Pub Date : 2023-10-19DOI: 10.1177/07417136231198375
Dianne Ramdeholl, Edith Gnanadass, Lisa Merriweather, Ralf St. Clair
{"title":"Adult Education as a Human Right/Adult Education for Human Rights","authors":"Dianne Ramdeholl, Edith Gnanadass, Lisa Merriweather, Ralf St. Clair","doi":"10.1177/07417136231198375","DOIUrl":"https://doi.org/10.1177/07417136231198375","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1177/07417136231199875
Mark Abendroth
{"title":"Book Review: <i>Becoming a white antiracist: A practical guide for educators, leaders, and activists</i> by Brookfield, S. D., & Hess, M. E.","authors":"Mark Abendroth","doi":"10.1177/07417136231199875","DOIUrl":"https://doi.org/10.1177/07417136231199875","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136024309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1177/07417136231199881
John J. Lawless
{"title":"Book Review: My grandmother’s hands: Racialized trauma and the pathway to mending our hearts and bodies by Menaken, R.","authors":"John J. Lawless","doi":"10.1177/07417136231199881","DOIUrl":"https://doi.org/10.1177/07417136231199881","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48503412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.1177/07417136231198046
Chang Sung Jang, Junghwa Choi, R. Maulik, Doo Hun Lim
In response to recent shifts in the global economy, there has been a growing academic interest in adult education and training (AET), enabling adults to meet the ever-changing demands of the workforce. However, empirical findings offer nuanced evidence on the most influential factors among various aspects. This study aims to reexamine the previously highlighted determinants of job-related AET participation using the random forest classifiers technique. The data is drawn from the 2017 U.S. Program for the International Assessment of Adult Competencies, where we selected 1,334 respondents with work experience in the last 12 months. Our findings suggest that age and skills use at work were found to be the most important factors for formal AET, whereas skills use at work and organization size were the most significant factors for nonformal AET. Our results emphasize the critical role of skills utilization and organizational support in working adults’ participation in AET.
{"title":"Determinants of Adult Education and Training Participation in the United States: A Machine Learning Approach","authors":"Chang Sung Jang, Junghwa Choi, R. Maulik, Doo Hun Lim","doi":"10.1177/07417136231198046","DOIUrl":"https://doi.org/10.1177/07417136231198046","url":null,"abstract":"In response to recent shifts in the global economy, there has been a growing academic interest in adult education and training (AET), enabling adults to meet the ever-changing demands of the workforce. However, empirical findings offer nuanced evidence on the most influential factors among various aspects. This study aims to reexamine the previously highlighted determinants of job-related AET participation using the random forest classifiers technique. The data is drawn from the 2017 U.S. Program for the International Assessment of Adult Competencies, where we selected 1,334 respondents with work experience in the last 12 months. Our findings suggest that age and skills use at work were found to be the most important factors for formal AET, whereas skills use at work and organization size were the most significant factors for nonformal AET. Our results emphasize the critical role of skills utilization and organizational support in working adults’ participation in AET.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42039809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1177/07417136231198218
Peter J. Woods
Despite communities of practice (COPs) literature asserting the importance of attending to power dynamics within these learning contexts, research has largely ignored the process of racialization within COPs and, in particular, the role anti-racist pedagogies play within these spaces. In response, I present findings from an instrumental case study to address the following research question: how do participants in an experimental music community conceptualize anti-racist pedagogies within their COP? Building on Kenny’s notion of communities of musical practice, my analysis shows that the board members and employees of the experimental music venue at the center of this study recognize opportunities to challenge white supremacy and build critical understandings of racialization across all three of Wenger’s dimensions of COPs: mutual engagement, joint enterprise, and shared repertoire. This study therefore provides a potential framework for future studies into anti-racist pedagogies within informal adult education.
