Pub Date : 2023-10-02DOI: 10.1177/10451595231205552
Lisa M. Baumgartner, Mitsunori Misawa, Lauren Peyton, Steven W. Schmidt
This article reviews LGBTQ literature in US-based adult education journals and proceedings. Categories focused on workplace issues, identity, health, learning climate, educational methods, and research. Key themes included (1) harassment, isolation, and discrimination, (2) meaning-making in a heteronormative society, (3) a call for inclusion, and (4) education, training, and inclusive policies and acts. Based on the findings, implications for research and practice will be provided.
{"title":"Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) People in Adult Education Journals: A Literature Review 2010–2022","authors":"Lisa M. Baumgartner, Mitsunori Misawa, Lauren Peyton, Steven W. Schmidt","doi":"10.1177/10451595231205552","DOIUrl":"https://doi.org/10.1177/10451595231205552","url":null,"abstract":"This article reviews LGBTQ literature in US-based adult education journals and proceedings. Categories focused on workplace issues, identity, health, learning climate, educational methods, and research. Key themes included (1) harassment, isolation, and discrimination, (2) meaning-making in a heteronormative society, (3) a call for inclusion, and (4) education, training, and inclusive policies and acts. Based on the findings, implications for research and practice will be provided.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135899445","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 : 2023-09-20DOI: 10.1177/10451595231201346
Anita Samuel
Literature reviews map the research landscape in a topic area, identify gaps that new research can address, or frame a future research project. Literature reviews inform research and are integral to developing evidence-based policies. In adult education, systematic, critical, integrative, and historical reviews have been conducted. Scoping reviews, however, have yet to be widely adopted, although they can provide adult educators with a systematic process for reviewing a heterogeneous body of literature in adult education. This article explores why scoping reviews are a good fit for adult education and presents a systematic approach to conducting scoping reviews. The paper presents an expanded nine-step scoping review process that begins with the conception of an idea and ends with writing a manuscript for publication. The article discusses best practices, highlights challenges, and provides suggestions to help adult education researchers avoid common pitfalls when conducting scoping reviews.
{"title":"Scoping Reviews: Expanding Methodological Approaches to Literature Reviews in Adult Education","authors":"Anita Samuel","doi":"10.1177/10451595231201346","DOIUrl":"https://doi.org/10.1177/10451595231201346","url":null,"abstract":"Literature reviews map the research landscape in a topic area, identify gaps that new research can address, or frame a future research project. Literature reviews inform research and are integral to developing evidence-based policies. In adult education, systematic, critical, integrative, and historical reviews have been conducted. Scoping reviews, however, have yet to be widely adopted, although they can provide adult educators with a systematic process for reviewing a heterogeneous body of literature in adult education. This article explores why scoping reviews are a good fit for adult education and presents a systematic approach to conducting scoping reviews. The paper presents an expanded nine-step scoping review process that begins with the conception of an idea and ends with writing a manuscript for publication. The article discusses best practices, highlights challenges, and provides suggestions to help adult education researchers avoid common pitfalls when conducting scoping reviews.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136309190","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 : 2023-09-05DOI: 10.1177/10451595231201361
I. Biney
This paper reflects on Freire’s discourse on liberating education and adult educators’ educational roles with community groups in transforming communities. Mineral-rich communities in Ghana are in danger of losing water bodies, rich arable lands, and forest vegetation cover through “galamsey,” which refers to the gathering of rich mineral resources illegally for sale. Yet the fourth Industrial Revolution Age positions adult educators strategically in making learning the needed skill among community groups to improve communities. This qualitative study adopted a convenience sampling procedure to select and interview eight graduate students in a higher education institution (HEI) in Ghana. Data were analyzed using thematic and narrative approaches. The results indicate that adult educators’ educational roles are empowering, yet they should employ more dialogical, story-telling, and conversational approaches; and must listen to community members’ views on community development programs. The study concludes that adult educators drive community development programs via inclusiveness and networks to make communities sustainable.
