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}
Pub Date : 2022-02-10DOI: 10.1177/07417136221078260
Ajima Olaghere
{"title":"Book Review: Prison Vocational Education and Policy in the United States: A Critical Perspective on Evidence-based Reform by A. J. Dick, W. Rich, & T. Waters","authors":"Ajima Olaghere","doi":"10.1177/07417136221078260","DOIUrl":"https://doi.org/10.1177/07417136221078260","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" 20","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41254492","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 : 2022-02-09DOI: 10.1177/07417136221078268
Joni Schwartz-Chaney
{"title":"Book Review: Every Person is a Philosopher: Lessons in Educational Emancipation from the Radical Teaching Life of Hal Adams by W. Ayers, C. Heller & J. Hurtig (Eds.)","authors":"Joni Schwartz-Chaney","doi":"10.1177/07417136221078268","DOIUrl":"https://doi.org/10.1177/07417136221078268","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"106 - 107"},"PeriodicalIF":1.3,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42324655","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 : 2022-02-03DOI: 10.1177/07417136221078255
A. Davis
{"title":"Book Review: Lean Semesters: How Higher Education Reproduces Inequity by S. M. Nzinga","authors":"A. Davis","doi":"10.1177/07417136221078255","DOIUrl":"https://doi.org/10.1177/07417136221078255","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41316476","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 : 2022-01-04DOI: 10.1177/07417136211062252
Yong Zhang, Douglas D. Perkins
We define community education as organized lifelong learning through voluntary participation in collective efforts to critically address both individual and community needs. Community education has roots in European folk schools, United States participatory democracy, and Latin American “popular education.” Community education developed more recently in China in response to Learning Society and Lifelong Education policy. We present a new framework of community education that includes a theoretical component, emphasizing learning and participation principles. The organizational component includes traditional and nontraditional schools and other local organizations engaged in community education. The program component includes community service, empowerment, and combined models. We also apply the framework to an ecological-psychopolitical model of community education, which considers multilevel (individual, organizational, community/societal) processes of liberation or empowerment across four environmental domains or forms of capital: sociocultural, physical, economic and political. We conclude by examining two brief ethnographic case studies of community education in Shanghai, China.
{"title":"Toward an Empowerment Model of Community Education in China","authors":"Yong Zhang, Douglas D. Perkins","doi":"10.1177/07417136211062252","DOIUrl":"https://doi.org/10.1177/07417136211062252","url":null,"abstract":"We define community education as organized lifelong learning through voluntary participation in collective efforts to critically address both individual and community needs. Community education has roots in European folk schools, United States participatory democracy, and Latin American “popular education.” Community education developed more recently in China in response to Learning Society and Lifelong Education policy. We present a new framework of community education that includes a theoretical component, emphasizing learning and participation principles. The organizational component includes traditional and nontraditional schools and other local organizations engaged in community education. The program component includes community service, empowerment, and combined models. We also apply the framework to an ecological-psychopolitical model of community education, which considers multilevel (individual, organizational, community/societal) processes of liberation or empowerment across four environmental domains or forms of capital: sociocultural, physical, economic and political. We conclude by examining two brief ethnographic case studies of community education in Shanghai, China.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"21 - 39"},"PeriodicalIF":1.3,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43922574","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 : 2021-12-29DOI: 10.1177/07417136211069415
B. Miller-Roenigk, Michael Awad, M. Crouch, D. Gordon
Adult basic education (ABE) programs in the United States serve millions of students annually to help them achieve high school equivalency, English proficiency, and other skills. These skills are necessary for upward mobility and competitiveness in the labor market, which is important for ABE students who are disproportionately affected by racial/ethnic disparities and poverty. Among learners who are not in ABE programs, substance use and trauma affect student outcomes. Similar research is limited among ABE students. Understanding the influence of these factors among ABE students can better inform interventions. The current study, grounded in Stress and Coping Theory, examined rates, risk factors, and gender differences for substance use and trauma among 286 ABE students. Results indicated that trauma is prevalent and associated with substance use, substance use suggests a need for brief counseling, and there were gender differences in substance use behaviors. Recommendations for interventions among ABE programs are discussed.
{"title":"Substance Use and Trauma Among Adult Education Students in the United States","authors":"B. Miller-Roenigk, Michael Awad, M. Crouch, D. Gordon","doi":"10.1177/07417136211069415","DOIUrl":"https://doi.org/10.1177/07417136211069415","url":null,"abstract":"Adult basic education (ABE) programs in the United States serve millions of students annually to help them achieve high school equivalency, English proficiency, and other skills. These skills are necessary for upward mobility and competitiveness in the labor market, which is important for ABE students who are disproportionately affected by racial/ethnic disparities and poverty. Among learners who are not in ABE programs, substance use and trauma affect student outcomes. Similar research is limited among ABE students. Understanding the influence of these factors among ABE students can better inform interventions. The current study, grounded in Stress and Coping Theory, examined rates, risk factors, and gender differences for substance use and trauma among 286 ABE students. Results indicated that trauma is prevalent and associated with substance use, substance use suggests a need for brief counseling, and there were gender differences in substance use behaviors. Recommendations for interventions among ABE programs are discussed.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"81 - 101"},"PeriodicalIF":1.3,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44832131","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 : 2021-12-29DOI: 10.1177/07417136211068861
Stephan L. Thomsen, Insa Weilage
Language skills are central to refugee integration and the availability of language courses could thus be a limiting factor. We explore how the most important provider of language courses in Germany, adult education centers (VHS), adapted their course supply to the refugee wave of 2015/2016. Our results highlight two channels through which the local environment can affect opportunities for participation in adult learning: First, exploiting the quasi-random allocation of refugees to counties, we causally estimate by how much VHS scaled up their German language course (DAF) supply as a reaction. Moreover, we show that DAF courses were created almost exclusively at the cost of other courses, that is, by crowding out. Second, we uncover heterogeneities in scaling success. VHS with more prior DAF course experience and larger VHS adapted better, which shows the relevance of initial conditions in course offers.
