Adult education, continuous learning Books

Book SynopsisIncludes a prize-winning chapter by the winner of the 2021 Early Career Award of the International Narrative Research Special Interest Group of the American Education Research Association. Trudy Cardinal was awarded this prize, among other publications, for chapter 11 in The Doctoral Journey: International Educationalist Perspectives: An Autobiographical Narrative Inquiry into the Experiences of One Cree/Métis Doctoral Student. This book has prompted an expanded book series: The Doctoral Journey in Education. Please click here to find out more! The Doctoral Journey: International Educationalist Perspectives assembles a collective narrative related to the doctoral journey of recent graduates in the field of education. Clearly, the doctoral journey is not a linear process but rather a lattice of ever-evolving professional and personal relationships, experiences, perspectives, and insights. From early on when considering whether or not to apply to a programme, to deciding on an institution and supervisor, to delving into the related literature, to data collection and analyses, to closing in on the defence, to results dissemination, and everything in between and beyond, the doctoral journey presents incalculable obstacles that can be, and have been, overcome by doctoral graduates—including the contributors in this inspirationally-sparked collective narrative. Contributors are: Trudy Cardinal, Philip Wing Keung Chan, José da Costa, Alison Egan, Janet McConaghy, June McConaghy, Kelsey McEntyre, Sammy M. Mutisya, Christina A. Parker, Carla L. Peck, Colin G. Pennington, Kathleen Pithouse-Morgan, Edgar Schmidt, and Pearl Subban.Trade Review“The text resonates with my 25 years in academia (including difficult challenges faced when being a graduate advisor) and it resonates with the 20 doctoral students I have supervised to completion during that time.” – Anthony Clarke, University of British Columbia “Unlike other similar volumes, The Doctoral Journey offers a new approach – it represents authentic experiences as diverse as people pursuing doctoral degrees and institutions offering them. The book is original because it offers readers an opportunity to see how real people live through personal and academic challenges, how they develop as future scholars, and how they learn to be compassionate and ‘stay real’ as they complete their journeys. It is the richness and diversity of the experiences and personal backgrounds of the contributors that make this book outstanding.” – Tatiana Gounko, University of VictoriaTable of ContentsDedication Acknowledgements List of Figures Notes on Contributors Introduction: Multiple Pathways  Brent Bradford Notable Quotes Part 1: Doctorates in Education 1 Doctorates in Education: Paths through the Journey  José da Costa Part 2: Beyond Completion 2 Choosing My Own Adventures: A Short Story of My Doctoral Journey  Kathleen Pithouse-Morgan 3 Growth from Cross-Disciplinary Research: A Learning Journey from Doctoral Student to University Scholar  Philip Wing Keung Chan 4 The Doctoral Journey: A Kenyan Experience  Sammy Mutisya Part 3: Journeys Revealed 5 Mapping the Journey: Directed by the “F” Word  Pearl Subban 6 Doing a PhD Part-Time: An Irish Perspective  Alison Egan 7 Teacher in the Academy: A Doctoral Journey  Edgar Schmidt 8 Exploring Place and Identity through Research: How My Doctoral Journey Shaped My Subjective Positionality  Christina A. Parker 9 My Doctoral Journey: Aiming to Become an Effective Scholar of Physical Education  Colin G. Pennington 10 Chasing My Educational Goals: The Journey of a First-Generation Post-Secondary Female Student While Expecting a First Born  Kelsey McEntyre Part 4: An Indigenous Scholar’s Journey from ‘Little Me’ to ‘Knower’ 11 Becoming Real: An Autobiographical Narrative Inquiry into the Experiences of One Métis/Cree Doctoral Student  Trudy Cardinal Part 5: Considering Next Steps upon Completion 12 What’s Next?  Carla L. Peck Part 6: Final Thoughts Contributor Thoughts upon Completion Afterword  June McConaghy and Janet McConaghy

Read more less

Book SynopsisThe inspiration for this book arose out of a large international conference: the ninth World Environmental Education Congress (WEEC) organized under the theme of Culture/Environment. Similarly, the theme for this book focuses on the Culture/Environment nexus. The book is divided into two parts: Part 1 consists of a series of research studies from an eclectic selection of researchers from all corners of the globe. Part 2 consists of a series of case studies of practice selected from a wide diversity of K-Postsecondary educators. The intent behind these selections is to augment and highlight the diversity of both cultural method and cultural voice in our descriptions of environmental education practice. The chapters focus on a multi-disciplinary view of Environmental Education with a developing view that Culture and Environment may be inseparable and arise from and within each other. Cultural change is also a necessary condition, and a requirement, to rebuild and reinvent our relationship with nature and to live more sustainably. The chapters address the spirit of supporting our praxis, and are therefore directed towards both an educator and researcher audience. Each chapter describes original research or curriculum development work.Table of ContentsList of Figures and Tables 1. Culture and Environment: Weaving New Connections  David B. Zandvliet Part 1 2. A Methodological Approach to the Study of Environmental Education through Drawings  Antonio Fernández Crispín, Marisela de Niz Robles, Verónica Ruíz Pérez, Norma A. Hernández and Javier Benayas del Álamo 3. Paradigms in the Relationship between Human Beings and Nature in the Andes  Germán Vargas Callejas 4. Using a Digital Picture Book to Promote Understanding of Human-Wildlife Conflict  Shiho Miyake 5. Examining the Role of Indigenous Knowledge in Sustainable Living in the North Rupununi (Guyana)  Paulette Bynoe 6. How Many Butterflies Will Lose Their Habitats? Communicating Biodiversity Research Using the Example of European Butterflies  Karin Ulbrich, Elisabeth Kühn, Oliver Schweiger and Josef Settele 7. The Agroecological Movement in Galicia (Spain)  Kylyan M. Bisquert and Pablo Á. Meira 8. The Sacred Sites of Dan Populations in Côte d’Ivoire: Environmental Conservation Factors  Dien Kouaye Olivier 9. From the Bubble to the Forest: Nature School Environmental Education  Barry Wood 10. Developing and Motivating Young Leaders for Sustainability: A Developmental Framework  Patricia Armstrong and Annette Gough Part 2 11. Teaching Global Indigenous Content to Young Learners  Sophia Hunter and Carolynn Beaty 12. Climate Change and Agricultural Production: Hands-on Active Classroom Learning in Estonia  Margit Säre 13. Outdoor Education in the Slovenian School System Supports Cultural and Environmental Education  Darja Skribe Dimec 14. Environmental Power Plant Project: Environmental Education in a Conservation Area  Micheli Kowalczuk Machado, Estevão Brasil Ruas Vernalha and João Luiz Hoeffel 15. A Pilot Program on Avifauna in French Guiana  Judith Priam and Jean-Pierre Avril 16. Renewable Energies: A Thematic Connection between Subjects  Nelson Arias Ávila, Verónica Tricio Gómez, Jessica Mayorga Buchelly and Jenny Ortega Vásquez 17. The Environmental Sustainability Game  Mauricio Guerrero Alarcon, Olivia Leon Valle and Alfonso Rivas Cruces 18. Drawing Meaning from Nature: Observation, Symbols and Stories  Zuzana Vasko and Robi Smith 19. Youth Engagement for Environmental Education and Sustainable Lifestyles  Brian Olewe Waswala, Otieno Nickson Otieno and Jared Buoga 20. Case Studies for Maintaining and Enhancing Urban Greenery  Kieu Lan Phuong Nguyen, Ho-Wen Chen, Khanh Ly Le and Xuan Hoan Nguyen 21. Integrating Teaching and Learning Around the Seven Sustainable Development Goals of the Well-Being of Future Generations Act 2015 (Wales)  Carolyn S. Hayles 22. Sustainable Education: Essential Contributions to a ‘Quadruple Helix’ Interaction and Sustainable Paradigm Shift  Dirk Franco, Alain De Vocht, Tom Kuppens, Hilda Martens, Theo Thewys, Bernard Vanheusden, Marleen Schepers and Jean Pierre Segers 23. Communicating about Greater Burlington Regional Centre of Expertise on Education for Sustainable Development (GBRCE) with Sustainability Stories  Thomas R. Hudspeth 24. Ecomuseums in Saskatchewan: Viewing Networks and Partnerships through a Regional and Project-Specific Lens  Adela Tesarek Kincaid, Glenn C. Sutter and Anna M. H. Hall 25. Weaving Traditional Ecological Knowledge into Indigenous Youth Education: A Case Study in an Indigenous Rice Paddy Cultural Landscape, Taiwan  Kuang-Chung Lee 26. Discovering Nature in the Technological Age  Dylan Leech

Read more less

Book SynopsisIn 1969, Colin Kirkwood took on the job of Area Principal for Adult Education in north-east Derbyshire. There he formed a remarkable creative partnership with Rob Hunter, a brilliant young Community Worker. This is the story of their collaboration and dialogue with the people of Staveley, a small coal, steel and chemicals town in the north-midlands of England. Together they created the local newspaper, Staveley Now, the Staveley Disabled Group, the Staveley Festival and much else. Community Work and Adult Education in Staveley, North-East Derbyshire celebrates this important collaboration by drawing on letters, interviews, poems, issues of the local newspaper and reports and articles written at the time. The research and critical assessment of their work together in the early 1970s can be linked with that of Paulo Freire in Latin America and throughout the world.Trade ReviewSee a write up of the book in The Derbyshire TimesTable of ContentsForeword  Sarah Banks Foreword: Staveley: There and Then, Here and Now  Linden West Acknowledgements List of Acronyms About the Author Introduction 1 Stance and Methodology 2 The Social, Economic, Political and Institutional Context 3 The Young Volunteer Force Foundation Report   1 Staveley 4 The Outsiders   1 The List of Polarities Should Be Shown Covering a Whole Facing Page at This Point 19   2 Commentary on Hitler Spring 5 The Initiatives and Activities   1 The First Six Months   2 The Survey of the Disabled   3 The Co-op Hall   4 The Idea of a Local Newspaper   5 The First Meeting   6 The First Issue   7 Staveley Now, No. 1   8 Mastin Moor Complaint   9 The Poolsbrook Page   10 Working-class Poets   11 Letting the People Know   13 Overview of the First Issue   14 The Autumn Programme   15 The Second Issue of Staveley Now   16 This Is Your Life   17 Resurrection   18 Do It Yourself, Says the Duke   19 Poolsbrook Reply   20 Edifying Scatological Diversion   21 Mastin Moor Upsurge Blocked   22 The Workings of a Local Labour Party   23 Staveley Disabled Group   24 Staveley Festival Group   25 Abilities or Disabilities   26 The Hard Men   27 Hell’s Angels Talk   28 More Providing and Informing   29 Staveley Now, No. 4   30 Social Comment Photography   31 Staveley Festival   32 Conflicts in SDG   33 The Drive Towards Centralization   34 Mastin Moor Mothers   35 Staveley Now, No. 6   36 Education Rules OK   37 Strike 6 After-Effects and Retrospects 7 Analysis of Keywords and Themes   1 Thematic Fan One   2 Thematic Fan Two   3 Thematic Fan Three   4 Thematic Fan Four   5 Thematic Fan Five Afterword   1 Personal Reflections on the Work in Staveley   2 A Revival in Community Work in England?   3 Community Work: How can we Learn to do it Better?   4 Integrating the Intrapersonal and Interpersonal: Emotional Literacy in Community Work   5 Convergence   6 Author’s note Responses to Sarah Banks, Linden West and Rob Hunter Bibliography Index

