{"title":"Extension as a Partner for Adult Education and Human Resources Development","authors":"J. Zarestky","doi":"10.1002/nha3.20371","DOIUrl":"https://doi.org/10.1002/nha3.20371","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"81 1","pages":"1 - 2"},"PeriodicalIF":1.1,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74086725","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 contains an interview with Dr. Robin Grenier, a professor and qualitative methodologist with expertise in autoethnography. The interview was conducted in February 2022 by Bethany Hager, a PhD student in the School of Leadership and Human Resource Development at Louisiana State University. In this interview, Dr. Grenier discusses the use of autoethnography in her own research.
{"title":"Autoethnography in Research: An Interview with Dr. Robin Grenier","authors":"Beth Hager","doi":"10.1002/nha3.20363","DOIUrl":"https://doi.org/10.1002/nha3.20363","url":null,"abstract":"This article contains an interview with Dr. Robin Grenier, a professor and qualitative methodologist with expertise in autoethnography. The interview was conducted in February 2022 by Bethany Hager, a PhD student in the School of Leadership and Human Resource Development at Louisiana State University. In this interview, Dr. Grenier discusses the use of autoethnography in her own research.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"42 1","pages":"69 - 75"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85723342","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}
Siham Lekchiri, Szufang Chuang, Cindy L. Crowder, Barbara A. W. Eversole
It is not new for mother–scholars to face challenges in balancing work and life demands; however, the COVID–19 pandemic has redefined the meaning of mother–scholars as they maneuver working from home, caring for their dependents, and maintaining their research productivity. The following manuscript is a collection of autoethnographic studies of the experiences of four women of differing ranks in the academy: pre–tenure, mid–career, and late–career. What they all have in common is caregiving responsibilities that abruptly derailed their research agendas when the pandemic interrupted their lives.
{"title":"The Disappearing Research Agendas of Mother–Scholars in Academia during the COVID–19 Pandemic: Autoethnographic Studies","authors":"Siham Lekchiri, Szufang Chuang, Cindy L. Crowder, Barbara A. W. Eversole","doi":"10.1002/nha3.20357","DOIUrl":"https://doi.org/10.1002/nha3.20357","url":null,"abstract":"It is not new for mother–scholars to face challenges in balancing work and life demands; however, the COVID–19 pandemic has redefined the meaning of mother–scholars as they maneuver working from home, caring for their dependents, and maintaining their research productivity. The following manuscript is a collection of autoethnographic studies of the experiences of four women of differing ranks in the academy: pre–tenure, mid–career, and late–career. What they all have in common is caregiving responsibilities that abruptly derailed their research agendas when the pandemic interrupted their lives.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"12 1","pages":"40 - 53"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82677075","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 critical autoethnography is an account of my experiences as a woman of color (WoC) academic at a predominantly White institution in the times of COVID–19 and the consequential turn to online teaching and learning. It reflects on how the pandemic has exacerbated my experiences of discrimination, marginalization, isolation, and the struggles to find a balance between my personal and professional identities. Guided by intersectionality, the article explores the ways in which multiple forms of inequality are perpetuated within academia through my own lived experiences. It also explores the ways in which I, as a WoC and an early career academic (ECA), learned to navigate the intersections of gender, race, ethnicity, and motherhood amid the pandemic. In writing this article, my hope is to adjoin the voices of WoC in British Academia calling for an urgently needed open dialog with those in positions of power.
{"title":"Surviving British Academia in the time of COVID–19: A Critical Autoethnography of a Woman of Color","authors":"Hind Elhinnawy","doi":"10.1002/nha3.20364","DOIUrl":"https://doi.org/10.1002/nha3.20364","url":null,"abstract":"This critical autoethnography is an account of my experiences as a woman of color (WoC) academic at a predominantly White institution in the times of COVID–19 and the consequential turn to online teaching and learning. It reflects on how the pandemic has exacerbated my experiences of discrimination, marginalization, isolation, and the struggles to find a balance between my personal and professional identities. Guided by intersectionality, the article explores the ways in which multiple forms of inequality are perpetuated within academia through my own lived experiences. It also explores the ways in which I, as a WoC and an early career academic (ECA), learned to navigate the intersections of gender, race, ethnicity, and motherhood amid the pandemic. In writing this article, my hope is to adjoin the voices of WoC in British Academia calling for an urgently needed open dialog with those in positions of power.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"IA-20 1","pages":"54 - 68"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84607372","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}
We tell the story of how our friendship, which led to our co–teaching, was a catalyst for us to navigate the shift to working from home amid a pandemic. Using a co–constructed autoethnography, we narrate how the loss of our physical workspaces was a detriment to our professional identities, and how through our co–teaching efforts, we were able to support each other as colleagues, friends, and fellow female academics. We maintain that our collaborative teaching efforts during the pandemic were paramount to us being able to get through the initial Covid–19 shutdown, and argue that we as a profession might consider some of the learned lessons of shared work as we look towards a post–COVID world.