{"title":"Scaling up and Crowding out: How German Adult Education Centers Adapted Course Offers to Refugee Integration","authors":"Stephan L. Thomsen, Insa Weilage","doi":"10.1177/07417136211068861","DOIUrl":"https://doi.org/10.1177/07417136211068861","url":null,"abstract":"Language skills are central to refugee integration and the availability of language courses could thus be a limiting factor. We explore how the most important provider of language courses in Germany, adult education centers (VHS), adapted their course supply to the refugee wave of 2015/2016. Our results highlight two channels through which the local environment can affect opportunities for participation in adult learning: First, exploiting the quasi-random allocation of refugees to counties, we causally estimate by how much VHS scaled up their German language course (DAF) supply as a reaction. Moreover, we show that DAF courses were created almost exclusively at the cost of other courses, that is, by crowding out. Second, we uncover heterogeneities in scaling success. VHS with more prior DAF course experience and larger VHS adapted better, which shows the relevance of initial conditions in course offers.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"60 - 80"},"PeriodicalIF":1.3,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44738299","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 : 2021-12-21DOI: 10.1177/07417136211068860
J. Hawkins-Jones
{"title":"Book Review: A Chance for Change: Head Start and Mississippi’s Black Freedom Struggle by C. R. Sanders","authors":"J. Hawkins-Jones","doi":"10.1177/07417136211068860","DOIUrl":"https://doi.org/10.1177/07417136211068860","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"330 - 332"},"PeriodicalIF":1.3,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43689858","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 : 2021-12-10DOI: 10.1177/07417136211063511
J. Zarestky
Business Doing Good by Deer and Miller is, at first glance, a business book aiming to guide companies hiring and taking well-deserved chances on women from difficult life circumstances. Upon further examination, it is a book for adult educators as we collectively endeavor to leverage the social justice orientation of our field to support positive life outcomes for all learners. The authors’ purpose is to present the business case and six corresponding strategies for businesses hiring and women “overcomers,” women who have experienced poverty, addiction, incarceration, sex work, or some combination of challenging conditions. They succeed in this purpose and additionally bring light to an important but marginalized group of workers and learners. The book is organized into eight chapters. The first six chapters each outline one of the principles: experiential learning, immediate leadership opportunities, entrepreneurial culture, translation of prior experience to new work contexts, restorative justice, and partnerships. These chapters are bookended by powerful vignettes of women overcomers that introduce and contextualize the content. For example, in Chapter 1, strategies and benefits of applying experiential learning in the workplace are grounded in the story of Cara, a woman overcoming poverty and working her first office job. In that job, she is tasked with “figuring it out” and, as a result, builds a strong sense of her own capabilities and professional potential. The seventh chapter presents the challenges of employing women overcomers and provides explicit and actionable strategies to address those challenges. The final chapter discusses the structures of business operations that would need to be adapted or implemented to incorporate the six principles. The book concludes with an appendix of practical and concrete worksheets and checklists.
{"title":"Book Review: Business Doing Good: Engaging Women and Elevating Communities by S. Deer & C. Miller","authors":"J. Zarestky","doi":"10.1177/07417136211063511","DOIUrl":"https://doi.org/10.1177/07417136211063511","url":null,"abstract":"Business Doing Good by Deer and Miller is, at first glance, a business book aiming to guide companies hiring and taking well-deserved chances on women from difficult life circumstances. Upon further examination, it is a book for adult educators as we collectively endeavor to leverage the social justice orientation of our field to support positive life outcomes for all learners. The authors’ purpose is to present the business case and six corresponding strategies for businesses hiring and women “overcomers,” women who have experienced poverty, addiction, incarceration, sex work, or some combination of challenging conditions. They succeed in this purpose and additionally bring light to an important but marginalized group of workers and learners. The book is organized into eight chapters. The first six chapters each outline one of the principles: experiential learning, immediate leadership opportunities, entrepreneurial culture, translation of prior experience to new work contexts, restorative justice, and partnerships. These chapters are bookended by powerful vignettes of women overcomers that introduce and contextualize the content. For example, in Chapter 1, strategies and benefits of applying experiential learning in the workplace are grounded in the story of Cara, a woman overcoming poverty and working her first office job. In that job, she is tasked with “figuring it out” and, as a result, builds a strong sense of her own capabilities and professional potential. The seventh chapter presents the challenges of employing women overcomers and provides explicit and actionable strategies to address those challenges. The final chapter discusses the structures of business operations that would need to be adapted or implemented to incorporate the six principles. The book concludes with an appendix of practical and concrete worksheets and checklists.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"329 - 330"},"PeriodicalIF":1.3,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47359399","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：