Pub Date : 2022-04-21DOI: 10.1177/07417136221081478
Daphne Williams Ntiri
{"title":"Book Review: Re-visioning Education in Africa: Ubuntu-inspired Education for Humanity Takyi-Amoako, E. J., & Asie-Lumumba, N. T.","authors":"Daphne Williams Ntiri","doi":"10.1177/07417136221081478","DOIUrl":"https://doi.org/10.1177/07417136221081478","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47518407","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 : 2022-04-18DOI: 10.1177/07417136221084287
T. Paul
{"title":"Book Review: A Leader’s Guide to Competency-based Education: From Inception to Implementation by Dodge, L., Long, C. S., & Bushway, D. J.","authors":"T. Paul","doi":"10.1177/07417136221084287","DOIUrl":"https://doi.org/10.1177/07417136221084287","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45494703","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 : 2022-04-11DOI: 10.1177/07417136221078256
Nadim Mirshak
The Struggle for Citizenship Education in Egypt offers a timely contribution to the literature on education in Egypt and the Global South more widely. Taking Citizenship Education (CE) as its main focus, the book comprises a collection of 15 theoretically and empirically informed chapters that analyze the “narratives, spaces, and forms of citizenship education prior to the January 25th Egyptian Revolution and during its aftermath” (p. 1). In doing so, the book explores how Egyptian youth and educators are “transforming various educational spaces and subverting authoritarian education and rule, connecting education with social and political change” (p. 18). The chapters are wide-ranging covering the rise of activism in Egypt (Chapter 2), social media and civic engagement (Chapter 3), how new forms of citizenship are influenced by Muslim youth volunteering (Chapter 4), how schools’ physical space and everyday disciplinarian discourses reproduce state hegemony as well as contradict it (Chapter 5), the discourses that shape the (under)representation of the Nubian community in school textbooks (Chapter 6), the understandings and enactments of notions of citizenship among students in Cairene schools (Chapter 7), the interpretation and adaptation of global citizenship education within a local international school (Chapter 8), how global citizenship education is taught in an elite Egyptian university (Chapter 9), the dynamics of nonformal spaces of citizenship education within public and private universities (Chapters 10 and 11), the emergence of an “unschooling” movement among middle and upper-middle class Egyptians (Chapter 12), child laborers’ and their families’ understandings of education and citizenship (Chapter 13), coworking spaces and promoting civic engagement (Chapter 14), and nonformal educational initiatives that offer competing understandings of Egyptian history and their links to developing critical consciousness (Chapter 15). The main arguments developed in this collection coalesce around the Uprisings’ influence on the perceptions of citizenship in Egypt; the importance of broadening understandings of citizenship education; and, crucially, the agency of Egyptians to resist “top-down, one-dimensional nationalistic narratives” (p. 3) and to define their own understandings of citizenship. The book’s uniqueness lies in its examination of Book Reviews
{"title":"Book Review: The Struggle for Citizenship Education in Egypt: (Re)Imagining Subjects and Citizens by Dorio, J. N., Abdou, E. D., & Moheyeldine, N.","authors":"Nadim Mirshak","doi":"10.1177/07417136221078256","DOIUrl":"https://doi.org/10.1177/07417136221078256","url":null,"abstract":"The Struggle for Citizenship Education in Egypt offers a timely contribution to the literature on education in Egypt and the Global South more widely. Taking Citizenship Education (CE) as its main focus, the book comprises a collection of 15 theoretically and empirically informed chapters that analyze the “narratives, spaces, and forms of citizenship education prior to the January 25th Egyptian Revolution and during its aftermath” (p. 1). In doing so, the book explores how Egyptian youth and educators are “transforming various educational spaces and subverting authoritarian education and rule, connecting education with social and political change” (p. 18). The chapters are wide-ranging covering the rise of activism in Egypt (Chapter 2), social media and civic engagement (Chapter 3), how new forms of citizenship are influenced by Muslim youth volunteering (Chapter 4), how schools’ physical space and everyday disciplinarian discourses reproduce state hegemony as well as contradict it (Chapter 5), the discourses that shape the (under)representation of the Nubian community in school textbooks (Chapter 6), the understandings and enactments of notions of citizenship among students in Cairene schools (Chapter 7), the interpretation and adaptation of global citizenship education within a local international school (Chapter 8), how global citizenship education is taught in an elite Egyptian university (Chapter 9), the dynamics of nonformal spaces of citizenship education within public and private universities (Chapters 10 and 11), the emergence of an “unschooling” movement among middle and