Read more less

Book SynopsisPower has been a defining and constitutive theme of adult education scholarship for over a century and is a central concern of many of the most famous and influential thinkers in the field. Adult education has been particularly interested in how an analysis of power can be used to support transformative learning and democratic participation. In a fragile and interdependent world these questions are more important than ever. The aim of this collection is to offer an analysis of power and possibility in adult education which acknowledges, analyzes and responds to the complexity and diversity that characterizes contemporary education and society. Power and Possibility: Adult Education in a Diverse and Complex World explores the topic of power and possibility theoretically, historically and practically through a range of perspectives and in relation to varied areas of interest within contemporary adult education. It is concerned with addressing how power works in and through adult education today by exploring what has changed in recent years and what is shaping and driving policy. Alongside this the book explores ways of theorizing learning, power and transformation that builds and extends adult education philosophy. In particular it takes up the themes of diversity and solidarity and explores barriers and possibilities for change in relation to these themes.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Acknowledgements Notes on Contributors 1. Power and Possibility in Adult Education: Reflecting on Old Themes in New Times  Fergal Finnegan and Bernie Grummell Part 1: Taking the Long View of Continuities and Change in Adult Education 2. Revisiting the Faure Report and the Delors Report: Why Was UNESCO’S Utopian Vision of Lifelong Learning an “Unfailure”?  Maren Elfert 3. Comparative and Global Policy Studies on Adult Education: Key Patterns in Contemporary Adult Education Policy Research  Marcella Milana 4. “The Politics of Responsibility” Revisited: An Analysis of Power as a Central Construct in Program Planning  Thomas J. Sork and Bernd Käpplinger Part 2: The Age of Metrics and the Reconfiguration of Policy and Practice in Adult Education 5. The Role of Transnational Bodies in Lifelong Learning and the Politics of Measurement: The Promise and Pitfalls of Outcomes-Based Assessment into Recognition of Prior Learning System in Portugal  Rosanna Barros 6. The Discourses of PIAAC: Re-imagining Literacy through Numbers  Mary Hamilton 7. The Challenge of Competence Assessment: Problematizing Institutional Regimes – Proclaiming a Paradigm Shift?  Henning Salling Olesen Part 3: Theorising Power and Possibility in a Complex World 8. Recognition and Redistribution: Rethinking the Meaning of Justice in Adult Education  Lyn Tett 9. Re-Infusing Adult Education with a Critical Feminist Framework: Inspiration from Mary Parker Follett  Leona M. English 10. Enacting Equality: Rethinking Emancipation and Adult Education with Jacques Ranciere  Kerry Harman 11. Time, Power and the Emancipatory Aims of Adult Education  Michel Alhadeff-Jones Part 4: Power in a Diverse and Complex World 12. Questioning Power Relations: Learning Processes through Solidarity with Refugees  Brigitte Kukovetz and Annette Sprung 13. Embracing Social Inclusion? The Asylum Seeker Experience of Applying for Admission to Tertiary Education in Australia  Karen Dunwoodie, Susan Webb and Jane Wilkinson 14. Nurturing Solidarity in Diversity: The Superdiverse Shop Floor of Tower Automotive in Ghent  Joke Vandenabeele and Pascal Debruyne Part 5: Making Hope Practical 15. Democratic and Intercultural Dialogue across Universities, Communities and Movements  Linden West 16. The Impact of Transformative Learning on Social Transformations: A Comparative Study of Participatory Budgets in Maribor (Slovenia) and Rosario (Argentina)  Marta Gregor.i. and Sabina Jelenc Kra.ovec 17. Theorising Adult Education, Power and Socio-Environmental Change: A Consideration of the Climate Justice Movement  Pierre Walter and Jenalee Kluttz

Read more less

Book SynopsisPower has been a defining and constitutive theme of adult education scholarship for over a century and is a central concern of many of the most famous and influential thinkers in the field. Adult education has been particularly interested in how an analysis of power can be used to support transformative learning and democratic participation. In a fragile and interdependent world these questions are more important than ever. The aim of this collection is to offer an analysis of power and possibility in adult education which acknowledges, analyzes and responds to the complexity and diversity that characterizes contemporary education and society. Power and Possibility: Adult Education in a Diverse and Complex World explores the topic of power and possibility theoretically, historically and practically through a range of perspectives and in relation to varied areas of interest within contemporary adult education. It is concerned with addressing how power works in and through adult education today by exploring what has changed in recent years and what is shaping and driving policy. Alongside this the book explores ways of theorizing learning, power and transformation that builds and extends adult education philosophy. In particular it takes up the themes of diversity and solidarity and explores barriers and possibilities for change in relation to these themes.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Acknowledgements Notes on Contributors 1. Power and Possibility in Adult Education: Reflecting on Old Themes in New Times  Fergal Finnegan and Bernie Grummell Part 1: Taking the Long View of Continuities and Change in Adult Education 2. Revisiting the Faure Report and the Delors Report: Why Was UNESCO’S Utopian Vision of Lifelong Learning an “Unfailure”?  Maren Elfert 3. Comparative and Global Policy Studies on Adult Education: Key Patterns in Contemporary Adult Education Policy Research  Marcella Milana 4. “The Politics of Responsibility” Revisited: An Analysis of Power as a Central Construct in Program Planning  Thomas J. Sork and Bernd Käpplinger Part 2: The Age of Metrics and the Reconfiguration of Policy and Practice in Adult Education 5. The Role of Transnational Bodies in Lifelong Learning and the Politics of Measurement: The Promise and Pitfalls of Outcomes-Based Assessment into Recognition of Prior Learning System in Portugal  Rosanna Barros 6. The Discourses of PIAAC: Re-imagining Literacy through Numbers  Mary Hamilton 7. The Challenge of Competence Assessment: Problematizing Institutional Regimes – Proclaiming a Paradigm Shift?  Henning Salling Olesen Part 3: Theorising Power and Possibility in a Complex World 8. Recognition and Redistribution: Rethinking the Meaning of Justice in Adult Education  Lyn Tett 9. Re-Infusing Adult Education with a Critical Feminist Framework: Inspiration from Mary Parker Follett  Leona M. English 10. Enacting Equality: Rethinking Emancipation and Adult Education with Jacques Ranciere  Kerry Harman 11. Time, Power and the Emancipatory Aims of Adult Education  Michel Alhadeff-Jones Part 4: Power in a Diverse and Complex World 12. Questioning Power Relations: Learning Processes through Solidarity with Refugees  Brigitte Kukovetz and Annette Sprung 13. Embracing Social Inclusion? The Asylum Seeker Experience of Applying for Admission to Tertiary Education in Australia  Karen Dunwoodie, Susan Webb and Jane Wilkinson 14. Nurturing Solidarity in Diversity: The Superdiverse Shop Floor of Tower Automotive in Ghent  Joke Vandenabeele and Pascal Debruyne Part 5: Making Hope Practical 15. Democratic and Intercultural Dialogue across Universities, Communities and Movements  Linden West 16. The Impact of Transformative Learning on Social Transformations: A Comparative Study of Participatory Budgets in Maribor (Slovenia) and Rosario (Argentina)  Marta Gregor.i. and Sabina Jelenc Kra.ovec 17. Theorising Adult Education, Power and Socio-Environmental Change: A Consideration of the Climate Justice Movement  Pierre Walter and Jenalee Kluttz

Read more less

Book SynopsisThe Societal Unconscious presents an innovative development of theory and methodology for adult education and learning research, recognizing psychodynamic dimensions of learning processes. With few exceptions the unconscious has been neglected in critical adult education research. The psychosocial approach in this book seeks to re-integrate the societal and the psychodynamic dimensions in analyzing adult learners and learning processes. The book responds to contemporary awareness of the societal and cultural nature of subjectivity with a new material and dialectic psychosocial theory, comprising conscious as well as unconscious levels. Tracing interdisciplinary inspirations it sets a new broad horizon for in-depth understanding of learning in everyday life. A number of empirical analyses demonstrate the entanglement of societal and psychodynamic dimensions of learning. Firstly, a part of the chapters deals with the complex subjective continuities and discontinuities in individual learning and career. Secondly, other chapters comprise analyses of leadership and the social psychology of organizational processes, and the psycho-social aspects of institutional regeneration. Thirdly, the book presents outlooks into the social psychology dimensions of wider societal and political processes, including "identity politics" and xenophobia. A last chapter finalizes the theoretical basis of the methodology.Table of ContentsForeword  Laura Formenti The European Society for Research on the Education of Adults (ESREA) Acknowledgements Notes on Contributors Kirsten Weber in Memoriam Introduction: The Scholarly Landscape  Henning Salling Olesen Part 1: The Psychoanalytic Inspiration 1. Ambivalence and Experience: Un-Conscious Dimensions of Working Women’s Social Learning Women’s Lives and Experiences  Kirsten Weber 2. Everyday Life and the Societal Unconscious  Thomas Leithäuser Part 2: Understanding Learning and Learning Careers 3. Aggression, Recognition and Qualification: On the Social Psychology of Adult Education in Everyday Life  Kirsten Weber 4. The Relevance of Biographical Studies for Empowerment Strategies  Regina Becker-Schmidt 5. The Milk Lady: A Nurturing Identification Object  Karsten Mellon 6. What Does It Mean to Become a Church Minister?  Sissel Finholt-Pedersen Part 3: Understanding Interaction and Learning in Organizations and Institutions 7. A Psychosocial Study of Collegial Relations among Secondary School Teachers in Times of Reform  Åse Høgsbroe Lading 8. Effective Leadership? A Case Study in Work Psychodynamics  Peter Henrik Raae 9. The Uses of Objects: Reflexive Learning in the Epistemic Museum  Lynn Froggett Part 4: Understanding Subjective Dimensions of Political Processes 10. Psychoanalyis, Fundamentalism, Critical Theory and the Unconscious: Adult Education, Islamic Fundamentalism and the Subjectivity of Omniscience  Linden West 11. Cultural Identity, Learning and Social Prejudice: The Politicization of Subjectivity in Former Yugoslavia  Henning Salling Olesen Part 5: A Psychosocial Materialism 12. Socialization, Language, and Scenic Understanding. Alfred Lorenzer’s Contribution to a Psychosocietal Methodology  Henning Salling Olesen and Kirsten Weber Index

Read more less

Book SynopsisThe Societal Unconscious presents an innovative development of theory and methodology for adult education and learning research, recognizing psychodynamic dimensions of learning processes. With few exceptions the unconscious has been neglected in critical adult education research. The psychosocial approach in this book seeks to re-integrate the societal and the psychodynamic dimensions in analyzing adult learners and learning processes. The book responds to contemporary awareness of the societal and cultural nature of subjectivity with a new material and dialectic psychosocial theory, comprising conscious as well as unconscious levels. Tracing interdisciplinary inspirations it sets a new broad horizon for in-depth understanding of learning in everyday life. A number of empirical analyses demonstrate the entanglement of societal and psychodynamic dimensions of learning. Firstly, a part of the chapters deals with the complex subjective continuities and discontinuities in individual learning and career. Secondly, other chapters comprise analyses of leadership and the social psychology of organizational processes, and the psycho-social aspects of institutional regeneration. Thirdly, the book presents outlooks into the social psychology dimensions of wider societal and political processes, including "identity politics" and xenophobia. A last chapter finalizes the theoretical basis of the methodology.Table of ContentsForeword  Laura Formenti The European Society for Research on the Education of Adults (ESREA) Acknowledgements Notes on Contributors Kirsten Weber in Memoriam Introduction: The Scholarly Landscape  Henning Salling Olesen Part 1: The Psychoanalytic Inspiration 1. Ambivalence and Experience: Un-Conscious Dimensions of Working Women’s Social Learning Women’s Lives and Experiences  Kirsten Weber 2. Everyday Life and the Societal Unconscious  Thomas Leithäuser Part 2: Understanding Learning and Learning Careers 3. Aggression, Recognition and Qualification: On the Social Psychology of Adult Education in Everyday Life  Kirsten Weber 4. The Relevance of Biographical Studies for Empowerment Strategies  Regina Becker-Schmidt 5. The Milk Lady: A Nurturing Identification Object  Karsten Mellon 6. What Does It Mean to Become a Church Minister?  Sissel Finholt-Pedersen Part 3: Understanding Interaction and Learning in Organizations and Institutions 7. A Psychosocial Study of Collegial Relations among Secondary School Teachers in Times of Reform  Åse Høgsbroe Lading 8. Effective Leadership? A Case Study in Work Psychodynamics  Peter Henrik Raae 9. The Uses of Objects: Reflexive Learning in the Epistemic Museum  Lynn Froggett Part 4: Understanding Subjective Dimensions of Political Processes 10. Psychoanalyis, Fundamentalism, Critical Theory and the Unconscious: Adult Education, Islamic Fundamentalism and the Subjectivity of Omniscience  Linden West 11. Cultural Identity, Learning and Social Prejudice: The Politicization of Subjectivity in Former Yugoslavia  Henning Salling Olesen Part 5: A Psychosocial Materialism 12. Socialization, Language, and Scenic Understanding. Alfred Lorenzer’s Contribution to a Psychosocietal Methodology  Henning Salling Olesen and Kirsten Weber Index