{"title":"Conceptualizing Anti-Racist Pedagogies Within Experimental Music's Community of Practice","authors":"Peter J. Woods","doi":"10.1177/07417136231198218","DOIUrl":"https://doi.org/10.1177/07417136231198218","url":null,"abstract":"Despite communities of practice (COPs) literature asserting the importance of attending to power dynamics within these learning contexts, research has largely ignored the process of racialization within COPs and, in particular, the role anti-racist pedagogies play within these spaces. In response, I present findings from an instrumental case study to address the following research question: how do participants in an experimental music community conceptualize anti-racist pedagogies within their COP? Building on Kenny’s notion of communities of musical practice, my analysis shows that the board members and employees of the experimental music venue at the center of this study recognize opportunities to challenge white supremacy and build critical understandings of racialization across all three of Wenger’s dimensions of COPs: mutual engagement, joint enterprise, and shared repertoire. This study therefore provides a potential framework for future studies into anti-racist pedagogies within informal adult education.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48634070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1177/07417136231198049
Eunbi Sim, L. Bierema
Intersectional pedagogy (IP) is an educational intervention to help learners develop a social justice consciousness about interlocking systems of oppression that create injustice at the individual, group, and societal levels. The purpose of the study is to explore tenets of IP and profile ways higher education instructors from adult education (AE) and human resource development (HRD) programs might infuse intersectional perspectives into their teaching. Based on a literature review, this work demonstrates the foundations, principles, strategies, and challenges of IP. Further, this article proposes a tailored course design model to help instructors enact IP in the classroom. This study will benefit AE and HRD scholars by increasing their understanding of IP. Further, it will contribute to developing adult learners’ capacity to examine workplaces and society in critical, intersectional ways and take more mindful, timely action to create more equitable organizations and communities.
{"title":"Infusing Intersectional Pedagogy into Adult Education and Human Resource Development Graduate Education","authors":"Eunbi Sim, L. Bierema","doi":"10.1177/07417136231198049","DOIUrl":"https://doi.org/10.1177/07417136231198049","url":null,"abstract":"Intersectional pedagogy (IP) is an educational intervention to help learners develop a social justice consciousness about interlocking systems of oppression that create injustice at the individual, group, and societal levels. The purpose of the study is to explore tenets of IP and profile ways higher education instructors from adult education (AE) and human resource development (HRD) programs might infuse intersectional perspectives into their teaching. Based on a literature review, this work demonstrates the foundations, principles, strategies, and challenges of IP. Further, this article proposes a tailored course design model to help instructors enact IP in the classroom. This study will benefit AE and HRD scholars by increasing their understanding of IP. Further, it will contribute to developing adult learners’ capacity to examine workplaces and society in critical, intersectional ways and take more mindful, timely action to create more equitable organizations and communities.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49551364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1177/07417136231199873
Oliver S. Crocco
{"title":"Book Review: Generative Knowing: Principles, Methods, and Dispositions of an Emerging Adult Learning Theory by Nicolaides, A.","authors":"Oliver S. Crocco","doi":"10.1177/07417136231199873","DOIUrl":"https://doi.org/10.1177/07417136231199873","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46946571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.1177/07417136231180550
Irene Cennamo, Monika Kastner, L. Tett
This article presents the findings of a comparative study of values-based adult learning and education (ALE) fields; specifically, in Austria, critical-emancipatory adult basic education; Scotland, learner-centered, community-based adult learning; and South Tyrol, Italy, the Winterschule, a radical-critical popular education format. We studied the voices of experienced practitioners to understand their challenges and constraints and how they resisted changes that did not reflect their values. It highlights local practices to promote visibility, create dialogue, and strengthen the understanding and recognition of these fields in which practitioners are unequivocally committed to social justice. Our findings highlighted repertoires of resistance, affirmed pedagogy as a values-based endeavor, and elucidated practitioners’ commitments to holistic approaches that re-negotiate ideas of social justice for people and the planet. Our analysis shows that when ideas of social justice are shared amongst allies, practitioners can effectively maintain their values-based approaches and thus re-affirm and protect democratic ALE practice.