{"title":"Lean on Me: Teaching Together from a Distance","authors":"Aarti P. Bellara, D. McCoach","doi":"10.1002/nha3.20359","DOIUrl":"https://doi.org/10.1002/nha3.20359","url":null,"abstract":"We tell the story of how our friendship, which led to our co–teaching, was a catalyst for us to navigate the shift to working from home amid a pandemic. Using a co–constructed autoethnography, we narrate how the loss of our physical workspaces was a detriment to our professional identities, and how through our co–teaching efforts, we were able to support each other as colleagues, friends, and fellow female academics. We maintain that our collaborative teaching efforts during the pandemic were paramount to us being able to get through the initial Covid–19 shutdown, and argue that we as a profession might consider some of the learned lessons of shared work as we look towards a post–COVID world.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"46 1","pages":"17 - 27"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90615072","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}
S. LeBlanc, Elizabeth Spradley, Heather K. Olson Beal, Lauren E. Burrow, Chrissy J. Cross
This article examines how the COVID–19 pandemic impacts five MotherScholars, mothers and scholars blending their maternal and academic identities, through the use of interactive interviewing, autoethnography, and narrative. The narratives are presented from four distinct times during the first 10–months of the COVID–19 pandemic: beginning (March through May of 2020), the middle (summer of 2020), the perpetuated middle (fall semester 2020), and present day (December 2020). The narratives capture how we, as five MotherScholars, negotiated between maternal and academic roles under pandemic conditions, ultimately unveiling our MotherScholar identity. The article concludes by drawing attention to the value of women colleagues and friendships for social support, the role of narratives to reshape family stories, and the impetus for institutions of higher education to assist MotherScholars.
{"title":"Being Dr. Mom and/or Mom, Ph.D.: Autoethnographies of MotherScholaring during COVID–19","authors":"S. LeBlanc, Elizabeth Spradley, Heather K. Olson Beal, Lauren E. Burrow, Chrissy J. Cross","doi":"10.1002/nha3.20360","DOIUrl":"https://doi.org/10.1002/nha3.20360","url":null,"abstract":"This article examines how the COVID–19 pandemic impacts five MotherScholars, mothers and scholars blending their maternal and academic identities, through the use of interactive interviewing, autoethnography, and narrative. The narratives are presented from four distinct times during the first 10–months of the COVID–19 pandemic: beginning (March through May of 2020), the middle (summer of 2020), the perpetuated middle (fall semester 2020), and present day (December 2020). The narratives capture how we, as five MotherScholars, negotiated between maternal and academic roles under pandemic conditions, ultimately unveiling our MotherScholar identity. The article concludes by drawing attention to the value of women colleagues and friendships for social support, the role of narratives to reshape family stories, and the impetus for institutions of higher education to assist MotherScholars.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"104 1","pages":"28 - 39"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85095715","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}
Marginalization of women in academia can lead to feelings of isolation, questioning of legitimacy, and cultural taxation. As women of color at a predominantly White institution we have engaged in duoethnography to analyze and understand these experiences, and to ask whether the COVID–19 pandemic and #BlackLivesMatter protests of 2020 have influenced how we navigate those experiences. Our work is guided by theories of congruence, notions of (in)visibility, and previous autoethnographic work by women professors of color. In our dialogic work we have come to understand how our ideas and our institution's ideas of diversity and justice work are misaligned. In this paper we share how these misalignments existed before 2020 and how they have shifted in the era of COVID–19 and #BlackLivesMatter. We hope this work can support our Black and Brown women colleagues and broader human resources development efforts for supporting diversity and justice in higher education and adult education.
