Pub Date : 2023-07-19DOI: 10.1177/07417136231147491
Lisse Van Nieuwenhove, Bram De Wever
Low-educated adults participate less in adult education than higher-educated adults. In this study, we analyze psychosocial barriers to learning while acknowledging that barriers for low-educated adults may be different from those of medium- and high-educated adults. An extended version of the Theory of Planned Behavior is used to study training intention. We add prior Learning Experiences as predictor to the model. A total of 563 adults filled in the questionnaire. Higher-educated adults show more Perceived Behavioral Control, Perceived Social Norms, and more positive Attitudes towards lifelong learning. Logistic regression demonstrated that Perceived Behavioral Control, Perceived Social Norms and Attitudes are related to training intention, but prior Learning Experiences are not. Mediation analyses showed that the relationship between Perceived Behavioral Control and Intention is mediated through Learning Experiences. The findings suggest that psychosocial barriers need to be taken into account when considering how to reach non-participating adults.
{"title":"Psychosocial Barriers to Adult Learning and the Role of Prior Learning Experiences: A Comparison Based on Educational Level","authors":"Lisse Van Nieuwenhove, Bram De Wever","doi":"10.1177/07417136231147491","DOIUrl":"https://doi.org/10.1177/07417136231147491","url":null,"abstract":"Low-educated adults participate less in adult education than higher-educated adults. In this study, we analyze psychosocial barriers to learning while acknowledging that barriers for low-educated adults may be different from those of medium- and high-educated adults. An extended version of the Theory of Planned Behavior is used to study training intention. We add prior Learning Experiences as predictor to the model. A total of 563 adults filled in the questionnaire. Higher-educated adults show more Perceived Behavioral Control, Perceived Social Norms, and more positive Attitudes towards lifelong learning. Logistic regression demonstrated that Perceived Behavioral Control, Perceived Social Norms and Attitudes are related to training intention, but prior Learning Experiences are not. Mediation analyses showed that the relationship between Perceived Behavioral Control and Intention is mediated through Learning Experiences. The findings suggest that psychosocial barriers need to be taken into account when considering how to reach non-participating adults.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48966066","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 : 2023-07-12DOI: 10.1177/07417136231187840
Chad Hoggan, Tetyana Hoggan-Kloubert
This article presents a framework for ethics for radical and transformative education. Taking as a starting point ethical perspectives by which educators of adults are justified in imposing upon, coercing, and manipulating adult learners in the name of social justice, this article highlights the necessary connection between pedagogies and learning outcomes. It positions democracy, with its concomitant respect for human dignity, as the raison d'être of the field of adult education. Therefore, adult education practice should support democratic capabilities, respect learner autonomy, and allow for plurality. From both consequentialist and deontological ethical perspectives, it is argued that methods of instruction that undermine democracy cannot also be claimed to support democracy.
{"title":"The Ethics of Radical and Transformative Education","authors":"Chad Hoggan, Tetyana Hoggan-Kloubert","doi":"10.1177/07417136231187840","DOIUrl":"https://doi.org/10.1177/07417136231187840","url":null,"abstract":"This article presents a framework for ethics for radical and transformative education. Taking as a starting point ethical perspectives by which educators of adults are justified in imposing upon, coercing, and manipulating adult learners in the name of social justice, this article highlights the necessary connection between pedagogies and learning outcomes. It positions democracy, with its concomitant respect for human dignity, as the raison d'être of the field of adult education. Therefore, adult education practice should support democratic capabilities, respect learner autonomy, and allow for plurality. From both consequentialist and deontological ethical perspectives, it is argued that methods of instruction that undermine democracy cannot also be claimed to support democracy.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46781222","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 : 2023-06-26DOI: 10.1177/07417136231184570
S. Shatila
Increasingly, nontraditional students (over age 25, employed, parenting) are enrolling in universities offering online options. Online programs appeal to those needing flexible educational options, yet attrition remains high for adult learners and students enrolled in online education. Building on previous research, this study examines relationships between social location, role identity, social connectedness, and academic perseverance among online adult learners. Survey results from students ( n = 254) enrolled in online programs were analyzed, examining relationships between social connectedness and self-reported academic outcomes. Results showed that participants were confident in their ability to navigate school and competing priorities but recognized peer connection's value in supporting better academic outcomes; as perceptions about social connection's value increased, so too did the perception that connection fostered better academic outcomes. Implications for fostering nontraditional student social connectedness in online learning are discussed.