upper-middle class Egyptians (Chapter 12), child laborers’ and their families’ understandings of education and citizenship (Chapter 13), coworking spaces and promoting civic engagement (Chapter 14), and nonformal educational initiatives that offer competing understandings of Egyptian history and their links to developing critical consciousness (Chapter 15). The main arguments developed in this collection coalesce around the Uprisings’ influence on the perceptions of citizenship in Egypt; the importance of broadening understandings of citizenship education; and, crucially, the agency of Egyptians to resist “top-down, one-dimensional nationalistic narratives” (p. 3) and to define their own understandings of citizenship. The book’s uniqueness lies in its examination of Book Reviews","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"220 - 221"},"PeriodicalIF":1.3,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41733762","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 : 2022-04-07DOI: 10.1177/07417136221091507
Pushpa Kumbhat
{"title":"Book Review: Women Workers’ Education, Life Narratives and Politics: Geographies, Histories, Pedagogies by Tamboukou, M.","authors":"Pushpa Kumbhat","doi":"10.1177/07417136221091507","DOIUrl":"https://doi.org/10.1177/07417136221091507","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42715907","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 : 2022-03-08DOI: 10.1177/07417136221081488
L. Bowman
In Judith Butler, Race & Education, Chadderton (2018) undertakes the task of explaining how Butler’s work is applicable to understanding race and racism in society and how it may be applied to education in general. Butler’s work has been celebrated for its contributions to the fields of philosophy, gender studies, politics, sociology, religion, literary theory, ethics, cultural studies, education, and other fields. Butler is best known for her work on gender and social theory. Chadderton (2018) seeks to make Butler’s readers aware of the aspects of Butler’s work that directly address race and its significance. Recent research on race embraces the idea that race is a social construct. As such, race is not a scientific reality that is inherently present; instead, it is an arbitrary marker of identity that serves as a demarcation for social categorical assignment. Chadderton (2018) argues that Butler’s approach to understanding the reality of race in society is an alternative framework for understanding race. This is because Butler’s work focuses on “the operation of power, the formation of the subject, and the workings of marginalization” (p. 4). Butler’s approach views race as a hegemonic norm that forms subjects, and a performative, which is made to appear real through the repeated citations, acts, practices, and institutions which make it appear real. In Butler’s earlier work, she posited that gender was performative. Butler has noted that performance and performativity are not the same thing. She explains that we act in ways representative of being a man or that of being a woman as if being a man or woman is an internal reality. Butler argues that gender is a phenomenon that we produce and reproduce all the time through our actions. This notion of performativity rest on the assertion that nobody really has gender from the start. Through “performativity” we create gender. Butler’s view of gender is that it is constructed through acts that are in conformance with dominant social norms regarding gender. This same approach can be applied to race. The application of Butler’s approach to race would require that we reject the notion that race is an innate and natural part of an individual’s identity. The notion of performativity means that the different meanings of race are made to appear real because of the Book Reviews
{"title":"Book Review: Judith Butler, Race and Education by C. Chadderton","authors":"L. Bowman","doi":"10.1177/07417136221081488","DOIUrl":"https://doi.org/10.1177/07417136221081488","url":null,"abstract":"In Judith Butler, Race & Education, Chadderton (2018) undertakes the task of explaining how Butler’s work is applicable to understanding race and racism in society and how it may be applied to education in general. Butler’s work has been celebrated for its contributions to the fields of philosophy, gender studies, politics, sociology, religion, literary theory, ethics, cultural studies, education, and other fields. Butler is best known for her work on gender and social theory. Chadderton (2018) seeks to make Butler’s readers aware of the aspects of Butler’s work that directly address race and its significance. Recent research on race embraces the idea that race is a social construct. As such, race is not a scientific reality that is inherently present; instead, it is an arbitrary marker of identity that serves as a demarcation for social categorical assignment. Chadderton (2018) argues that Butler’s approach to understanding the reality of race in society is an alternative framework for understanding race. This is because Butler’s work focuses on “the operation of power, the formation of the subject, and the workings of marginalization” (p. 4). Butler’s approach views race as a