Read more less

Book SynopsisScholarship on adult education has fueled a high level of methodological creativity and innovation in order to tackle a diverse range of issues in a wide range of settings and locations in a critical and participatory manner. Adult education research is marked by the desire to do research differently and to conduct critical research with rather than about people which requires theoretical and methodological creativity. This entails a particular approach to how we seek to know the world in collaboration with people, to rupture hierarchical relations and to create new collaborative spaces of learning and research that encompass the diversity of people’s life experiences. Doing Critical and Creative Research in Adult Education brings together both leading and emerging scholars in adult education research in order to capture the vitality and complexity of contemporary adult education research. This includes contributions on biographical, narrative, embodied, arts and media-based and ethnographic methods alongside the critical use of quantitative and mixed methods. This distinctive and rich methodological contribution has a general relevance and usefulness for all researchers and students in the social science and humanities, which draws attention to the importance of critical and creative participatory learning processes in human life and learning.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Acknowledgements List of Figures and Tables Notes on Contributors 1. Introduction: Doing Critical and Creative Research in Adult Education  Bernie Grummell and Fergal Finnegan Part 1: Biographical Methods and Oral History 2. Biographical Inquiry: A Collaborative and Egalitarian Approach to Adult Education Research  Barbara Merrill 3. Down to the River: People’s Memories and Adult Education  Emilio Lucio-Villegas 4. Transition to Adulthood: Learning from Young Adults through the Exploratory Use of Multiple Methods  Andrea Galimberti, Laura Formenti and Mirella Ferrari 5. Collaborative Story Telling: The Poetry of Everyday Life and the Challenge of Transcription  Siobhán Madden Part 2: The Auto/Ethnographic Imagination 6. Doing Ethnographic Research in Adult Education: Reflections on Studying Citizenship in a Study Circle  Annika Pastuhov and Ari Sivenius 7. Autoethnography in, and as, Adult Education: Eavesdropping on a Conversation  David McCormack, Jerry O’Neill, Mary B. Ryan and Tony Walsh Part 3: Arts Based Research and Creative Pedagogies 8. Finding Voice and Engaging Audiences: The Power of Arts-Based Community Engagement  Shauna Butterwick and Carole Roy 9. Education Will Set You Free: Research Poetry with Prisoners on Adult Education Programmes  Sarah Meaney 10. Seeing the Unseen through the Feminist Museum Hack  Darlene E. Clover Part 4: Critical Mixed Methods and Critical Quantitative Research 11. Towards Critical and Dialogical Mixed Methods Resarch: Reflections on Our Journey  Alison Taylor and Milosh Raykov 12. The Use of Bibliometrics in Adult Education Research  Erik Nylander, Lovisa Österlund and Andreas Fejes Part 5: Digital Research Methods 13. Investigating Adult Skills Assessment in ESOnline: A Digital Ethnography  Cormac O'Keeffe Part 6: Sound, Vision and Story-Telling 14. Pedagogy of Song and Restorying Hope: Stories and Songs as Social Movement Learning in Ada Songor Salt Movement  Jonathan Langdon, Melissa Jackson and Sophia Kitcher 15. Visual Research Methods and New Masculine Subjectivities  Ann Hegarty Part 7: Research on Embodied Knowledge and Movement 16. Research through, and on, Embodied Movement in Orienting One’s Self towards the Future  Silvia Luraschi 17. Planning with People: Reflections on Participation and Learning on Deliberative Walks  Peter Ehrström Part 8: Creative Dissemination 18. Creative, Critical and Democratic Research Dissemination: Learners’ Lives and Further Education  Vicky Duckworth and Rob Smith

Read more less

Book SynopsisScholarship on adult education has fueled a high level of methodological creativity and innovation in order to tackle a diverse range of issues in a wide range of settings and locations in a critical and participatory manner. Adult education research is marked by the desire to do research differently and to conduct critical research with rather than about people which requires theoretical and methodological creativity. This entails a particular approach to how we seek to know the world in collaboration with people, to rupture hierarchical relations and to create new collaborative spaces of learning and research that encompass the diversity of people’s life experiences. Doing Critical and Creative Research in Adult Education brings together both leading and emerging scholars in adult education research in order to capture the vitality and complexity of contemporary adult education research. This includes contributions on biographical, narrative, embodied, arts and media-based and ethnographic methods alongside the critical use of quantitative and mixed methods. This distinctive and rich methodological contribution has a general relevance and usefulness for all researchers and students in the social science and humanities, which draws attention to the importance of critical and creative participatory learning processes in human life and learning.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Acknowledgements List of Figures and Tables Notes on Contributors 1. Introduction: Doing Critical and Creative Research in Adult Education  Bernie Grummell and Fergal Finnegan Part 1: Biographical Methods and Oral History 2. Biographical Inquiry: A Collaborative and Egalitarian Approach to Adult Education Research  Barbara Merrill 3. Down to the River: People’s Memories and Adult Education  Emilio Lucio-Villegas 4. Transition to Adulthood: Learning from Young Adults through the Exploratory Use of Multiple Methods  Andrea Galimberti, Laura Formenti and Mirella Ferrari 5. Collaborative Story Telling: The Poetry of Everyday Life and the Challenge of Transcription  Siobhán Madden Part 2: The Auto/Ethnographic Imagination 6. Doing Ethnographic Research in Adult Education: Reflections on Studying Citizenship in a Study Circle  Annika Pastuhov and Ari Sivenius 7. Autoethnography in, and as, Adult Education: Eavesdropping on a Conversation  David McCormack, Jerry O’Neill, Mary B. Ryan and Tony Walsh Part 3: Arts Based Research and Creative Pedagogies 8. Finding Voice and Engaging Audiences: The Power of Arts-Based Community Engagement  Shauna Butterwick and Carole Roy 9. Education Will Set You Free: Research Poetry with Prisoners on Adult Education Programmes  Sarah Meaney 10. Seeing the Unseen through the Feminist Museum Hack  Darlene E. Clover Part 4: Critical Mixed Methods and Critical Quantitative Research 11. Towards Critical and Dialogical Mixed Methods Resarch: Reflections on Our Journey  Alison Taylor and Milosh Raykov 12. The Use of Bibliometrics in Adult Education Research  Erik Nylander, Lovisa Österlund and Andreas Fejes Part 5: Digital Research Methods 13. Investigating Adult Skills Assessment in ESOnline: A Digital Ethnography  Cormac O'Keeffe Part 6: Sound, Vision and Story-Telling 14. Pedagogy of Song and Restorying Hope: Stories and Songs as Social Movement Learning in Ada Songor Salt Movement  Jonathan Langdon, Melissa Jackson and Sophia Kitcher 15. Visual Research Methods and New Masculine Subjectivities  Ann Hegarty Part 7: Research on Embodied Knowledge and Movement 16. Research through, and on, Embodied Movement in Orienting One’s Self towards the Future  Silvia Luraschi 17. Planning with People: Reflections on Participation and Learning on Deliberative Walks  Peter Ehrström Part 8: Creative Dissemination 18. Creative, Critical and Democratic Research Dissemination: Learners’ Lives and Further Education  Vicky Duckworth and Rob Smith

Read more less

Book SynopsisHow social movements learn in struggle, produce knowledge, and provoke public paradigm shifts have become an important focus of critical adult education in our contemporary turbulent times. And yet, African social movements, and their learning are largely absent from this literature. This work, therefore, provides a rare and much needed African contribution to this field. African Social Movement Learning: The Case of the Ada Songor Salt Movement speaks to this gap in the literature, laying out an entry-point to an African-centered account of learning in struggle on the continent. However, this entry-point quickly turns to an in-depth sharing of one particular case of African social movement learning. Based on 9 years of research with the Ada Songor salt movement in Ghana, the book provides a detailed account of learning through defending communal access to West Africa’s largest salt yielding lagoon in the face of local, national and global efforts to expropriate this resource. The book shares the knowledge production of the movement, as well as the ways in which the movement has restoried its struggle to meet new challenges. Songs, tapestries, demonstrations, manifestoes, popular education approaches, and book production all feature in these efforts.Table of ContentsForeword  Anne Harley List of Illustrations Chapter 1: Introduction  Social Movement and Social Movement Learning Studies  Social Movement Learning in Ghana – A Gathering of Voices  A History of Movements Defending Communal Access  Moving with the Ada Movement  Structure of the Book Chapter 2: African Social Movements and Learning  Social Movement Studies and Subaltern Movements  Social Movement Learning and Critical Adult Education  1st Wave: African Liberation Movements  From the 2nd Wave of Democratization to the 3rd Wave of Contemporary Ctruggles  2nd Wave: African Democracy Movements  3rd Wave: Protest Movements in Contemporary Times  Moving from Africa to Ada Chapter 3: Ada Movement Knowledge Production, Questioning National Development  National Development and Neoliberalism as Topographies of Power  The Adas, a Salt People from the Start  Ada Songor Focus of British Colonial Divide and Rule Tactics in Area  Ghana Emerges from the Gold Coast Colony, but the Post Independence State Still Promotes the National over the Local  Adas Dispossessed, Fight back through Legal, Political and Physical Means  A New Dispossession on the Horizon Means New Tactics Are Needed  Resisting the National Development and Neoliberal Narrative Chapter 4: Stories and Restorying as Social Movement Learning  Literacy of Struggle  Challenging How the Root Causes of Struggle are Framed  The Thumbless Hand, the Chameleon, and the Dog  Challenging Male Dominance through Rooted Restorying  The Struggle of the Songor Salt People Book Project  Restorying Struggle as Learning Chapter 5: The Pedagogy of Creative Dissent: Using Creativity to Broaden and Deepen Social Movement Learning  Introduction  Creative Dissent and Pedagogy  Creativity, Learning and Democratizing Knowledge  Overlapping Registers of “Spreading” Learning and Creativity Chapter 6: Conclusion  African Subaltern Movements Thinking and Acting on Their Future  African Subaltern Social Movements Producing Potential  Creativity and Non-Violent Activism  Where the Movement Is Headed Now, or the Latest Area of Learning  Learning in, through and to Struggle Appendix A References Index