{"title":"Being “Diverse” in the Midst of a Pandemic and Protests: Understanding Misalignments between Institutional and Individual Values for Women of Color Academics","authors":"C. M. Leider, C. Dobbs","doi":"10.1002/nha3.20358","DOIUrl":"https://doi.org/10.1002/nha3.20358","url":null,"abstract":"Marginalization of women in academia can lead to feelings of isolation, questioning of legitimacy, and cultural taxation. As women of color at a predominantly White institution we have engaged in duoethnography to analyze and understand these experiences, and to ask whether the COVID–19 pandemic and #BlackLivesMatter protests of 2020 have influenced how we navigate those experiences. Our work is guided by theories of congruence, notions of (in)visibility, and previous autoethnographic work by women professors of color. In our dialogic work we have come to understand how our ideas and our institution's ideas of diversity and justice work are misaligned. In this paper we share how these misalignments existed before 2020 and how they have shifted in the era of COVID–19 and #BlackLivesMatter. We hope this work can support our Black and Brown women colleagues and broader human resources development efforts for supporting diversity and justice in higher education and adult education.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"41 1","pages":"5 - 16"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87349354","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}
To appreciate the book An Autoethnography of Becoming a Qualitative Researcher: A Dialogic View of Academic Development it may be helpful to first understand what the book is not. This text is not an instruction manual about how to become a researcher or autoethnographer nor is it a methodological guide or a research reference book. By using their own personal stories, the authors intend this text to “serve as an invitation to open up for possible connections and a curiosity” (p. xxiv) regarding autoethnography and qualitative inquiry as a discipline, respected methodology, and as a source for systemic justice. The authors Alec Grant, critical autoethnographic researcher from the United Kingdom, and Trude Klevan, then PhD Candidate and social work practitioner from Norway, engage in dialogic autoethnographic discourse, an approach that comprises of storytelling and reflec-tive conversations through email correspondences. The text examines Klevan’s progression through her PhD thesis as well as Klevan’s and Grant’s personal and professional friendship. The authors develop their well-constructed positions by drawing from varied pieces in the domains of philosophy, methodology, mental health practices…even art and poetry.
{"title":"An Autoethnography of Becoming a Qualitative Researcher: A Dialogic View of Academic Development by Trude Klevan & Alec Grant. Abingdon, Oxon & New York, NY: Routledge, 2022. 142 pages, $154.84 (hardcover)","authors":"Dorothy Kemp","doi":"10.1002/nha3.20362","DOIUrl":"https://doi.org/10.1002/nha3.20362","url":null,"abstract":"To appreciate the book An Autoethnography of Becoming a Qualitative Researcher: A Dialogic View of Academic Development it may be helpful to first understand what the book is not. This text is not an instruction manual about how to become a researcher or autoethnographer nor is it a methodological guide or a research reference book. By using their own personal stories, the authors intend this text to “serve as an invitation to open up for possible connections and a curiosity” (p. xxiv) regarding autoethnography and qualitative inquiry as a discipline, respected methodology, and as a source for systemic justice. The authors Alec Grant, critical autoethnographic researcher from the United Kingdom, and Trude Klevan, then PhD Candidate and social work practitioner from Norway, engage in dialogic autoethnographic discourse, an approach that comprises of storytelling and reflec-tive conversations through email correspondences. The text examines Klevan’s progression through her PhD thesis as well as Klevan’s and Grant’s personal and professional friendship. The authors develop their well-constructed positions by drawing from varied pieces in the domains of philosophy, methodology, mental health practices…even art and poetry.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"40 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77989070","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}