hegemonic norm that forms subjects, and a performative, which is made to appear real through the repeated citations, acts, practices, and institutions which make it appear real. In Butler’s earlier work, she posited that gender was performative. Butler has noted that performance and performativity are not the same thing. She explains that we act in ways representative of being a man or that of being a woman as if being a man or woman is an internal reality. Butler argues that gender is a phenomenon that we produce and reproduce all the time through our actions. This notion of performativity rest on the assertion that nobody really has gender from the start. Through “performativity” we create gender. Butler’s view of gender is that it is constructed through acts that are in conformance with dominant social norms regarding gender. This same approach can be applied to race. The application of Butler’s approach to race would require that we reject the notion that race is an innate and natural part of an individual’s identity. The notion of performativity means that the different meanings of race are made to appear real because of the Book Reviews","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"102 - 103"},"PeriodicalIF":1.3,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45538820","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 : 2022-03-07DOI: 10.1177/07417136221080423
Rebecca Ye, Margarita Chudnovskaya, Erik Nylander
It is well established that participation in formal adult education varies by individual background characteristics. However, less attention has been paid to examining inequality in participation as a consequence of policy changes, such as educational expansion. This paper examines the process of tremendous expansion in Swedish Higher Vocational Education (HVE), a vocationally oriented postsecondary educational segment driven by labor market needs. Using a demographic approach with a sociological lens on educational participation, we analyze administrative data from registers, uncovering who has been served by this expanding adult educational form. Our results indicate that expansion of HVE has led to growth in participation for policy-prioritized groups, although the rate of growth in enrollment between groups varies and corresponds to population changes. We also locate the extent of cumulative advantages in participation and discuss these results in relation to social (in)equality in formalized HVE.
{"title":"Right Competence at the Right Time—but for Whom? Social Recruitment of Participants in an Expanding Higher Vocational Education Segment in Sweden (2005–2019)","authors":"Rebecca Ye, Margarita Chudnovskaya, Erik Nylander","doi":"10.1177/07417136221080423","DOIUrl":"https://doi.org/10.1177/07417136221080423","url":null,"abstract":"It is well established that participation in formal adult education varies by individual background characteristics. However, less attention has been paid to examining inequality in participation as a consequence of policy changes, such as educational expansion. This paper examines the process of tremendous expansion in Swedish Higher Vocational Education (HVE), a vocationally oriented postsecondary educational segment driven by labor market needs. Using a demographic approach with a sociological lens on educational participation, we analyze administrative data from registers, uncovering who has been served by this expanding adult educational form. Our results indicate that expansion of HVE has led to growth in participation for policy-prioritized groups, although the rate of growth in enrollment between groups varies and corresponds to population changes. We also locate the extent of cumulative advantages in participation and discuss these results in relation to social (in)equality in formalized HVE.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"380 - 400"},"PeriodicalIF":1.3,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43029252","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 : 2022-02-15DOI: 10.1177/07417136221080432
Teresa Alves Martins, João Arriscado Nunes, I. Dias, I. Menezes
Despite the increase in life expectancy and the intensification of research with older populations, little is known about the relation between adult learning and engagement in social, civic, and political participation experiences. In this study, we interviewed 18 older adults involved in a diversity of contexts, from senior universities to civic associations or political organizations to explore whether and how these were perceived as learning experiences. Our findings reinforce the vision of social, civic, and political participation as learning experiences with a strong intergenerational component, where teaching and learning coexist. Participants recognize gains in a variety of knowledge and skills, from the more technical to the more interpersonal/social and political. Previous educational background and the lack of learning opportunities in old age are recognized as barriers to participation. Therefore, social, civic, and political participation clearly seems to transcend the strictly feel good and/or recreational perspective, emerging as valid adult education experiences.
