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}
Pub Date : 2021-11-19DOI: 10.1177/07417136211054517
Alexander Gerganov, Petya Ilieva-Trichkova, P. Boyadjieva
The article aims to show that taking into account diverse characteristics of the wider social environment is indispensable for a better understanding of participation in adult education (PAE). It explores the association of corruption as a macro factor with PAE, arguing for an integrated approach to PAE. By using two indexes for corruption at country level Corruption Perception Index and the Index of Public Integrity—and micro-data for adults aged 25–64 from 29 European countries in the Adult Education Survey, 2016, as well as by applying random-effects logit models, this study has demonstrated that a country's higher corruption level is associated with the lower probability of PAE. Our article also reveals that the relationships between individual-level variables such as gender, higher education, social background, and PAE are embedded in a wider social milieu, and corruption is an essential characteristic of that milieu which deepens some of the inequalities in PAE.
{"title":"Corruption-Driven Inequalities in Access to Adult Education","authors":"Alexander Gerganov, Petya Ilieva-Trichkova, P. Boyadjieva","doi":"10.1177/07417136211054517","DOIUrl":"https://doi.org/10.1177/07417136211054517","url":null,"abstract":"The article aims to show that taking into account diverse characteristics of the wider social environment is indispensable for a better understanding of participation in adult education (PAE). It explores the association of corruption as a macro factor with PAE, arguing for an integrated approach to PAE. By using two indexes for corruption at country level Corruption Perception Index and the Index of Public Integrity—and micro-data for adults aged 25–64 from 29 European countries in the Adult Education Survey, 2016, as well as by applying random-effects logit models, this study has demonstrated that a country's higher corruption level is associated with the lower probability of PAE. Our article also reveals that the relationships between individual-level variables such as gender, higher education, social background, and PAE are embedded in a wider social milieu, and corruption is an essential characteristic of that milieu which deepens some of the inequalities in PAE.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"339 - 360"},"PeriodicalIF":1.3,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48014215","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 : 2021-11-05DOI: 10.1177/07417136211053368
Anneli Sarja, M. Arvaja
This conceptual article deals with components and concepts of transformative learning, emphasizing the organization-level perspective on critical reflection. The discussion leans on the concept of transformative authorship and it is argued that it enables authoring processes through which professionals can recognize and recreate their routinized work practices. The aim of the research is to explore how professional experiences are integrated with reflexive, theoretical knowledge through critical dialogue. The authoring process of transformative authorship is illustrated with two complementary case studies from postgraduate health care education. In both cases, the learning tasks were designed as constructed objects by various instructional interventions where organizational contradictions or dilemmas were used as an inspiring premise for transformation. Transformative authorship was realized as the professionals’ reflexive awareness of their capacity to influence the intentional variation in their modes of action.
{"title":"Transformative Authorship Through Critical Dialogue: Concepts, Theory, and Practice","authors":"Anneli Sarja, M. Arvaja","doi":"10.1177/07417136211053368","DOIUrl":"https://doi.org/10.1177/07417136211053368","url":null,"abstract":"This conceptual article deals with components and concepts of transformative learning, emphasizing the organization-level perspective on critical reflection. The discussion leans on the concept of transformative authorship and it is argued that it enables authoring processes through which professionals can recognize and recreate their routinized work practices. The aim of the research is to explore how professional experiences are integrated with reflexive, theoretical knowledge through critical dialogue. The authoring process of transformative authorship is illustrated with two complementary case studies from postgraduate health care education. In both cases, the learning tasks were designed as constructed objects by various instructional interventions where organizational contradictions or dilemmas were used as an inspiring premise for transformation. Transformative authorship was realized as the professionals’ reflexive awareness of their capacity to influence the intentional variation in their modes of action.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"40 - 59"},"PeriodicalIF":1.3,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46684473","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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