{"title":"A Comparative Study of Values-Based Fields of Adult Learning and Education in Austria, Scotland, and South Tyrol, Italy: Practitioners Resisting Neoliberal Tendencies Based on Their Ideas of Social Justice","authors":"Irene Cennamo, Monika Kastner, L. Tett","doi":"10.1177/07417136231180550","DOIUrl":"https://doi.org/10.1177/07417136231180550","url":null,"abstract":"This article presents the findings of a comparative study of values-based adult learning and education (ALE) fields; specifically, in Austria, critical-emancipatory adult basic education; Scotland, learner-centered, community-based adult learning; and South Tyrol, Italy, the Winterschule, a radical-critical popular education format. We studied the voices of experienced practitioners to understand their challenges and constraints and how they resisted changes that did not reflect their values. It highlights local practices to promote visibility, create dialogue, and strengthen the understanding and recognition of these fields in which practitioners are unequivocally committed to social justice. Our findings highlighted repertoires of resistance, affirmed pedagogy as a values-based endeavor, and elucidated practitioners’ commitments to holistic approaches that re-negotiate ideas of social justice for people and the planet. Our analysis shows that when ideas of social justice are shared amongst allies, practitioners can effectively maintain their values-based approaches and thus re-affirm and protect democratic ALE practice.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45552844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-06DOI: 10.1177/07417136231192405
Krista M. Soria
The purpose of this study was to examine the variables associated with adult undergraduates’ food and housing insecurity during the COVID-19 pandemic. Data were derived from the 2020 #RealCollege Survey, which was completed by 25,838 adult undergraduates (≥25 years old) at 72 4-year and 127 2-year institutions in 42 U.S. states. The results suggest that 43.2% of adult undergraduates experienced food insecurity, and 60.6% experienced housing insecurity. Adult undergraduates who had multiple disabilities, grew up in lower-income families, had previously lived in foster care, attended 2-year colleges, and did not live with a spouse/partner had significantly higher probabilities of experiencing food or housing insecurity. Furthermore, first-generation students, international students, or caregivers, parents, or guardians to children had significantly higher probabilities of experiencing food and housing insecurity. Finally, adult undergraduates who experienced COVID-19 pandemic-related academic and financial and health difficulties also had higher probabilities of experiencing food and housing insecurity.
{"title":"Food and Housing Insecurity Among Adult Undergraduates During the COVID-19 Pandemic","authors":"Krista M. Soria","doi":"10.1177/07417136231192405","DOIUrl":"https://doi.org/10.1177/07417136231192405","url":null,"abstract":"The purpose of this study was to examine the variables associated with adult undergraduates’ food and housing insecurity during the COVID-19 pandemic. Data were derived from the 2020 #RealCollege Survey, which was completed by 25,838 adult undergraduates (≥25 years old) at 72 4-year and 127 2-year institutions in 42 U.S. states. The results suggest that 43.2% of adult undergraduates experienced food insecurity, and 60.6% experienced housing insecurity. Adult undergraduates who had multiple disabilities, grew up in lower-income families, had previously lived in foster care, attended 2-year colleges, and did not live with a spouse/partner had significantly higher probabilities of experiencing food or housing insecurity. Furthermore, first-generation students, international students, or caregivers, parents, or guardians to children had significantly higher probabilities of experiencing food and housing insecurity. Finally, adult undergraduates who experienced COVID-19 pandemic-related academic and financial and health difficulties also had higher probabilities of experiencing food and housing insecurity.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46663307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1177/07417136231192008
Tetyana Hoggan-Kloubert
The article discusses (the restoration of a sense of) continuity as a necessary part of transformative learning. Using the lenses of rhythm theory, biographical learning, and memory studies, it highlights both the individual and social dimensions for making sense of the past after a period of change. Discussing the example of an individual transformation and the social transition of Eastern Europe in the 1980s–1990s, it explores two aspects of the transformation process: the need for stability and the selective and altering nature of our process of remembrance. It advocates for developing the capacity to reflect on how we relate to our past and how we narrate the course of our lives.
{"title":"Learning from the Past: Continuity as a Dimension of Transformation","authors":"Tetyana Hoggan-Kloubert","doi":"10.1177/07417136231192008","DOIUrl":"https://doi.org/10.1177/07417136231192008","url":null,"abstract":"The article discusses (the restoration of a sense of) continuity as a necessary part of transformative learning. Using the lenses of rhythm theory, biographical learning, and memory studies, it highlights both the individual and social dimensions for making sense of the past after a period of change. Discussing the example of an individual transformation and the social transition of Eastern Europe in the 1980s–1990s, it explores two aspects of the transformation process: the need for stability and the selective and altering nature of our process of remembrance. It advocates for developing the capacity to reflect on how we relate to our past and how we narrate the course of our lives.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43459408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","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：