{"title":"“It is not Working for Them but with Them”: Adult Educators Roles With Community Groups in Transforming Communities","authors":"I. Biney","doi":"10.1177/10451595231201361","DOIUrl":"https://doi.org/10.1177/10451595231201361","url":null,"abstract":"This paper reflects on Freire’s discourse on liberating education and adult educators’ educational roles with community groups in transforming communities. Mineral-rich communities in Ghana are in danger of losing water bodies, rich arable lands, and forest vegetation cover through “galamsey,” which refers to the gathering of rich mineral resources illegally for sale. Yet the fourth Industrial Revolution Age positions adult educators strategically in making learning the needed skill among community groups to improve communities. This qualitative study adopted a convenience sampling procedure to select and interview eight graduate students in a higher education institution (HEI) in Ghana. Data were analyzed using thematic and narrative approaches. The results indicate that adult educators’ educational roles are empowering, yet they should employ more dialogical, story-telling, and conversational approaches; and must listen to community members’ views on community development programs. The study concludes that adult educators drive community development programs via inclusiveness and networks to make communities sustainable.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72844909","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 : 2023-08-01DOI: 10.1177/10451595221149765
Chad Hoggan, Tetyana Hoggan-Kloubert, Renee Owen
Democracy is not only a system of government, but also an overarching way of living together. It is through the social structures we live in and the resulting social relations, behaviors, and norms emanating from those structures, that we learn how to live together, democratically or otherwise. Adult education can promote the learning of democracy by helping people develop social structures that are democratic in form and function. Drawing on examples from Europe and the U.S., this article presents two such structures: (1) the system of voluntary associations in Germany; and (2) sociocracy as a form of democratic institutional governance. This article discusses how these structures can promote processes through which participants practice living democratically. Six principles for adult civic learning are thus derived: Inclusivity, Horizontal Relationships, Polycentricity, Confluence of Expert and Amateur, Interdependence between Specific Situations and Larger Contexts, and the Reciprocal Nature of Civic Learning and Solidarity.
{"title":"Living Democracy: Social Structures that Promote Civic Learning","authors":"Chad Hoggan, Tetyana Hoggan-Kloubert, Renee Owen","doi":"10.1177/10451595221149765","DOIUrl":"https://doi.org/10.1177/10451595221149765","url":null,"abstract":"Democracy is not only a system of government, but also an overarching way of living together. It is through the social structures we live in and the resulting social relations, behaviors, and norms emanating from those structures, that we learn how to live together, democratically or otherwise. Adult education can promote the learning of democracy by helping people develop social structures that are democratic in form and function. Drawing on examples from Europe and the U.S., this article presents two such structures: (1) the system of voluntary associations in Germany; and (2) sociocracy as a form of democratic institutional governance. This article discusses how these structures can promote processes through which participants practice living democratically. Six principles for adult civic learning are thus derived: Inclusivity, Horizontal Relationships, Polycentricity, Confluence of Expert and Amateur, Interdependence between Specific Situations and Larger Contexts, and the Reciprocal Nature of Civic Learning and Solidarity.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052927","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 : 2023-08-01DOI: 10.1177/10451595231193420
Davin Carr-Chellman, Carol Rogers-Shaw, Lilian H. Hill
This special issue of Adult Learning emerges amid global trends of dedemocratization, corruption, fragmenting political order, and aggressive social and political polarization. It proposes frameworks, concepts, and approaches for imagining the role of Adult education in this challenging context. Historically, Adult education research and practice has interpreted itself as a beacon of principled democratic process, guided by the spirit of openness, access, and personal and social progress. As the recent Summit for Democracy called for participants to renew democracy at home and confront autocracy abroad, the editors and authors of this issue apply this framework of renewal to the research and practice of our field in this uncertain context (See (https://www.state. gov/summit-for-democracy/). Adult education for democracy is crucial (Lima, 2022). John Dewey (1916/1944) characterized democracy as “more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience” (p. 87). He described the ideal conditions of democracy as requiring “a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder” (p. 99). Eduard Lindeman (1987), for example, stressed, that Adult education should be prepared, amongst other things, to “reveal to people the nature of those democratic disciplines which describe the thought and conduct of persons living within