Read more less

Book SynopsisHow social movements learn in struggle, produce knowledge, and provoke public paradigm shifts have become an important focus of critical adult education in our contemporary turbulent times. And yet, African social movements, and their learning are largely absent from this literature. This work, therefore, provides a rare and much needed African contribution to this field. African Social Movement Learning: The Case of the Ada Songor Salt Movement speaks to this gap in the literature, laying out an entry-point to an African-centered account of learning in struggle on the continent. However, this entry-point quickly turns to an in-depth sharing of one particular case of African social movement learning. Based on 9 years of research with the Ada Songor salt movement in Ghana, the book provides a detailed account of learning through defending communal access to West Africa’s largest salt yielding lagoon in the face of local, national and global efforts to expropriate this resource. The book shares the knowledge production of the movement, as well as the ways in which the movement has restoried its struggle to meet new challenges. Songs, tapestries, demonstrations, manifestoes, popular education approaches, and book production all feature in these efforts.Table of ContentsForeword  Anne Harley List of Illustrations Chapter 1: Introduction  Social Movement and Social Movement Learning Studies  Social Movement Learning in Ghana – A Gathering of Voices  A History of Movements Defending Communal Access  Moving with the Ada Movement  Structure of the Book Chapter 2: African Social Movements and Learning  Social Movement Studies and Subaltern Movements  Social Movement Learning and Critical Adult Education  1st Wave: African Liberation Movements  From the 2nd Wave of Democratization to the 3rd Wave of Contemporary Ctruggles  2nd Wave: African Democracy Movements  3rd Wave: Protest Movements in Contemporary Times  Moving from Africa to Ada Chapter 3: Ada Movement Knowledge Production, Questioning National Development  National Development and Neoliberalism as Topographies of Power  The Adas, a Salt People from the Start  Ada Songor Focus of British Colonial Divide and Rule Tactics in Area  Ghana Emerges from the Gold Coast Colony, but the Post Independence State Still Promotes the National over the Local  Adas Dispossessed, Fight back through Legal, Political and Physical Means  A New Dispossession on the Horizon Means New Tactics Are Needed  Resisting the National Development and Neoliberal Narrative Chapter 4: Stories and Restorying as Social Movement Learning  Literacy of Struggle  Challenging How the Root Causes of Struggle are Framed  The Thumbless Hand, the Chameleon, and the Dog  Challenging Male Dominance through Rooted Restorying  The Struggle of the Songor Salt People Book Project  Restorying Struggle as Learning Chapter 5: The Pedagogy of Creative Dissent: Using Creativity to Broaden and Deepen Social Movement Learning  Introduction  Creative Dissent and Pedagogy  Creativity, Learning and Democratizing Knowledge  Overlapping Registers of “Spreading” Learning and Creativity Chapter 6: Conclusion  African Subaltern Movements Thinking and Acting on Their Future  African Subaltern Social Movements Producing Potential  Creativity and Non-Violent Activism  Where the Movement Is Headed Now, or the Latest Area of Learning  Learning in, through and to Struggle Appendix A References Index

Read more less

Book SynopsisThe theme of Collective Capacity Building (CCB) is a comprehensive one, resonating with the complexity of the knowledge society. Such complexity requires contributions of a wide range of scientists, for a multidimensional understanding. Thus, philosophers, economists, educationalists, sociologists, political scientists, psychologists, scientists from Romania, Germany, Spain, Serbia, Greece, Cyprus, Latvia and Sweden have come together in Collective Capacity Building: Shaping Education and Communication in Knowledge Society. Their choice to discuss current societal challenges in different fields, in a transdisciplinary and interdisciplinary manner, illustrates how communication, education, interaction, identity, science, professionalization and others are (re)shaped nowadays. As it is increasingly evident that the challenges of a knowledge-based society are more resilient to traditional approaches and the new focus is on how to regulate new skills and capacities, the contributions propose a more stimulating reflection and dialogue on how CCB can foster progress in some of the most intricate educational, social, cultural, geopolitical and economic issues today. In light of this, the contributors have addressed the following questions: How can we define collaboration in communication and educational theory and practice? What are the tools and the rules adopted by CCB in various practical contexts? How can researchers develop their theoretical perspective on CCB after their thorough investigation of current and complex educational issues and societal challenges?Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Towards Collective Capacity Building in a Transdisciplinary Perspective  Simona Sava Part 1: Interdisciplinary Approaches in Collective Capacity Building 1. Science, Truth, Democracy: A Troubled Marriage?  Mircea Dumitru 2. Capacity Building by Enculturation  Ekkehard Nuissl 3. Cultural Heritage, Identity and Collective Capacity Building  Sorin Vlad Predescu 4. Recovering Parsons through Roma’s Voices for Constructing European Societal Community  Teresa Sordé, Olga Serradell, Esther Oliver and Emilia Aiello 5. Distorting the Message of Religious Symbols by Fallacious Reasoning in the Electoral Posters of Political Campaigns  Gheorghe Clitan and Oana Barbu-Kleitsch 6. Political Communication on Social Media during February 2017 Protests in Romania  Simona Bader 7. Learning Democracy: Beyond the Traditional Didactics  Katarina Popovic, Maja Maksimovic and Aleksa Jovanovic 8. Critical Reflection in Contemporary Adult Education: An Essential Element for Personal and Collective Capacity Building  George A. Koulaouzides and Theodoros Koutroukis Part 2: Collective Capacity Building in Higher Education 9. Who Are the Knowledge Producers in Higher Education? An Inquiry into the Self-Perceptions of Postdoctoral Researchers in Higher Education in Spanish Universities  Georgeta Ion and Marina Tomàs-Folch 10. Nudging Generation Y towards Education for Sustainability  Liliana Donath, Monica Boldea and Ana-Maria Popa 11. Capacity Building in Initial Teacher Education (ITE): Collaboration for Collective Capacity Building  Irina Maslo and Mikael Cronhjort 12. Building Collective Capacity for Adult Learning in Distance Education  Maria N. Gravani 13. Nurturing the Well-Being of University Students for Improved Capacity Building  Ioana Darjan, Loredana Al Ghazi, Anca Lustrea, Mihai Predescu and Mariana Crasovan 14. The Normative Value of Health: Epigenetical, Bioethical and Theological Approaches to Health Education  Aurora Carmen Barbat Index

Read more less

Book SynopsisThe theme of Collective Capacity Building (CCB) is a comprehensive one, resonating with the complexity of the knowledge society. Such complexity requires contributions of a wide range of scientists, for a multidimensional understanding. Thus, philosophers, economists, educationalists, sociologists, political scientists, psychologists, scientists from Romania, Germany, Spain, Serbia, Greece, Cyprus, Latvia and Sweden have come together in Collective Capacity Building: Shaping Education and Communication in Knowledge Society. Their choice to discuss current societal challenges in different fields, in a transdisciplinary and interdisciplinary manner, illustrates how communication, education, interaction, identity, science, professionalization and others are (re)shaped nowadays. As it is increasingly evident that the challenges of a knowledge-based society are more resilient to traditional approaches and the new focus is on how to regulate new skills and capacities, the contributions propose a more stimulating reflection and dialogue on how CCB can foster progress in some of the most intricate educational, social, cultural, geopolitical and economic issues today. In light of this, the contributors have addressed the following questions: How can we define collaboration in communication and educational theory and practice? What are the tools and the rules adopted by CCB in various practical contexts? How can researchers develop their theoretical perspective on CCB after their thorough investigation of current and complex educational issues and societal challenges?Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Towards Collective Capacity Building in a Transdisciplinary Perspective  Simona Sava Part 1: Interdisciplinary Approaches in Collective Capacity Building 1. Science, Truth, Democracy: A Troubled Marriage?  Mircea Dumitru 2. Capacity Building by Enculturation  Ekkehard Nuissl 3. Cultural Heritage, Identity and Collective Capacity Building  Sorin Vlad Predescu 4. Recovering Parsons through Roma’s Voices for Constructing European Societal Community  Teresa Sordé, Olga Serradell, Esther Oliver and Emilia Aiello 5. Distorting the Message of Religious Symbols by Fallacious Reasoning in the Electoral Posters of Political Campaigns  Gheorghe Clitan and Oana Barbu-Kleitsch 6. Political Communication on Social Media during February 2017 Protests in Romania  Simona Bader 7. Learning Democracy: Beyond the Traditional Didactics  Katarina Popovic, Maja Maksimovic and Aleksa Jovanovic 8. Critical Reflection in Contemporary Adult Education: An Essential Element for Personal and Collective Capacity Building  George A. Koulaouzides and Theodoros Koutroukis Part 2: Collective Capacity Building in Higher Education 9. Who Are the Knowledge Producers in Higher Education? An Inquiry into the Self-Perceptions of Postdoctoral Researchers in Higher Education in Spanish Universities  Georgeta Ion and Marina Tomàs-Folch 10. Nudging Generation Y towards Education for Sustainability  Liliana Donath, Monica Boldea and Ana-Maria Popa 11. Capacity Building in Initial Teacher Education (ITE): Collaboration for Collective Capacity Building  Irina Maslo and Mikael Cronhjort 12. Building Collective Capacity for Adult Learning in Distance Education  Maria N. Gravani 13. Nurturing the Well-Being of University Students for Improved Capacity Building  Ioana Darjan, Loredana Al Ghazi, Anca Lustrea, Mihai Predescu and Mariana Crasovan 14. The Normative Value of Health: Epigenetical, Bioethical and Theological Approaches to Health Education  Aurora Carmen Barbat Index

Read more less

Book SynopsisSchooling, the most ubiquitous species of formal educational practice, removes learners from the world in which they exist and places them in contrived environments in order to educate them for the world in which they will work, play, and engage in other forms of cultural production for the rest of their time on Earth. While this arrangement seems to work for some, particularly those in academia and policymaking (who make decisions about educating others), it serves many of us somewhat less satisfactorily. This book documents the ongoing journey of a young cheese professional as she navigates the worlds of formal and informal education and the craft and art of cheesemaking. Her self-education is examined as she appropriates available resources in the service of constructing a professional learning program in the world and on the job. As she both succeeds and bumps up against obstacles in the pursuit of a life and a future in uncharted territory, we explore her being and becoming a professional cheesemaker, affineur and cheesemonger. A parallel story of an emerging educational researcher is examined as he partners with the cheese professional, propelling both of their stories into uncharted territory.Table of ContentsForeword: Learning from Lived Experience and Communicating What Has Been Learned  Kenneth Tobin Preface Acknowledgments A Readers’ Guide 1 The Researchers and the Researched  1 Researcher: Mitch  2 Researcher: Ashley  3 The Research 2 Cheeseworld Odessey: The Self-Education of a Cheese Professional  Mitch Bleier and Ashley N. Morton  1 Schooling vs Educating  2 Whose Story Is It?  3 Welcome to Cheeseworld  4 A Day in Cheeseworld  5 Trouble in Paradise: Three Illustrative Vignettes  6 The Science of Cheese  7 Embodied Knowledge  8 The Notebook  9 A Tale of Two (or Three) Cheese Shops  10 A Cheese Ambassador  11 For Educators to Consider  12 Finding Light in the Caves  13 In a Nutshell  14 Making Space for Difference 3 Life Itself: How We (Might) Educate  1 Real-World Learners in Artificial Learning Environments  2 Learning Embedded in Everyday Life: A Broader View of Educating  3 Alternative Approaches  4 Education within Institutions  5 External Control  6 Reviving the Old Ways  7 Brief Educational Biographies  8 Learning and Teaching in Cheeseworld  9 Intelligent Minds and Useful Bodies 4 What Now?  1 On Race and Gender and Old-Boy Networks  2 A New Set of Challenges  3 All Roads Lead to Romano  4 A Path to a Bright Horizon Paved with Good Intentions… and Some Not-so-Good Intentions  5 Between Two Worlds  6 An American Cheesemonger in Paris 5 The Journey Continues  1 Capital and Confidence  2 Border Control  3 Social Media  4 The Road Ahead 6 The Nature of This Research  1 Characteristics of the Research  2 Collaboration, Coresearching and Cowriting 7 How Do You Know That? On Science as a Knowledge System among Knowledge Systems  1 Biography of a Science Educator: Indoctrination to Reprogramming  2 Upending the West-Is-Best Hegemony  3 Whose Knowledge Is It?  4 A Place for Science  5 Two Personal Revolutions  6 Knowledge Systems: Competing or Complementary?  7 Generalizability, Family Resemblances, and Knowledge Production as Reproduction with Transformation References Index