{"title":"Not Alone When I’m Feeling Stressed: Online Adult Learner Connection and Retention","authors":"S. Shatila","doi":"10.1177/07417136231184570","DOIUrl":"https://doi.org/10.1177/07417136231184570","url":null,"abstract":"Increasingly, nontraditional students (over age 25, employed, parenting) are enrolling in universities offering online options. Online programs appeal to those needing flexible educational options, yet attrition remains high for adult learners and students enrolled in online education. Building on previous research, this study examines relationships between social location, role identity, social connectedness, and academic perseverance among online adult learners. Survey results from students ( n = 254) enrolled in online programs were analyzed, examining relationships between social connectedness and self-reported academic outcomes. Results showed that participants were confident in their ability to navigate school and competing priorities but recognized peer connection's value in supporting better academic outcomes; as perceptions about social connection's value increased, so too did the perception that connection fostered better academic outcomes. Implications for fostering nontraditional student social connectedness in online learning are discussed.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45393501","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 : 2023-06-16DOI: 10.1177/07417136231181886
X. Coulter, A. Mandell
{"title":"Book Review: Remaking Communities and Adult Learning: Social and Community-Based Learning, New Forms of Knowledge and Action for Change, Research on the Education and Learning of Adults (Vol. 11) by Rob Evans, Ewa Kurantowicz, & Emilio Lucio-Villegas (Eds.)","authors":"X. Coulter, A. Mandell","doi":"10.1177/07417136231181886","DOIUrl":"https://doi.org/10.1177/07417136231181886","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"334 - 335"},"PeriodicalIF":1.3,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394540","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 : 2023-06-15DOI: 10.1177/07417136231180571
J. Bohonos, Chaddrick D. James-Gallaway, ArCasia D. James‐Gallaway, Francena F. L. Turner
This article pushes towards the integration of the history of Black Adult Education (AE) into the broader history of AE literature and it contributes a critique of the field's general omissions and misrepresentations of Black history. The purpose of this paper is twofold: (1) to critique the white-dominated history of AE texts and (2) to provide a historiographical essay that highlights works focused on the Black history of AE. In doing so, we offer a historical counternarrative rooted in the secondary historical literature that addresses the history of Black education. Ultimately, this paper critiques historiographical essays focused on AE, situates our discussion within debates on approaches to race in AE, and revisits works of Black AE from within the field as well as key works by educational historians that address issues related to Black AE.
{"title":"Black History in Adult Education in the United States: A Historical Review and Historiographical Critique","authors":"J. Bohonos, Chaddrick D. James-Gallaway, ArCasia D. James‐Gallaway, Francena F. L. Turner","doi":"10.1177/07417136231180571","DOIUrl":"https://doi.org/10.1177/07417136231180571","url":null,"abstract":"This article pushes towards the integration of the history of Black Adult Education (AE) into the broader history of AE literature and it contributes a critique of the field's general omissions and misrepresentations of Black history. The purpose of this paper is twofold: (1) to critique the white-dominated history of AE texts and (2) to provide a historiographical essay that highlights works focused on the Black history of AE. In doing so, we offer a historical counternarrative rooted in the secondary historical literature that addresses the history of Black education. Ultimately, this paper critiques historiographical essays focused on AE, situates our discussion within debates on approaches to race in AE, and revisits works of Black AE from within the field as well as key works by educational historians that address issues related to Black AE.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45478225","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 : 2023-06-12DOI: 10.1177/07417136231180867
Ekaterina Tour, Edwin Creely, P. Waterhouse, Xuan Pham, Michael Henderson, Mary Wallace
Digital literacies are critical for adults from migrant and refugee backgrounds as they settle in a new country. However, institutions, leaders, and teachers often feel uncertain about how to teach digital literacies. Using the notions of digital literacy practices and assemblages, this article reports on a qualitative case study and explores how 30 adults from migrant and refugee backgrounds navigated challenging digital literacy practices related to settlement in Australia. This research found that to deal with challenges, the participants brought together different personal, social, material, symbolic, temporal, and spatial resources. However, sometimes the required resources were not available, which constrained the participants’ practices. Some participants were aware of the need to find new solutions but they often did not know how this might be done. In contrast, some participants were reluctant to take a risk. The article concludes with implications for EAL practice by suggesting strengths-based pedagogies for digital literacies.
