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685823","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 : 2023-09-01DOI: 10.1177/19394225231200262
Shannon A. B. Perry, Trisha Barefield, Alexandra B. Cox
{"title":"Book Review: Generative knowing: Principles, methods, and dispositions of an emerging adult learning theory","authors":"Shannon A. B. Perry, Trisha Barefield, Alexandra B. Cox","doi":"10.1177/19394225231200262","DOIUrl":"https://doi.org/10.1177/19394225231200262","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135200521","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 : 2023-09-01DOI: 10.1177/19394225231203805
Tonette S. Rocco, Brad Shuck
{"title":"Death and Dying: Workplace Violence, Mass Shootings, and Gun Violence","authors":"Tonette S. Rocco, Brad Shuck","doi":"10.1177/19394225231203805","DOIUrl":"https://doi.org/10.1177/19394225231203805","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135639435","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 : 2023-09-01DOI: 10.1177/19394225231203652
Saul Carliner
This response provides a response to the Lubin and Reio article, Response to Lubin and Reio, “From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development.” Specifically, it explores persistent gaps in the literature on the relationships between faculty and of instructional designers when designing asynchronous online courses in higher education: (a) lack of the perspectives of faculty and administrators in the research; (b) a lack of a formal definition of collaboration and, along with that, a consideration of the other roles that instructional designers play in higher education; (c) issues regarding the status of faculty and instructional designers in higher education; and (d) copyright ownership issues and their impact on working relationships. The response argues that, until the research explores these issues, the ability of this line of research to effectively advocate for change in the relationships between faculty and instructional designers is limited.
{"title":"Response to Lubin and Reio, “From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development”","authors":"Saul Carliner","doi":"10.1177/19394225231203652","DOIUrl":"https://doi.org/10.1177/19394225231203652","url":null,"abstract":"This response provides a response to the Lubin and Reio article, Response to Lubin and Reio, “From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development.” Specifically, it explores persistent gaps in the literature on the relationships between faculty and of instructional designers when designing asynchronous online courses in higher education: (a) lack of the perspectives of faculty and administrators in the research; (b) a lack of a formal definition of collaboration and, along with that, a consideration of the other roles that instructional designers play in higher education; (c) issues regarding the status of faculty and instructional designers in higher education; and (d) copyright ownership issues and their impact on working relationships. The response argues that, until the research explores these issues, the ability of this line of research to effectively advocate for change in the relationships between faculty and instructional designers is limited.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135639762","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 : 2023-07-29DOI: 10.1177/19394225231189937
Antonio Delgado, Craig M. McGill
Higher education is a distribution center of knowledge and economic, social, and cultural power. The instructor’s power is usually unquestioned, particularly by students who must comply with instructors who are the gatekeepers to resources they need. Understanding alienation in higher education classrooms illuminate how power influences educational transactions and the interests of both students and instructors. Literature on student alienation in higher education has primarily focused on depersonalized discourses or persistence/retention, which avoids the central and most basic unit of the system: the instructor-student relationship. This study explored graduate students’ understandings of their experiences involving the power of their instructors in the higher education classroom. The findings of this study revealed that students understood their experiences involving instructor power in connection to the instructor-student relationship, and they responded to power and alienation through strategies for self-preservation. To understand how instructor power shapes students’ higher education experience and the methods by which this power takes shape, instructors must enable students to recognize, discuss, and challenge that power.
{"title":"Graduate Students’ Perceptions of Instructor Power in the U.S. Higher Education Classroom","authors":"Antonio Delgado, Craig M. McGill","doi":"10.1177/19394225231189937","DOIUrl":"https://doi.org/10.1177/19394225231189937","url":null,"abstract":"Higher education is a distribution center of knowledge and economic, social, and cultural power. The instructor’s power is usually unquestioned, particularly by students who must comply with instructors who are the gatekeepers to resources they need. Understanding alienation in higher education classrooms illuminate how power influences educational transactions and the interests of both students and instructors. Literature on student alienation in higher education has primarily focused on depersonalized discourses or persistence/retention, which avoids the central and most basic unit of the system: the instructor-student relationship. This study explored graduate students’ understandings of their experiences involving the power of their instructors in the higher education classroom. The findings of this study revealed that students understood their experiences involving instructor power in connection to the instructor-student relationship, and they responded to power and alienation through strategies for self-preservation. To understand how instructor power shapes students’ higher education experience and the methods by which this power takes shape, instructors must enable students to recognize, discuss, and challenge that power.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"62 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81316101","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 : 2023-07-25DOI: 10.1177/19394225231189136
Carol Rogers-Shaw, T. W. Park, Kayla D. Mohney
Through thoughtful course design and the use of targeted strategies, postsecondary instructors can assist students with disabilities in attaining academic goals. When success within the classroom increases, more positive evaluations of instructors who support student achievement can result, and both graduation and retention rates can rise. This article provides guidance for postsecondary instructors about how to proactively address the needs of all students, including those with disabilities. It focuses on timesaving tactics for creating inclusive classrooms through applying Universal Design for Learning, supporting student self-advocacy, boosting student communication skills, encouraging student independence, and recognizing intersectionality.
{"title":"Strategies for Supporting Learners With Disabilities in Postsecondary Education","authors":"Carol Rogers-Shaw, T. W. Park, Kayla D. Mohney","doi":"10.1177/19394225231189136","DOIUrl":"https://doi.org/10.1177/19394225231189136","url":null,"abstract":"Through thoughtful course design and the use of targeted strategies, postsecondary instructors can assist students with disabilities in attaining academic goals. When success within the classroom increases, more positive evaluations of instructors who support student achievement can result, and both graduation and retention rates can rise. This article provides guidance for postsecondary instructors about how to proactively address the needs of all students, including those with disabilities. It focuses on timesaving tactics for creating inclusive classrooms through applying Universal Design for Learning, supporting student self-advocacy, boosting student communication skills, encouraging student independence, and recognizing intersectionality.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"14 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85455643","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 : 2023-07-19DOI: 10.1177/19394225231189150
Schane D. Coker, Cory J. Wicker, Tammy M. Rutland, Myrian Herlle, Jason K. Styles, J. D. Martinez
This Writers’ Forum piece addresses the importance and impact of community within the graduate experience through inception and evolution of a virtual writing group by six doctoral students attending geographically distant universities. By acknowledging relevant academic literature and sharing our experiences as best practices, we propose that virtual writing groups serve a practical application for academic success and scholarship. This forum piece will assist graduate students as they engage in academic writing and the faculty who manage and support student endeavors. HRD practitioners and academic programs can leverage this forum piece to implement the application of virtual writing spaces to enhance other adopted communities of practice
{"title":"Doctoral Virtual Writing Group: For Us, By Us","authors":"Schane D. Coker, Cory J. Wicker, Tammy M. Rutland, Myrian Herlle, Jason K. Styles, J. D. Martinez","doi":"10.1177/19394225231189150","DOIUrl":"https://doi.org/10.1177/19394225231189150","url":null,"abstract":"This Writers’ Forum piece addresses the importance and impact of community within the graduate experience through inception and evolution of a virtual writing group by six doctoral students attending geographically distant universities. By acknowledging relevant academic literature and sharing our experiences as best practices, we propose that virtual writing groups serve a practical application for academic success and scholarship. This forum piece will assist graduate students as they engage in academic writing and the faculty who manage and support student endeavors. HRD practitioners and academic programs can leverage this forum piece to implement the application of virtual writing spaces to enhance other adopted communities of practice","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"152 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73279216","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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