Read more less

Book SynopsisSchooling, the most ubiquitous species of formal educational practice, removes learners from the world in which they exist and places them in contrived environments in order to educate them for the world in which they will work, play, and engage in other forms of cultural production for the rest of their time on Earth. While this arrangement seems to work for some, particularly those in academia and policymaking (who make decisions about educating others), it serves many of us somewhat less satisfactorily. This book documents the ongoing journey of a young cheese professional as she navigates the worlds of formal and informal education and the craft and art of cheesemaking. Her self-education is examined as she appropriates available resources in the service of constructing a professional learning program in the world and on the job. As she both succeeds and bumps up against obstacles in the pursuit of a life and a future in uncharted territory, we explore her being and becoming a professional cheesemaker, affineur and cheesemonger. A parallel story of an emerging educational researcher is examined as he partners with the cheese professional, propelling both of their stories into uncharted territory.Table of ContentsForeword: Learning from Lived Experience and Communicating What Has Been Learned  Kenneth Tobin Preface Acknowledgments A Readers’ Guide 1 The Researchers and the Researched  1 Researcher: Mitch  2 Researcher: Ashley  3 The Research 2 Cheeseworld Odessey: The Self-Education of a Cheese Professional  Mitch Bleier and Ashley N. Morton  1 Schooling vs Educating  2 Whose Story Is It?  3 Welcome to Cheeseworld  4 A Day in Cheeseworld  5 Trouble in Paradise: Three Illustrative Vignettes  6 The Science of Cheese  7 Embodied Knowledge  8 The Notebook  9 A Tale of Two (or Three) Cheese Shops  10 A Cheese Ambassador  11 For Educators to Consider  12 Finding Light in the Caves  13 In a Nutshell  14 Making Space for Difference 3 Life Itself: How We (Might) Educate  1 Real-World Learners in Artificial Learning Environments  2 Learning Embedded in Everyday Life: A Broader View of Educating  3 Alternative Approaches  4 Education within Institutions  5 External Control  6 Reviving the Old Ways  7 Brief Educational Biographies  8 Learning and Teaching in Cheeseworld  9 Intelligent Minds and Useful Bodies 4 What Now?  1 On Race and Gender and Old-Boy Networks  2 A New Set of Challenges  3 All Roads Lead to Romano  4 A Path to a Bright Horizon Paved with Good Intentions… and Some Not-so-Good Intentions  5 Between Two Worlds  6 An American Cheesemonger in Paris 5 The Journey Continues  1 Capital and Confidence  2 Border Control  3 Social Media  4 The Road Ahead 6 The Nature of This Research  1 Characteristics of the Research  2 Collaboration, Coresearching and Cowriting 7 How Do You Know That? On Science as a Knowledge System among Knowledge Systems  1 Biography of a Science Educator: Indoctrination to Reprogramming  2 Upending the West-Is-Best Hegemony  3 Whose Knowledge Is It?  4 A Place for Science  5 Two Personal Revolutions  6 Knowledge Systems: Competing or Complementary?  7 Generalizability, Family Resemblances, and Knowledge Production as Reproduction with Transformation References Index

Read more less

Book SynopsisOn Collaboration: Personal, Educational and Societal Arenas provides an elaborated analysis of what it means to collaborate, particularly in educational contexts. It thereby adopts a mixed-genre approach, following L. Vygotsky, who maintained that, for example, the works of Shakespeare and of Dostoyevsky had as much to teach us about the human psyche as laboratory studies and field observations. The authors draw on results of scientific research, particularly on collaborative learning and work, as well as on autobiographical narrative and analysis of works of art. In addition, they broaden the scientific perspective on collaboration from purely educational perspectives by including personal, artistic, and societal contexts. By exploiting benefits of different styles and genres (expository, narrative, fictional, argumentative) this text intends to lead readers towards further reflection on collaboration in their own lives, and towards deeper understanding of the complexity and misconceptions of collaboration, including its societal relevance.

Read more less

Book SynopsisOn Collaboration: Personal, Educational and Societal Arenas provides an elaborated analysis of what it means to collaborate, particularly in educational contexts. It thereby adopts a mixed-genre approach, following L. Vygotsky, who maintained that, for example, the works of Shakespeare and of Dostoyevsky had as much to teach us about the human psyche as laboratory studies and field observations. The authors draw on results of scientific research, particularly on collaborative learning and work, as well as on autobiographical narrative and analysis of works of art. In addition, they broaden the scientific perspective on collaboration from purely educational perspectives by including personal, artistic, and societal contexts. By exploiting benefits of different styles and genres (expository, narrative, fictional, argumentative) this text intends to lead readers towards further reflection on collaboration in their own lives, and towards deeper understanding of the complexity and misconceptions of collaboration, including its societal relevance.

Read more less

Book SynopsisThousands of diverse museums, including art galleries and heritage sites, exist around the world today and they draw millions of people, audiences who come to view the exhibitions and artefacts and equally importantly, to learn from them about the world and themselves. This makes museums active public educators who imagine, visualise, represent and story the past and the present with the specific aim of creating knowledge. Problematically, the visuals and narratives used to inform visitors are never neutral. Feminist cultural and adult education studies have shown that all too frequently they include epistemologies of mastery that reify the histories and deeds of ‘great men.' Despite pressures from feminist scholars and professionals, normative public museums continue to be rife with patriarchal ideologies that hide behind referential illusions of authority and impartiality to mask the many problematic ways gender is represented and interpreted, the values imbued in those representations and interpretations and their complicity in the cancellation of women’s stories in favour of conventional masculine historical accounts that shore up male superiority, entitlement, privilege, and dominance. Feminist Critique and the Museum: Educating for a Critical Consciousness problematises museums as it illustrates ways they can be become pedagogical spaces of possibility. This edited volume showcases the imaginative social critique that can be found in feminist exhibitions, and the role that women’s museums around the world are attempting to play in terms of transforming our understandings of women, gender, and the potential of museums to create inclusive narratives.Table of ContentsIntroduction  Kathy Sanford, Darlene Clover, Nancy Taber and Sarah Williamson PART 1: Stories Museums Tell: Language, Discourse and Representation 1 Toward a Racialised Gendered Museum Literacy  Lisa R. Merriweather 2 Infinitely Obscure Lives: Depictions of Women at a US Historic Site  Micki Voelkel and Shelli Henehan 3 Fashioning Women, Defrocking Patriarchy: Exhibition Stories  Darlene Clover and Kathy Sanford 4 Hacking Language: Critical Engagement with Curatorial Statements  Kathy Sanford and Darlene Clover 5 An Exploration of Discourses on Niagara Falls: Feminist Praxis in the Exhibition 1779  Ash Grover 6 Signs Images Words from 1968: From Duoethnographic Enquiry to a Dialogic Pedagogy  Laura Formenti, Silvia Luraschi and Gaia Del Negro PART 2: On War, Peace and Human Rights: Feminist Perspectivising 7 Whose (Military) Heritage? A Feminist Antimilitarist Analysis of Military Heritage Sites in Canada, England, and Europe  Nancy Taber 8 The Women’s Active Museum on War and Peace: Pedagogies of Possibility of Social and Historical Justice for “Comfort Women”  Sachiyo Tsukamoto and Sara C. Motta 9 Familiar Brushstrokes, Different Narratives: Re-Framing Embodiment and the Futurist Free-Word Aesthetic with Stories from Female Veterans of the Canadian Armed Forces  Lauren Spring 10 Courage and Passion and World War Women: Interpreting Two Exhibitions on Women in Canada’s National Museums  Jennifer Thivierge 11 From Darkness to Light? Problematising Transformative Learning at the Canadian Museum for Human Rights  Monica Drenth PART 3: Illumination, Provocation, Imagination 12 ‘ArtActivistBarbie’: The A/r/tographic Re-Deployment of Barbie in Museums and Galleries as a Feminist Activist and Pedagogue  Sarah Williamson 13 The Critical Advocacies and Pedagogies of Women’s Museums  Astrid Schönweger and Darlene E. Clover 14 A Room of Her Own: Interrogating Gender in a Historic House Museum  Mary Pinkoski and Lianne McTavish 15 Cultures of Headscarves: Feminist Intercultural Adult Education through a Challenging Exhibition  Gaby Franger and Darlene E. Clover 16 The Invisibility Cloak: Unveiling the Absence of Women Artists in the Museu Nacional de Arte Contemporânea  Emília Ferreira, Joana d’Oliva Monteiro and Sílvia Prazeres Moreira Index

Read more less

Book SynopsisThousands of diverse museums, including art galleries and heritage sites, exist around the world today and they draw millions of people, audiences who come to view the exhibitions and artefacts and equally importantly, to learn from them about the world and themselves. This makes museums active public educators who imagine, visualise, represent and story the past and the present with the specific aim of creating knowledge. Problematically, the visuals and narratives used to inform visitors are never neutral. Feminist cultural and adult education studies have shown that all too frequently they include epistemologies of mastery that reify the histories and deeds of ‘great men.' Despite pressures from feminist scholars and professionals, normative public museums continue to be rife with patriarchal ideologies that hide behind referential illusions of authority and impartiality to mask the many problematic ways gender is represented and interpreted, the values imbued in those representations and interpretations and their complicity in the cancellation of women’s stories in favour of conventional masculine historical accounts that shore up male superiority, entitlement, privilege, and dominance. Feminist Critique and the Museum: Educating for a Critical Consciousness problematises museums as it illustrates ways they can be become pedagogical spaces of possibility. This edited volume showcases the imaginative social critique that can be found in feminist exhibitions, and the role that women’s museums around the world are attempting to play in terms of transforming our understandings of women, gender, and the potential of museums to create inclusive narratives.Table of ContentsIntroduction  Kathy Sanford, Darlene Clover, Nancy Taber and Sarah Williamson PART 1: Stories Museums Tell: Language, Discourse and Representation 1 Toward a Racialised Gendered Museum Literacy  Lisa R. Merriweather 2 Infinitely Obscure Lives: Depictions of Women at a US Historic Site  Micki Voelkel and Shelli Henehan 3 Fashioning Women, Defrocking Patriarchy: Exhibition Stories  Darlene Clover and Kathy Sanford 4 Hacking Language: Critical Engagement with Curatorial Statements  Kathy Sanford and Darlene Clover 5 An Exploration of Discourses on Niagara Falls: Feminist Praxis in the Exhibition 1779  Ash Grover 6 Signs Images Words from 1968: From Duoethnographic Enquiry to a Dialogic Pedagogy  Laura Formenti, Silvia Luraschi and Gaia Del Negro PART 2: On War, Peace and Human Rights: Feminist Perspectivising 7 Whose (Military) Heritage? A Feminist Antimilitarist Analysis of Military Heritage Sites in Canada, England, and Europe  Nancy Taber 8 The Women’s Active Museum on War and Peace: Pedagogies of Possibility of Social and Historical Justice for “Comfort Women”  Sachiyo Tsukamoto and Sara C. Motta 9 Familiar Brushstrokes, Different Narratives: Re-Framing Embodiment and the Futurist Free-Word Aesthetic with Stories from Female Veterans of the Canadian Armed Forces  Lauren Spring 10 Courage and Passion and World War Women: Interpreting Two Exhibitions on Women in Canada’s National Museums  Jennifer Thivierge 11 From Darkness to Light? Problematising Transformative Learning at the Canadian Museum for Human Rights  Monica Drenth PART 3: Illumination, Provocation, Imagination 12 ‘ArtActivistBarbie’: The A/r/tographic Re-Deployment of Barbie in Museums and Galleries as a Feminist Activist and Pedagogue  Sarah Williamson 13 The Critical Advocacies and Pedagogies of Women’s Museums  Astrid Schönweger and Darlene E. Clover 14 A Room of Her Own: Interrogating Gender in a Historic House Museum  Mary Pinkoski and Lianne McTavish 15 Cultures of Headscarves: Feminist Intercultural Adult Education through a Challenging Exhibition  Gaby Franger and Darlene E. Clover 16 The Invisibility Cloak: Unveiling the Absence of Women Artists in the Museu Nacional de Arte Contemporânea  Emília Ferreira, Joana d’Oliva Monteiro and Sílvia Prazeres Moreira Index