{"title":"Learning and the Experience of Social, Civic, and Political Participation in Old Age","authors":"Teresa Alves Martins, João Arriscado Nunes, I. Dias, I. Menezes","doi":"10.1177/07417136221080432","DOIUrl":"https://doi.org/10.1177/07417136221080432","url":null,"abstract":"Despite the increase in life expectancy and the intensification of research with older populations, little is known about the relation between adult learning and engagement in social, civic, and political participation experiences. In this study, we interviewed 18 older adults involved in a diversity of contexts, from senior universities to civic associations or political organizations to explore whether and how these were perceived as learning experiences. Our findings reinforce the vision of social, civic, and political participation as learning experiences with a strong intergenerational component, where teaching and learning coexist. Participants recognize gains in a variety of knowledge and skills, from the more technical to the more interpersonal/social and political. Previous educational background and the lack of learning opportunities in old age are recognized as barriers to participation. Therefore, social, civic, and political participation clearly seems to transcend the strictly feel good and/or recreational perspective, emerging as valid adult education experiences.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"401 - 421"},"PeriodicalIF":1.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43193488","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 : 2022-02-14DOI: 10.1177/07417136221078594
Judy Danley
{"title":"Book Review: Preparing Adult English Learners to Write for College and the Workplace by K. Schaetzel, J. K. Peyton, & R. Ferncández","authors":"Judy Danley","doi":"10.1177/07417136221078594","DOIUrl":"https://doi.org/10.1177/07417136221078594","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"442 - 443"},"PeriodicalIF":1.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46385873","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 : 2022-02-14DOI: 10.1177/07417136221080424
Tetyana Hoggan-Kloubert, Chad Hoggan
Contemporary society is experiencing an epistemic crisis, evidenced by such “post-truth” phenomena as “alternative facts.” Traditional notions related to knowledge and Truth have been under continual, partly justifiable, attack under the eclectic banner of postmodernism, and alternative epistemic foundations (essential for democracy to function) have not been provided. Drawing on the European and North American literature of political theory, philosophy, and adult education, this article offers an update and defense of three core epistemic concepts: rationality, autonomy, and pluralism. To address the epistemic crisis, adult education needs to develop epistemically responsible learners, promote diverse public learning spaces (agoras), and teach learners how to engage in meaningful dialogue outside of their own echo chambers.
{"title":"Post-Truth as an Epistemic Crisis: The Need for Rationality, Autonomy, and Pluralism","authors":"Tetyana Hoggan-Kloubert, Chad Hoggan","doi":"10.1177/07417136221080424","DOIUrl":"https://doi.org/10.1177/07417136221080424","url":null,"abstract":"Contemporary society is experiencing an epistemic crisis, evidenced by such “post-truth” phenomena as “alternative facts.” Traditional notions related to knowledge and Truth have been under continual, partly justifiable, attack under the eclectic banner of postmodernism, and alternative epistemic foundations (essential for democracy to function) have not been provided. Drawing on the European and North American literature of political theory, philosophy, and adult education, this article offers an update and defense of three core epistemic concepts: rationality, autonomy, and pluralism. To address the epistemic crisis, adult education needs to develop epistemically responsible learners, promote diverse public learning spaces (agoras), and teach learners how to engage in meaningful dialogue outside of their own echo chambers.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"3 - 20"},"PeriodicalIF":1.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45138527","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 : 2022-02-10DOI: 10.1177/07417136221078595
S. Carpenter
{"title":"Book Review: The Death of Human Capital: Its Failed Promise and How To Renew it in an Age of Disruption by Brown, P., Lauder, H., & Cheung, S. Y.","authors":"S. Carpenter","doi":"10.1177/07417136221078595","DOIUrl":"https://doi.org/10.1177/07417136221078595","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65282354","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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