{"title":"Democracy and Adult Education Practice: Pathways Towards Renewal","authors":"Davin Carr-Chellman, Carol Rogers-Shaw, Lilian H. Hill","doi":"10.1177/10451595231193420","DOIUrl":"https://doi.org/10.1177/10451595231193420","url":null,"abstract":"This special issue of Adult Learning emerges amid global trends of dedemocratization, corruption, fragmenting political order, and aggressive social and political polarization. It proposes frameworks, concepts, and approaches for imagining the role of Adult education in this challenging context. Historically, Adult education research and practice has interpreted itself as a beacon of principled democratic process, guided by the spirit of openness, access, and personal and social progress. As the recent Summit for Democracy called for participants to renew democracy at home and confront autocracy abroad, the editors and authors of this issue apply this framework of renewal to the research and practice of our field in this uncertain context (See (https://www.state. gov/summit-for-democracy/). Adult education for democracy is crucial (Lima, 2022). John Dewey (1916/1944) characterized democracy as “more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience” (p. 87). He described the ideal conditions of democracy as requiring “a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder” (p. 99). Eduard Lindeman (1987), for example, stressed, that Adult education should be prepared, amongst other things, to “reveal to people the nature of those democratic disciplines which describe the thought and conduct of persons living within","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052920","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 : 2023-08-01DOI: 10.1177/10451595221145203
Wendy Griswold
{"title":"“I Now Have Hope”: Participatory Democracy and Adult Education in Marginalized Communities","authors":"Wendy Griswold","doi":"10.1177/10451595221145203","DOIUrl":"https://doi.org/10.1177/10451595221145203","url":null,"abstract":"","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052924","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 : 2023-08-01DOI: 10.1177/10451595231166726
Susan J. Barcinas, M. Jayne Fleener
Adult education has historically played a role in modern democracies in support of civic participation and democratic engagement. In the context of a relatively stable and unchanging society, learning “about” and participating “in” the democratic process allow for tweaking the mechanisms of democracy. In present times, taken for granted democratic practices inadequately address the spirit of democracy as social and environmental changes undergo rapid and unanticipated changes. In the context of a past, present, and futures, democracy’s future/s is a vast, complex system that offers practical and inspirational hope to communal living. Anticipatory futures perspectives explore our relationships with the future beyond that of prediction to understand and develop human capacities to enact necessary and important changes for unknown and unanticipated futures. This paper explores the role of adult education in supporting a deep democracy approach for creating more sustainable, ecological, and just futures by developing our relationship with the broad spectrum of anticipatory futures.
{"title":"Adult Education, Futures Literacy, and Deep Democracy: Engaging Democratic Visioning and Anticipatory Futures For More Sustainable Futures","authors":"Susan J. Barcinas, M. Jayne Fleener","doi":"10.1177/10451595231166726","DOIUrl":"https://doi.org/10.1177/10451595231166726","url":null,"abstract":"Adult education has historically played a role in modern democracies in support of civic participation and democratic engagement. In the context of a relatively stable and unchanging society, learning “about” and participating “in” the democratic process allow for tweaking the mechanisms of democracy. In present times, taken for granted democratic practices inadequately address the spirit of democracy as social and environmental changes undergo rapid and unanticipated changes. In the context of a past, present, and futures, democracy’s future/s is a vast, complex system that offers practical and inspirational hope to communal living. Anticipatory futures perspectives explore our relationships with the future beyond that of prediction to understand and develop human capacities to enact necessary and important changes for unknown and unanticipated futures. This paper explores the role of adult education in supporting a deep democracy approach for creating more sustainable, ecological, and just futures by developing our relationship with the broad spectrum of anticipatory futures.","PeriodicalId":45115,"journal":{"name":"Adult Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052925","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：