Read more less

Book SynopsisCritical stories are narratives that recount the writer’s experiences, situating those experiences in broader cultural contexts. In this volume of Critical Storytelling, marginalized, excluded, and oppressed peoples share insights from their liminality to help readers learn from their perspectives on living from behind invisible bars. Female inmates at Decatur’s Correctional Center and the undergraduate Millikin University students who worked with them come together to give voice to their specific histories of living from behind invisibile bars and pose important questions to the reader about inciting change for the future. Specifically, the voices in this volume seek to expose, analyze, and challenge deeply-entrenched narratives and characterizations of incarcerated women, whose histories are often marked by sexual abuse, domestic violence, poverty, PTSD, a lack of education, housing insecurity, mental illness, and substance addiction. These silenced female inmate voices need to be heard and contextualized within the larger metanarrative of prison literature. Through telling critical stories, these writers attempt to: sustain recovery from trauma, make positive changes and informed decisions, create a real sense of empowerment, strengthen their capacity to exercise personal agency, and inspire audiences to create change far outside the reaches of physical and metaphorical bars. Contributors are: Anonymous, Soren Belle, Megan Batty, Dwight G. Brown, Jr., Sandra Brown, Kathryn Coffey, Kelly Cunningham, Paiten Hamilton, Kathlyn J. Housh, Rebekah Icenesse, Kala Keller, Jelisa Lovette, Bric Martin, Amanda Minetti, Laura Nearing, Angie Oaks, Claire Prendergast, Cara Quiett, J. M. Spence, Noah Villarreal and Alisha Walker.Table of ContentsPreface Notes on Contributors Prologue  Alex V. Miller 1 A Prisoner’s Melody  Sandra Brown, Jelissa Lovette and Alisha Walker 2 Barcode  Sandra Brown 3 Caged  Jelissa Lovette 4 The Forbidden & the Prohibited  Soren Belle 5 Truth or Dare  Sandra Brown 6 The People I Met When the Sky Went Dark  Bric Martin 7 The Great Wall of Insanity  J. M. Spence 8 State of Mind  Jelissa Lovette 9 The Call  Sandra Brown 10 Pivotal Times  Angie Oakes 11 A Daughter’s Sorrow  Sandra Brown 12 Talking It out from the Inside  Cara Quiett 13 Mother-Less Child  Jelissa Lovette 14 Not Waving, Not Drowning  Sandra Brown 15 Isaac  Claire Prendergast 16 Prison  Angie Oaks 17 Love Find Me  Jelissa Lovette 18 Little Girl Lost  Angie Oakes 19 Everlasting Kiss  Jelissa Lovette 20 Backburner Bitch  Anonymous 21 Love Alive  Kala Keller 22 My Dragonfly  Laura Neering 23 Puzzle Pieces in My Eyes  Rebekah M. Icenesse 24 Piece of Me  Jelissa Lovette 25 Nothing New under the Sun  Sandra Brown 26 Living a Life with Invisible Bars  Kathlyn J. Housh 27 Where Would I Be  Jelissa Lovette 28 My Odyssey  Sandra Brown 29 What Makes Straight so Great?  Dwight G. Brown, Jr. 30 Nature’s Sanctuary  Angie Oakes 31 Nature’s Pride and Promise  Cara Quiett 32 Finding Stability in Motion  Megan Batty 33 Queen of Soul  Jelisa Lovette 34 Melodies & Recipes  Cara Quiett 35 Unanswered Questions  Paiten Hamilton 36 Gregory’s Gift  Sandra Brown 37 Sentimental Syrup  Cara Quiett 38 Perfection: A History of Me & My Multi-Colored Elephants  Kathryn A. Coffey 39 Final Thoughts  Sandra Brown 40 Stopping the Cycle: My Journey with Generational Body Image  Kelly Cunningham 41 My Four Opportunities to Grow Up  Noah Villarreal 42 My Last Bow  Amanda Minetti 43 The Eulogy  Sandra Brown 44 Yoga Me Free  Cara Quiett 45 Metamorphosis  Sandra Brown Epilogue  Carmella J. Braniger, Rebekah M. Icenesse, Kathryn A. Coffey and Alex V. Miller

Read more less

Book SynopsisCritical stories are narratives that recount the writer’s experiences, situating those experiences in broader cultural contexts. In this volume of Critical Storytelling, marginalized, excluded, and oppressed peoples share insights from their liminality to help readers learn from their perspectives on living from behind invisible bars. Female inmates at Decatur’s Correctional Center and the undergraduate Millikin University students who worked with them come together to give voice to their specific histories of living from behind invisibile bars and pose important questions to the reader about inciting change for the future. Specifically, the voices in this volume seek to expose, analyze, and challenge deeply-entrenched narratives and characterizations of incarcerated women, whose histories are often marked by sexual abuse, domestic violence, poverty, PTSD, a lack of education, housing insecurity, mental illness, and substance addiction. These silenced female inmate voices need to be heard and contextualized within the larger metanarrative of prison literature. Through telling critical stories, these writers attempt to: sustain recovery from trauma, make positive changes and informed decisions, create a real sense of empowerment, strengthen their capacity to exercise personal agency, and inspire audiences to create change far outside the reaches of physical and metaphorical bars. Contributors are: Anonymous, Soren Belle, Megan Batty, Dwight G. Brown, Jr., Sandra Brown, Kathryn Coffey, Kelly Cunningham, Paiten Hamilton, Kathlyn J. Housh, Rebekah Icenesse, Kala Keller, Jelisa Lovette, Bric Martin, Amanda Minetti, Laura Nearing, Angie Oaks, Claire Prendergast, Cara Quiett, J. M. Spence, Noah Villarreal and Alisha Walker.Table of ContentsPreface Notes on Contributors Prologue  Alex V. Miller 1 A Prisoner’s Melody  Sandra Brown, Jelissa Lovette and Alisha Walker 2 Barcode  Sandra Brown 3 Caged  Jelissa Lovette 4 The Forbidden & the Prohibited  Soren Belle 5 Truth or Dare  Sandra Brown 6 The People I Met When the Sky Went Dark  Bric Martin 7 The Great Wall of Insanity  J. M. Spence 8 State of Mind  Jelissa Lovette 9 The Call  Sandra Brown 10 Pivotal Times  Angie Oakes 11 A Daughter’s Sorrow  Sandra Brown 12 Talking It out from the Inside  Cara Quiett 13 Mother-Less Child  Jelissa Lovette 14 Not Waving, Not Drowning  Sandra Brown 15 Isaac  Claire Prendergast 16 Prison  Angie Oaks 17 Love Find Me  Jelissa Lovette 18 Little Girl Lost  Angie Oakes 19 Everlasting Kiss  Jelissa Lovette 20 Backburner Bitch  Anonymous 21 Love Alive  Kala Keller 22 My Dragonfly  Laura Neering 23 Puzzle Pieces in My Eyes  Rebekah M. Icenesse 24 Piece of Me  Jelissa Lovette 25 Nothing New under the Sun  Sandra Brown 26 Living a Life with Invisible Bars  Kathlyn J. Housh 27 Where Would I Be  Jelissa Lovette 28 My Odyssey  Sandra Brown 29 What Makes Straight so Great?  Dwight G. Brown, Jr. 30 Nature’s Sanctuary  Angie Oakes 31 Nature’s Pride and Promise  Cara Quiett 32 Finding Stability in Motion  Megan Batty 33 Queen of Soul  Jelisa Lovette 34 Melodies & Recipes  Cara Quiett 35 Unanswered Questions  Paiten Hamilton 36 Gregory’s Gift  Sandra Brown 37 Sentimental Syrup  Cara Quiett 38 Perfection: A History of Me & My Multi-Colored Elephants  Kathryn A. Coffey 39 Final Thoughts  Sandra Brown 40 Stopping the Cycle: My Journey with Generational Body Image  Kelly Cunningham 41 My Four Opportunities to Grow Up  Noah Villarreal 42 My Last Bow  Amanda Minetti 43 The Eulogy  Sandra Brown 44 Yoga Me Free  Cara Quiett 45 Metamorphosis  Sandra Brown Epilogue  Carmella J. Braniger, Rebekah M. Icenesse, Kathryn A. Coffey and Alex V. Miller

Read more less

Book SynopsisIncludes a prize-winning chapter by the winner of the 2021 Early Career Award of the International Narrative Research Special Interest Group of the American Education Research Association. Trudy Cardinal was awarded this prize, among other publications, for chapter 11 in The Doctoral Journey: International Educationalist Perspectives: An Autobiographical Narrative Inquiry into the Experiences of One Cree/Métis Doctoral Student. This book has prompted an expanded book series: The Doctoral Journey in Education. Please click here to find out more! The Doctoral Journey: International Educationalist Perspectives assembles a collective narrative related to the doctoral journey of recent graduates in the field of education. Clearly, the doctoral journey is not a linear process but rather a lattice of ever-evolving professional and personal relationships, experiences, perspectives, and insights. From early on when considering whether or not to apply to a programme, to deciding on an institution and supervisor, to delving into the related literature, to data collection and analyses, to closing in on the defence, to results dissemination, and everything in between and beyond, the doctoral journey presents incalculable obstacles that can be, and have been, overcome by doctoral graduates—including the contributors in this inspirationally-sparked collective narrative. Contributors are: Trudy Cardinal, Philip Wing Keung Chan, José da Costa, Alison Egan, Janet McConaghy, June McConaghy, Kelsey McEntyre, Sammy M. Mutisya, Christina A. Parker, Carla L. Peck, Colin G. Pennington, Kathleen Pithouse-Morgan, Edgar Schmidt, and Pearl Subban.Trade Review“The text resonates with my 25 years in academia (including difficult challenges faced when being a graduate advisor) and it resonates with the 20 doctoral students I have supervised to completion during that time.” – Anthony Clarke, University of British Columbia “Unlike other similar volumes, The Doctoral Journey offers a new approach – it represents authentic experiences as diverse as people pursuing doctoral degrees and institutions offering them. The book is original because it offers readers an opportunity to see how real people live through personal and academic challenges, how they develop as future scholars, and how they learn to be compassionate and ‘stay real’ as they complete their journeys. It is the richness and diversity of the experiences and personal backgrounds of the contributors that make this book outstanding.” – Tatiana Gounko, University of VictoriaTable of ContentsDedication Acknowledgements List of Figures Notes on Contributors Introduction: Multiple Pathways  Brent Bradford Notable Quotes Part 1: Doctorates in Education 1 Doctorates in Education: Paths through the Journey  José da Costa Part 2: Beyond Completion 2 Choosing My Own Adventures: A Short Story of My Doctoral Journey  Kathleen Pithouse-Morgan 3 Growth from Cross-Disciplinary Research: A Learning Journey from Doctoral Student to University Scholar  Philip Wing Keung Chan 4 The Doctoral Journey: A Kenyan Experience  Sammy Mutisya Part 3: Journeys Revealed 5 Mapping the Journey: Directed by the “F” Word  Pearl Subban 6 Doing a PhD Part-Time: An Irish Perspective  Alison Egan 7 Teacher in the Academy: A Doctoral Journey  Edgar Schmidt 8 Exploring Place and Identity through Research: How My Doctoral Journey Shaped My Subjective Positionality  Christina A. Parker 9 My Doctoral Journey: Aiming to Become an Effective Scholar of Physical Education  Colin G. Pennington 10 Chasing My Educational Goals: The Journey of a First-Generation Post-Secondary Female Student While Expecting a First Born  Kelsey McEntyre Part 4: An Indigenous Scholar’s Journey from ‘Little Me’ to ‘Knower’ 11 Becoming Real: An Autobiographical Narrative Inquiry into the Experiences of One Métis/Cree Doctoral Student  Trudy Cardinal Part 5: Considering Next Steps upon Completion 12 What’s Next?  Carla L. Peck Part 6: Final Thoughts Contributor Thoughts upon Completion Afterword  June McConaghy and Janet McConaghy