{"title":"Navigating Challenging Digital Literacy Practices: The Settlement Experiences of Adults from Migrant and Refugee Backgrounds","authors":"Ekaterina Tour, Edwin Creely, P. Waterhouse, Xuan Pham, Michael Henderson, Mary Wallace","doi":"10.1177/07417136231180867","DOIUrl":"https://doi.org/10.1177/07417136231180867","url":null,"abstract":"Digital literacies are critical for adults from migrant and refugee backgrounds as they settle in a new country. However, institutions, leaders, and teachers often feel uncertain about how to teach digital literacies. Using the notions of digital literacy practices and assemblages, this article reports on a qualitative case study and explores how 30 adults from migrant and refugee backgrounds navigated challenging digital literacy practices related to settlement in Australia. This research found that to deal with challenges, the participants brought together different personal, social, material, symbolic, temporal, and spatial resources. However, sometimes the required resources were not available, which constrained the participants’ practices. Some participants were aware of the need to find new solutions but they often did not know how this might be done. In contrast, some participants were reluctant to take a risk. The article concludes with implications for EAL practice by suggesting strengths-based pedagogies for digital literacies.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41357137","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 : 2023-06-12DOI: 10.1177/07417136231181821
A. Shea Kuykendoll
{"title":"Book Review: Plantation politics and campus rebellions: Power, diversity, and the emancipatory struggle in higher education by Williams, B. C., Squire, D. D., & Tuitt, F. A.","authors":"A. Shea Kuykendoll","doi":"10.1177/07417136231181821","DOIUrl":"https://doi.org/10.1177/07417136231181821","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"332 - 333"},"PeriodicalIF":1.3,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43591388","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 : 2023-06-08DOI: 10.1177/07417136231181887
Ann Hill, M. Appel, A. Fuentes, Monty Nixon
through participatory and relational community education. Progressive educators would argue that the flaw in many communities and Freirean-based civic and emancipatory education programs is a failure to understand the critical importance of student agency in learning. As Biesta (following the lead of John Dewey) has often pointed out, teachers may guide students in certain directions, but in a truly democratic society, they must allow students in consultation with each other to come to their own conclusions. If students, whether young or adult, cannot be so trusted, if teachers, whether in formal or informal contexts, feel compelled to tell them how and what to think (as Biesta, 2017 notes are inherent in the Freirean model), they are, in effect, teaching them to follow the direction of authorities. In the final chapter, the editors acknowledged that none of the examples of community learning presented had resulted in any significant societal change. However, the pockets of humanity that were often vividly presented offered them signs of hope, which in our view are likely to bear fruit only through changes in practice in both formal and community education. As cited in several chapters, a UNESCO report (Delors, 1996) asserted that education for democracy must teach students “how to learn, to do, to be, and to live together,” which leads us to ask: Is it so impossible to imagine that our schools (starting from the earliest years) could teach people to become self-directed learners, to reflect upon who they are, and to respect, value, and work with those holding diverse world views? Is there any reason we adult educators could not also champion that kind of curriculum for our students?