In 2020 governments and their leaders across the globe took action to limit the spread of the COVID-19 virus by implementing voluntary and mandatory quarantines, lockdowns, and social isolation, closing schools and nonessential workplaces, preventing groups from gathering, and limiting or stopping international travel (Anderson et al., 2020). In some cases, more extreme and opportunistic measures were used by governments, such as tracking bracelets in Hong Kong (Strielkowski, 2020), the Hungarian prime minister Viktor Orbán pushing through a law to permanently sideline parliament to rule by decree (Amat et al., 2020), and the Trump administration issuing an order suspending equal opportunity requirements (US Department of Labor, 2020). In homes and workplaces, the pandemic impacted men and women, but both new and existing gender inequalities that disproportionately affected women came to bear. The pandemic took a heavier toll on the psychological, as well as physical health of women. For example, in Spain, Hungary, and Israel women described experiencing a higher degree of stress and anxiety when compared to men at the beginning of the pandemic (Ausín et al., 2021; Horesh et al., 2020; Szabo et al., 2020). It also led to greater domestic obligations (Collins et al., 2021), and with schools closed or going to virtual formats, women tended to take over more homeschooling duties (Carlson et al., 2021). This resulted, in the case of UK women, in “unbridled role conflict” (Adisa et al., 2021, p. 241) as their work and domestic roles interfered with each other, resulting in tension and imbalance between demands. There is considerable, growing evidence that COVID-19 has changed academic work globally with women being more negatively impacted overall when compared to men (Pereira, 2021). Deryugina et al. (2021) and others (e.g., Aldossari & Chaudhry, 2021; Minello et al., 2020) explain that all academics, regardless of gender, reported escalations in childcare and housework; however, not surprisingly, women academics faced significantly larger increases than their male counterparts. And women with children reported less time for research when compared to men academics with children or childless academics (Minello et al., 2020). This came at a time when women already faced deterrents to continued professional development (Chuang, 2015), and Black women, in particular, faced challenges in predominantly White higher education institutions (Dowdy, 2008). While most colleges and universities did little to support faculty and staff in the new reality of emergency online teaching and advising, others offered extensions of the tenure clock, providing the option to forgo student evaluations, and even funding personal internet connections (The Chronicle of Higher Education, 2020). For some, the pandemic even provided a time of “feverish productivity” in academic research (Plakhotnik, 2021, p. 2). As the context of the academic labor market highlights, there is evi
2020年，全球各国政府及其领导人采取行动，通过实施自愿和强制隔离、封锁和社会隔离、关闭学校和非必要的工作场所、阻止团体聚集、限制或停止国际旅行，限制了COVID-19病毒的传播(Anderson et al.， 2020)。在某些情况下，政府使用了更极端和机会主义的措施，例如香港的追踪手镯(Strielkowski, 2020)，匈牙利总理Viktor Orbán推动通过一项法律，永久地将议会边缘化，以法令统治(Amat et al.， 2020)，以及特朗普政府发布命令暂停平等机会要求(美国劳工部，2020)。在家庭和工作场所，这一流行病影响到男子和妇女，但新的和现有的性别不平等对妇女的影响尤为严重。这一流行病对妇女的心理和身体健康造成了更严重的损害。例如，在西班牙、匈牙利和以色列，与男性相比，女性在大流行开始时经历了更高程度的压力和焦虑(Ausín等人，2021年;Horesh et al.， 2020;Szabo et al.， 2020)。这也导致了更大的家庭义务(Collins et al.， 2021)，随着学校关闭或转向虚拟形式，女性倾向于承担更多的家庭教育职责(Carlson et al.， 2021)。这导致了英国女性“肆无忌惮的角色冲突”(Adisa et al.， 2021, p. 241)，因为她们的工作和家庭角色相互干扰，导致需求之间的紧张和不平衡。越来越多的证据表明，COVID-19已经改变了全球的学术工作，总体而言，与男性相比，女性受到的负面影响更大(Pereira, 2021年)。Deryugina等人(2021)和其他人(如Aldossari & Chaudhry, 2021;Minello et al.， 2020)解释说，所有学者，无论性别，都报告了儿童保育和家务劳动的升级;然而，毫不奇怪的是，女性学者面临的增幅明显高于男性同行。与有孩子的男性学者或没有孩子的男性学者相比，有孩子的女性研究时间更少(Minello et al.， 2020)。这发生在女性已经面临持续职业发展的阻碍的时候(Chuang, 2015)，尤其是黑人女性，在以白人为主的高等教育机构中面临挑战(Dowdy, 2008)。虽然大多数学院和大学在紧急在线教学和咨询的新现实中几乎没有为教职员工提供支持，但其他学院和大学提供了延长任期的时间，提供了放弃学生评估的选择，甚至资助个人互联网连接(《高等教育纪事报》，2020年)。对于一些人来说，大流行甚至为学术研究提供了一段“狂热的生产力”时期(Plakhotnik, 2021，第2页)。正如学术劳动力市场的背景所强调的那样，有证据表明，像COVID-19大流行这样的大规模灾难呈现出North等人(2013)所说的“可能威胁组织生产力和稳定性的大规模组织外压力源”(第101页)。与此同时，个体会经历恐惧、悲伤、厌恶、存在焦虑和表现出种族中心主义，但也会表现出道德提升和合作行为(Van Bavel et al.， 2020)。无论是在个人还是组织层面，认识到这一流行病对人民福祉的影响至关重要(Alshaabi等人，2021年)。因此，成人教育和人力资源开发(HRD)从业者和学者面临的问题是，如果没有对个人和职业经历的深刻、反思性理解，我们就无法开始找到在随后的复苏中相互支持的方法──尤其是女性──以及她们的大学，也无法宣称“具有社会意识的人力资源开发”(Bierema & D 'Abundo, 2004, p. 449)。