Read more less

Book SynopsisWe live in a socio-cultural reality which is dominated by an entrepreneurial and instrumental rationality, as well as by a discriminative and populist mentality. Questioning the validity of taken-for-granted sovereign perspectives is thus of vital importance. Our contact with art can serve as a pathway through which we might be empowered to identify false life values and develop the disposition and ability to challenge them. The learning potential of aesthetic experience is, however, barely exploited within educational systems. In addition, although major scholars have contributed to a deeper understanding of the liberating dimension of processing important artworks, there has been surprisingly little discussion in the relevant literature focusing on educational practice. Exploring Art for Perspective Transformation provides a comprehensive analysis and synthesis of theoretical views pertaining to the emancipatory process of exploring art. Moreover, it presents the educational method Transformative Learning through Aesthetic Experience (TLAE), with reference to particular examples of implementation. TLAE is addressed to adult educators and school teachers regardless of the subject they teach and their theoretical background on aesthetics. It involves engaging learners in exploring works from fine arts, literature, theatre, cinema and music with a view to promoting critical reflection on one’s potentially problematic perspectives.Trade Review“It is really a well written and presented book. I like it as it does exactly what it sets out to do in every respect. I think every idea it expresses is clear and accurate. The originality of the book lies in the methodology section that rests on the theory section.” – Ted Fleming, Adjunct Associate Professor, Teachers College, Columbia University, New York “This excellent book covers the literature in a hugely important field thoroughly & is written in a highly accessible fashion. I think this will be essential reading for the next generation.” – Viv Golding, Honorary Associate Professor, School of Museum Studies, University of Leicester "This is a beautifully written book that was difficult to put down. It's readability and accessibility make it a timely and thoughtful contribution during these uncertain times when all of us – researchers, scholar-practitioners, and educator activists – are seeking ways to generate the conditions that support learning processes that sustain transformation." – Aliki Nicolaides, Associate Professor of Adult Learning, University of Georgia, and Director of the International Transformative Learning Association “In illuminating the essence and significance of transformative learning theory, Kokkos highlights the potential contribution of arts and esthetic experience to perspective transformation and critical thinking. Importantly, this book amply demonstrates that specialized knowledge is not a prerequisite for using art as a springboard to development of critical awareness, nor is arts-based education limited to older students and esthetic coursework, but rather, 'the use of art as an impetus for reflection can be relevant to all possible topics and, as a result, to all subject matters.'” – Kathleen Taylor, Admissions Committee Chair, Doctorate in Educational Leadership, Kalmanovitz School of Education, Saint Mary’s College of California, Facilitating Learning with the Adult Brain in MindTable of ContentsPreface Acknowledgments List of Figures and Tables About the Author Part 1: Theoretical Review Introduction of Part 1 1 The Distinctive Nature of Learning for Change  1 Introduction  2 Assimilative and Accommodative Learning  3 What Form Is Transformed?  4 Transformation of the Identity  5 Single-Loop and Double-Loop Learning  6 Τhe Struggle for Hegemony  7 Banking and Problem-Posing Education  8 Critical Pedagogy  9 Transformation Theory  10 Transformative Learning Theoretical Field  11 Concluding Remarks 2 Cognitive Theory of Art  1 Introduction  2 Art and Growth of Mind  3 Ways of Employing Art  4 Cognitive School and Learning for Change  5 Final Thoughts 3 Aristotle’s Poetics  1 Introduction  2 Mimesis and Learning  3 Defijining Tragedy  4 Interpretations of Catharsis  5 The Plot  6 “Like Ourselves”  7 The Function of Fear and Pity  8 Learning, Catharsis, Perspective Transformation  9 The Form of the Tragedy  10 Criticism to Entertaining Art  11 Final Thoughts 4 The Views of John Dewey and Maxine Greene  1 Introduction  2 Art as Experience  3 Final Thoughts  4 Releasing the Imagination  5 Final Thoughts 5 The Perspective of Frankfurt School  1 Introduction  2 The Critique of Culture Industry  3 A Case Study: Philadelphia  4 Art and Emancipation  5 A Widespread Discourse  6 Final Thoughts 6 The Legacy of Freire and Gramsci 1 Introduction 2 The Aesthetic Dimension in Freire’s Work 3 Gramsci’s Conception of Popular Art 4 Final Thoughts 7 Alternative Approaches  1 Introduction  2 Emancipatory Museum Education  3 Challenging Issues  4 Cultural Studies, Critical Literacy, Critical Pedagogy  5 Giroux’s View on Popular Films  6 Using Entertainment Media  7 Discussion Part 2: The Transformative Learning through Aesthetic Experience (tlae) Method Introduction to Part 2 8 The Theoretical Foundations and Principles of the Method  1 Introduction  2 Aesthetic Experience Is an Important Component of Emancipatory Education  3 TLAE Is Associated with Learning for Change  4 Both Adolescents and Adults Can Be Involved  5 Meaningful Artworks are Addressed to a Wide Range of Learners  6 TLAE Is Potentially Connected with All the Subject Matters  7 TLAE Can Be Implemented by a Large Number of Educators  8 The Educators Function as “Cultural Activists”  9 Final Thoughts 9 The Stages of TLAE Method  1 Introduction  2 First Stage: Determining the Need for Transformative Learning  3 Second Stage: Participants Express Their Ideas  4 Third Stage: Constructing a Transformational Strategy  5 Fourth Stage: Identifying Works of Art and Educational Techniques  6 Fifth Stage: Exploring the Artworks and Critical Questions  7 Sixth Stage: Critically Reflecting on Assumptions  8 Seventh Stage: Defijining and Applying Next Steps 10 Examples of Implementation  1 First Example: Transforming Prisoners’ Views  2 Second Example: Challenging Racism in Elementray School  3 Third Example: Transforming Student Teachers’ Assumptions: A Long-Term Research 11 Inferences Drawn from Application  1 Introduction  2 Learners’ Attitude toward TLAE  3 Can TLAE Contribute to Perspective Transformation?  4 The Educators’ View on TLAE  5 Becoming Transformative Educators  6 Suggestions for the Implementation of TLAE 12 Concluding Reflections Appendix 1: The Use of Films, Literature and Music References Name Index Subject Index Artworks Index

Read more less

Book SynopsisWe live in a socio-cultural reality which is dominated by an entrepreneurial and instrumental rationality, as well as by a discriminative and populist mentality. Questioning the validity of taken-for-granted sovereign perspectives is thus of vital importance. Our contact with art can serve as a pathway through which we might be empowered to identify false life values and develop the disposition and ability to challenge them. The learning potential of aesthetic experience is, however, barely exploited within educational systems. In addition, although major scholars have contributed to a deeper understanding of the liberating dimension of processing important artworks, there has been surprisingly little discussion in the relevant literature focusing on educational practice. Exploring Art for Perspective Transformation provides a comprehensive analysis and synthesis of theoretical views pertaining to the emancipatory process of exploring art. Moreover, it presents the educational method Transformative Learning through Aesthetic Experience (TLAE), with reference to particular examples of implementation. TLAE is addressed to adult educators and school teachers regardless of the subject they teach and their theoretical background on aesthetics. It involves engaging learners in exploring works from fine arts, literature, theatre, cinema and music with a view to promoting critical reflection on one’s potentially problematic perspectives.Trade Review“It is really a well written and presented book. I like it as it does exactly what it sets out to do in every respect. I think every idea it expresses is clear and accurate. The originality of the book lies in the methodology section that rests on the theory section.” – Ted Fleming, Adjunct Associate Professor, Teachers College, Columbia University, New York “This excellent book covers the literature in a hugely important field thoroughly & is written in a highly accessible fashion. I think this will be essential reading for the next generation.” – Viv Golding, Honorary Associate Professor, School of Museum Studies, University of Leicester "This is a beautifully written book that was difficult to put down. It's readability and accessibility make it a timely and thoughtful contribution during these uncertain times when all of us – researchers, scholar-practitioners, and educator activists – are seeking ways to generate the conditions that support learning processes that sustain transformation." – Aliki Nicolaides, Associate Professor of Adult Learning, University of Georgia, and Director of the International Transformative Learning Association “In illuminating the essence and significance of transformative learning theory, Kokkos highlights the potential contribution of arts and esthetic experience to perspective transformation and critical thinking. Importantly, this book amply demonstrates that specialized knowledge is not a prerequisite for using art as a springboard to development of critical awareness, nor is arts-based education limited to older students and esthetic coursework, but rather, 'the use of art as an impetus for reflection can be relevant to all possible topics and, as a result, to all subject matters.'” – Kathleen Taylor, Admissions Committee Chair, Doctorate in Educational Leadership, Kalmanovitz School of Education, Saint Mary’s College of California, Facilitating Learning with the Adult Brain in MindTable of ContentsPreface Acknowledgments List of Figures and Tables About the Author Part 1: Theoretical Review Introduction of Part 1 1 The Distinctive Nature of Learning for Change  1 Introduction  2 Assimilative and Accommodative Learning  3 What Form Is Transformed?  4 Transformation of the Identity  5 Single-Loop and Double-Loop Learning  6 Τhe Struggle for Hegemony  7 Banking and Problem-Posing Education  8 Critical Pedagogy  9 Transformation Theory  10 Transformative Learning Theoretical Field  11 Concluding Remarks 2 Cognitive Theory of Art  1 Introduction  2 Art and Growth of Mind  3 Ways of Employing Art  4 Cognitive School and Learning for Change  5 Final Thoughts 3 Aristotle’s Poetics  1 Introduction  2 Mimesis and Learning  3 Defijining Tragedy  4 Interpretations of Catharsis  5 The Plot  6 “Like Ourselves”  7 The Function of Fear and Pity  8 Learning, Catharsis, Perspective Transformation  9 The Form of the Tragedy  10 Criticism to Entertaining Art  11 Final Thoughts 4 The Views of John Dewey and Maxine Greene  1 Introduction  2 Art as Experience  3 Final Thoughts  4 Releasing the Imagination  5 Final Thoughts 5 The Perspective of Frankfurt School  1 Introduction  2 The Critique of Culture Industry  3 A Case Study: Philadelphia  4 Art and Emancipation  5 A Widespread Discourse  6 Final Thoughts 6 The Legacy of Freire and Gramsci 1 Introduction 2 The Aesthetic Dimension in Freire’s Work 3 Gramsci’s Conception of Popular Art 4 Final Thoughts 7 Alternative Approaches  1 Introduction  2 Emancipatory Museum Education  3 Challenging Issues  4 Cultural Studies, Critical Literacy, Critical Pedagogy  5 Giroux’s View on Popular Films  6 Using Entertainment Media  7 Discussion Part 2: The Transformative Learning through Aesthetic Experience (tlae) Method Introduction to Part 2 8 The Theoretical Foundations and Principles of the Method  1 Introduction  2 Aesthetic Experience Is an Important Component of Emancipatory Education  3 TLAE Is Associated with Learning for Change  4 Both Adolescents and Adults Can Be Involved  5 Meaningful Artworks are Addressed to a Wide Range of Learners  6 TLAE Is Potentially Connected with All the Subject Matters  7 TLAE Can Be Implemented by a Large Number of Educators  8 The Educators Function as “Cultural Activists”  9 Final Thoughts 9 The Stages of TLAE Method  1 Introduction  2 First Stage: Determining the Need for Transformative Learning  3 Second Stage: Participants Express Their Ideas  4 Third Stage: Constructing a Transformational Strategy  5 Fourth Stage: Identifying Works of Art and Educational Techniques  6 Fifth Stage: Exploring the Artworks and Critical Questions  7 Sixth Stage: Critically Reflecting on Assumptions  8 Seventh Stage: Defijining and Applying Next Steps 10 Examples of Implementation  1 First Example: Transforming Prisoners’ Views  2 Second Example: Challenging Racism in Elementray School  3 Third Example: Transforming Student Teachers’ Assumptions: A Long-Term Research 11 Inferences Drawn from Application  1 Introduction  2 Learners’ Attitude toward TLAE  3 Can TLAE Contribute to Perspective Transformation?  4 The Educators’ View on TLAE  5 Becoming Transformative Educators  6 Suggestions for the Implementation of TLAE 12 Concluding Reflections Appendix 1: The Use of Films, Literature and Music References Name Index Subject Index Artworks Index