{"title":"Book Review: Creative Universities: Reimagining Education for Global Challenges and Alternative Futures by Anke Schwittay","authors":"Ann Hill, M. Appel, A. Fuentes, Monty Nixon","doi":"10.1177/07417136231181887","DOIUrl":"https://doi.org/10.1177/07417136231181887","url":null,"abstract":"through participatory and relational community education. Progressive educators would argue that the flaw in many communities and Freirean-based civic and emancipatory education programs is a failure to understand the critical importance of student agency in learning. As Biesta (following the lead of John Dewey) has often pointed out, teachers may guide students in certain directions, but in a truly democratic society, they must allow students in consultation with each other to come to their own conclusions. If students, whether young or adult, cannot be so trusted, if teachers, whether in formal or informal contexts, feel compelled to tell them how and what to think (as Biesta, 2017 notes are inherent in the Freirean model), they are, in effect, teaching them to follow the direction of authorities. In the final chapter, the editors acknowledged that none of the examples of community learning presented had resulted in any significant societal change. However, the pockets of humanity that were often vividly presented offered them signs of hope, which in our view are likely to bear fruit only through changes in practice in both formal and community education. As cited in several chapters, a UNESCO report (Delors, 1996) asserted that education for democracy must teach students “how to learn, to do, to be, and to live together,” which leads us to ask: Is it so impossible to imagine that our schools (starting from the earliest years) could teach people to become self-directed learners, to reflect upon who they are, and to respect, value, and work with those holding diverse world views? Is there any reason we adult educators could not also champion that kind of curriculum for our students?","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"335 - 337"},"PeriodicalIF":1.3,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45366767","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 : 2023-05-02DOI: 10.1177/07417136231172180
C. Tang, Hoai Than Nguyen
This study focused on evaluating the project on vocational training for rural laborers in Vietnam with respect to its effectiveness in employment creation and poverty reduction among rural laborers. The investigation took the form of a case study; official policy statistics, a survey of 300 project participants and interviews with eight vocational teachers were collected to triangulate the data. Our findings found that while the project met its initial objectives of increasing the trained laborer rate, creating jobs, and reducing poverty, Vietnam's traditional culture in addition to a lack of funding and vocational training poses potential obstacles to further increases in rural laborers’ income and industrial transformation. In contrast to previous work, this study incorporated multidimensional poverty criteria with three sources of data from different stakeholders’ perspectives to provide a more comprehensive and realistic picture of the long-term poverty reduction effect of the vocational training policy. Further implication for policy practice and policy evaluation method were discussed.
{"title":"An Evaluation of the Effectiveness of Vietnam's Vocational Training Project for Rural Laborers","authors":"C. Tang, Hoai Than Nguyen","doi":"10.1177/07417136231172180","DOIUrl":"https://doi.org/10.1177/07417136231172180","url":null,"abstract":"This study focused on evaluating the project on vocational training for rural laborers in Vietnam with respect to its effectiveness in employment creation and poverty reduction among rural laborers. The investigation took the form of a case study; official policy statistics, a survey of 300 project participants and interviews with eight vocational teachers were collected to triangulate the data. Our findings found that while the project met its initial objectives of increasing the trained laborer rate, creating jobs, and reducing poverty, Vietnam's traditional culture in addition to a lack of funding and vocational training poses potential obstacles to further increases in rural laborers’ income and industrial transformation. In contrast to previous work, this study incorporated multidimensional poverty criteria with three sources of data from different stakeholders’ perspectives to provide a more comprehensive and realistic picture of the long-term poverty reduction effect of the vocational training policy. Further implication for policy practice and policy evaluation method were discussed.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"286 - 309"},"PeriodicalIF":1.3,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49243796","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 : 2023-04-26DOI: 10.1177/07417136231168381
Katherine Hardin
Vocational English as a Second Language (VESL) is a form of adult language education that teaches communicative skills in the context of preparing learners for a particular vocation. Despite their pedagogical and logistical benefits for adult language learners, such programs are uncommon today. This literature review traces the emergence and disappearance of VESL in the United States through a corpus study. It then explains these trends by analyzing second language acquisition research and policies related to adult education. It finds that VESL remains a promising approach that fell out of favor due to welfare and workforce policy reforms in the 1990s. It concludes by arguing for the continued relevance of VESL today and the need for adult educators to be vigilant of unintended policy impacts on their programs.
{"title":"We Had a Good Thing Going: The Rise, Fall, and Future of Vocational ESL in the United States","authors":"Katherine Hardin","doi":"10.1177/07417136231168381","DOIUrl":"https://doi.org/10.1177/07417136231168381","url":null,"abstract":"Vocational English as a Second Language (VESL) is a form of adult language education that teaches communicative skills in the context of preparing learners for a particular vocation. Despite their pedagogical and logistical benefits for adult language learners, such programs are uncommon today. This literature review traces the emergence and disappearance of VESL in the United States through a corpus study. It then explains these trends by analyzing second language acquisition research and policies related to adult education. It finds that VESL remains a promising approach that fell out of favor due to welfare and workforce policy reforms in the 1990s. It concludes by arguing for the continued relevance of VESL today and the need for adult educators to be vigilant of unintended policy impacts on their programs.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"231 - 247"},"PeriodicalIF":1.3,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41993638","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}
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