{"title":"Apart, But Together: Voices of Women Academics Working from Home","authors":"Oliver S. Crocco, R. Grenier, Dorothy Kemp","doi":"10.1002/nha3.20365","DOIUrl":"https://doi.org/10.1002/nha3.20365","url":null,"abstract":"In 2020 governments and their leaders across the globe took action to limit the spread of the COVID-19 virus by implementing voluntary and mandatory quarantines, lockdowns, and social isolation, closing schools and nonessential workplaces, preventing groups from gathering, and limiting or stopping international travel (Anderson et al., 2020). In some cases, more extreme and opportunistic measures were used by governments, such as tracking bracelets in Hong Kong (Strielkowski, 2020), the Hungarian prime minister Viktor Orbán pushing through a law to permanently sideline parliament to rule by decree (Amat et al., 2020), and the Trump administration issuing an order suspending equal opportunity requirements (US Department of Labor, 2020). In homes and workplaces, the pandemic impacted men and women, but both new and existing gender inequalities that disproportionately affected women came to bear. The pandemic took a heavier toll on the psychological, as well as physical health of women. For example, in Spain, Hungary, and Israel women described experiencing a higher degree of stress and anxiety when compared to men at the beginning of the pandemic (Ausín et al., 2021; Horesh et al., 2020; Szabo et al., 2020). It also led to greater domestic obligations (Collins et al., 2021), and with schools closed or going to virtual formats, women tended to take over more homeschooling duties (Carlson et al., 2021). This resulted, in the case of UK women, in “unbridled role conflict” (Adisa et al., 2021, p. 241) as their work and domestic roles interfered with each other, resulting in tension and imbalance between demands. There is considerable, growing evidence that COVID-19 has changed academic work globally with women being more negatively impacted overall when compared to men (Pereira, 2021). Deryugina et al. (2021) and others (e.g., Aldossari & Chaudhry, 2021; Minello et al., 2020) explain that all academics, regardless of gender, reported escalations in childcare and housework; however, not surprisingly, women academics faced significantly larger increases than their male counterparts. And women with children reported less time for research when compared to men academics with children or childless academics (Minello et al., 2020). This came at a time when women already faced deterrents to continued professional development (Chuang, 2015), and Black women, in particular, faced challenges in predominantly White higher education institutions (Dowdy, 2008). While most colleges and universities did little to support faculty and staff in the new reality of emergency online teaching and advising, others offered extensions of the tenure clock, providing the option to forgo student evaluations, and even funding personal internet connections (The Chronicle of Higher Education, 2020). For some, the pandemic even provided a time of “feverish productivity” in academic research (Plakhotnik, 2021, p. 2). As the context of the academic labor market highlights, there is evi","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"89 1","pages":"1 - 4"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85963378","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}
In this article, adult English language learning is historicized and situated within the context of globalization and empire building. The purpose of this article is to link adult English as a second language (ESL) learning with imperialism and globalization, but also reveal that there is great radical potential within spaces of adult ESL for making progressive social change by virtue of being a location in which forces of globalization, migration, possibly displacement meet relations of race, class, and gender. The article ends with a section on current work being done in the field of adult English language teaching that is critical and aims for action and social change.
{"title":"Adult English language education at a time of globalization: Opportunities for critical social change","authors":"Bahar Biazar","doi":"10.1002/nha3.20324","DOIUrl":"https://doi.org/10.1002/nha3.20324","url":null,"abstract":"In this article, adult English language learning is historicized and situated within the context of globalization and empire building. The purpose of this article is to link adult English as a second language (ESL) learning with imperialism and globalization, but also reveal that there is great radical potential within spaces of adult ESL for making progressive social change by virtue of being a location in which forces of globalization, migration, possibly displacement meet relations of race, class, and gender. The article ends with a section on current work being done in the field of adult English language teaching that is critical and aims for action and social change.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"31 1","pages":"55 - 59"},"PeriodicalIF":1.1,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85938588","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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