Read more less

Book SynopsisLearner-Centred Education for Adult Migrants in Europe: A Critical Comparative Analysis contributes to the field of Adult Education by investigating the ways in which Learner-Centred Education (LCE) is being enacted, implemented or neglected in specific settings. The book addresses the lack of research on how LCE is used in adult education as a tool for social change across different national contexts. This comparative approach is crucial for exploring the complex global, regional, national and local dynamics that account for varying implementations (or non-implementations) of LCE in different settings, for appreciating the thin or wide differences in practices of implementation, and for assessing the successes, failures and needs for improvement of diverse LCE programmes. The book’s primary focus on migration as a social process, and migrants as active citizens is useful in unravelling the convergences and divergences of different national and urban settings where migrant adult learners live as citizens, or as non-citizens, and how this intersects with their experiences as learners. This research is contextualised in a larger political context. What emerges from the parting reflection is a European scenario marked by ambivalent and contradictory relations with migrants, and an educational intervention that is located somewhere between the assimilationist-integrationist dialectic. The four cases presented (Estonia, Malta, Scotland and Cyprus) generally respond to the learners’ needs on the ground while rarely problematising the ideological stance of the state in relation to the educational plight of migrants. The final chapter introduces and elaborates on a new concept, Emancipatory LCE, to help generate a deeper analysis.Trade Review"This book makes a very important contribution to the growing literature on how learner-centred education plays out in different contexts: in this case, the context of adult education for migrants in four European settings. The four cases (and their ‘cartographies’) are presented vividly. The comparisons are thoughtful and provide models of effective comparative education methods, including how to manage a framework and units of analysis. Accessible and well organised, it is an excellent resource for anyone interested in any of these themes." – Michele Schweisfurth, Professor of Comparative and International Education, University of GlasgowTable of ContentsForeword  Peter Mayo Acknowledgements Notes on Contributors PART 1: Conceptualisation 1 Setting the Context for a Comparative Exploration of Learner-Centred Education (LCE) in Programmes for Adult Migrants in Europe  Maria N. Gravani and Bonnie Slade 2 Learner-Centred Education: Debating Conceptual, Theoretical and Empirical Approaches  Maria N. Gravani and Pavlos Hatzopoulos PART 2: Contextualisation 3 Comparative Cartography of Adult Education for Migrants in the Four Countries  Maria Brown, Maria N. Gravani, Bonnie Slade and Larissa Jõgi 4 Learner-Centred Education and Adult Education for Migrants in Estonia  Larissa Jõgi and Katrin Karu 5 Learner-Centred Education and Adult Education for Migrants in Glasgow  Bonnie Slade and Nicola Dickson 6 Learner-Centred Education and Adult Education for Migrants in Malta  Maria Brown 7 Learner-Centred Education and Adult Education for Migrants in Cyprus  Maria N. Gravani, Pavlos Hatzopoulos and Eleni Papaioannou PART 3: Comparative Analysis & Reflections 8 Learner-Centred Education and Adult Education for Migrants: A Cross-Case Analysis of the Four Cases  Pavlos Hatzopoulos, Maria N. Gravani, Bonnie Slade, Larissa Jõgi and Maria Brown 9 Reading the Migrants’ World through Emancipatory Learner-Centred Education: Parting Reflections on the Micro Pedagogical Contexts  Carmel Borg Index

Read more less

Book SynopsisLearner-Centred Education for Adult Migrants in Europe: A Critical Comparative Analysis contributes to the field of Adult Education by investigating the ways in which Learner-Centred Education (LCE) is being enacted, implemented or neglected in specific settings. The book addresses the lack of research on how LCE is used in adult education as a tool for social change across different national contexts. This comparative approach is crucial for exploring the complex global, regional, national and local dynamics that account for varying implementations (or non-implementations) of LCE in different settings, for appreciating the thin or wide differences in practices of implementation, and for assessing the successes, failures and needs for improvement of diverse LCE programmes. The book’s primary focus on migration as a social process, and migrants as active citizens is useful in unravelling the convergences and divergences of different national and urban settings where migrant adult learners live as citizens, or as non-citizens, and how this intersects with their experiences as learners. This research is contextualised in a larger political context. What emerges from the parting reflection is a European scenario marked by ambivalent and contradictory relations with migrants, and an educational intervention that is located somewhere between the assimilationist-integrationist dialectic. The four cases presented (Estonia, Malta, Scotland and Cyprus) generally respond to the learners’ needs on the ground while rarely problematising the ideological stance of the state in relation to the educational plight of migrants. The final chapter introduces and elaborates on a new concept, Emancipatory LCE, to help generate a deeper analysis.Trade Review"This book makes a very important contribution to the growing literature on how learner-centred education plays out in different contexts: in this case, the context of adult education for migrants in four European settings. The four cases (and their ‘cartographies’) are presented vividly. The comparisons are thoughtful and provide models of effective comparative education methods, including how to manage a framework and units of analysis. Accessible and well organised, it is an excellent resource for anyone interested in any of these themes." – Michele Schweisfurth, Professor of Comparative and International Education, University of GlasgowTable of ContentsForeword  Peter Mayo Acknowledgements Notes on Contributors PART 1: Conceptualisation 1 Setting the Context for a Comparative Exploration of Learner-Centred Education (LCE) in Programmes for Adult Migrants in Europe  Maria N. Gravani and Bonnie Slade 2 Learner-Centred Education: Debating Conceptual, Theoretical and Empirical Approaches  Maria N. Gravani and Pavlos Hatzopoulos PART 2: Contextualisation 3 Comparative Cartography of Adult Education for Migrants in the Four Countries  Maria Brown, Maria N. Gravani, Bonnie Slade and Larissa Jõgi 4 Learner-Centred Education and Adult Education for Migrants in Estonia  Larissa Jõgi and Katrin Karu 5 Learner-Centred Education and Adult Education for Migrants in Glasgow  Bonnie Slade and Nicola Dickson 6 Learner-Centred Education and Adult Education for Migrants in Malta  Maria Brown 7 Learner-Centred Education and Adult Education for Migrants in Cyprus  Maria N. Gravani, Pavlos Hatzopoulos and Eleni Papaioannou PART 3: Comparative Analysis & Reflections 8 Learner-Centred Education and Adult Education for Migrants: A Cross-Case Analysis of the Four Cases  Pavlos Hatzopoulos, Maria N. Gravani, Bonnie Slade, Larissa Jõgi and Maria Brown 9 Reading the Migrants’ World through Emancipatory Learner-Centred Education: Parting Reflections on the Micro Pedagogical Contexts  Carmel Borg Index

Read more less

Book SynopsisThis book explores how narratives are deeply embodied, engaging heart, soul, as well as mind, through varying adult learner perspectives. Biographical research is not an isolated, individual, solipsistic endeavor but shaped by larger ecological interactions – in families, schools, universities, communities, societies, and networks – that can create or destroy hope. Telling or listening to life stories celebrates complexity, messiness, and the rich potential of learning lives. The narratives in this book highlight the rapid disruption of sustainable ecologies, not only ‘natural’, physical, and biological, but also psychological, economic, relational, political, educational, cultural, and ethical. Yet, despite living in a precarious, and often frightening, liquid world, biographical research can both chronicle and illuminate how resources of hope are created in deeper, aesthetically satisfying ways. Biographical research offers insights, and even signposts, to understand and transcend the darker side of the human condition, alongside its inspirations. Discourses, Dialogue and Diversity in Biographical Research aims to generate insight into people’s fears and anxieties but also their capacity to 'keep on keeping on' and to challenge forces that would diminish their and all our humanity. It provides a sustainable approach to creating sufficient hope in individuals and communities by showing how building meaningful dialogue, grounded in social justice, can create good enough experiences of togetherness across difference. The book illuminates what amounts to an ecology of life, learning and human flourishing in a sometimes tortured, fractious, fragmented, and fragile world, yet one still offering rich resources of hope.Table of ContentsThe European Society for Research on the Education of Adults (Esrea) Acknowledgements Notes on Contributors Introduction: Towards an Ecological Perspective on Learning and the Stories People Tell  Alan Bainbridge, Laura Formenti and Linden West PART 1: Discourses of Ecology and Learning 1 When Lake Erie Is Polluted, We Are Too  Laura Formenti and Linden West 2 Biographical Interviews and the Micro Context of Biographicity: Closely Listening for Meaning, Learning, and Voice  Rob Evans 3 Narrative Regimes: An Alliance between Descriptive Phenomenology and Biography  Hervé Breton 4 Biographical Research at the Boundary: A Careful Listening for the Micro, Meso, and Macro in End-of-Life Care  Kjetil Moen 5 Trying to Capture the Value of the ‘Live’ Conference Using an Ecological Approach  Hazel R. Wright and Marianne Høyen PART 2: Dialogue on Learning Together, and Its Distress 6 Dynamic Ecologies of Person and Place: Dialogic Ethnographies as Public Engagement  Richard D. Sawyer 7 Beyond Truth: A Pragmatist Approach to Narrative Pedagogy in Professional Learning for Healthcare Practitioners  Laura Mazzoli Smith 8 A Key? Conflict, and the Struggle for an Ecology of Dialogue, Learning and Peace among Israeli Jewish and Palestinian Educators  Alan Bainbridge and Linden West PART 3: Diversity as a Content and as a Feature of Biographic Enquiry 9 Understanding Women’s Lives through Critical Feminist Perspectives: Working-Class Women Students in Higher Education  Barbara Merrill 10 Some Reflections on the Meaning, Limits and Challenges of Critical Biographical Research  Fergal Finnegan 11 Storytelling, Culture, and Indigenous Methodology  Adrienne S. Chan 12 Profession Reimagined: Tackling Adult Educators’ Alienation through Multimodal Ways of Knowing  Gaia Del Negro 13 The PhD and Me: A Liminal Space  Paula Stone Conclusion: An Evolution of Ideas: The Transformative Ecological Imagination in Adult Learning, Education, and Research  Alan Bainbridge, Laura Formenti and Linden West Index

Read more less

Book SynopsisThis book explores how narratives are deeply embodied, engaging heart, soul, as well as mind, through varying adult learner perspectives. Biographical research is not an isolated, individual, solipsistic endeavor but shaped by larger ecological interactions – in families, schools, universities, communities, societies, and networks – that can create or destroy hope. Telling or listening to life stories celebrates complexity, messiness, and the rich potential of learning lives. The narratives in this book highlight the rapid disruption of sustainable ecologies, not only ‘natural’, physical, and biological, but also psychological, economic, relational, political, educational, cultural, and ethical. Yet, despite living in a precarious, and often frightening, liquid world, biographical research can both chronicle and illuminate how resources of hope are created in deeper, aesthetically satisfying ways. Biographical research offers insights, and even signposts, to understand and transcend the darker side of the human condition, alongside its inspirations. Discourses, Dialogue and Diversity in Biographical Research aims to generate insight into people’s fears and anxieties but also their capacity to 'keep on keeping on' and to challenge forces that would diminish their and all our humanity. It provides a sustainable approach to creating sufficient hope in individuals and communities by showing how building meaningful dialogue, grounded in social justice, can create good enough experiences of togetherness across difference. The book illuminates what amounts to an ecology of life, learning and human flourishing in a sometimes tortured, fractious, fragmented, and fragile world, yet one still offering rich resources of hope.Table of ContentsThe European Society for Research on the Education of Adults (Esrea) Acknowledgements Notes on Contributors Introduction: Towards an Ecological Perspective on Learning and the Stories People Tell  Alan Bainbridge, Laura Formenti and Linden West PART 1: Discourses of Ecology and Learning 1 When Lake Erie Is Polluted, We Are Too  Laura Formenti and Linden West 2 Biographical Interviews and the Micro Context of Biographicity: Closely Listening for Meaning, Learning, and Voice  Rob Evans 3 Narrative Regimes: An Alliance between Descriptive Phenomenology and Biography  Hervé Breton 4 Biographical Research at the Boundary: A Careful Listening for the Micro, Meso, and Macro in End-of-Life Care  Kjetil Moen 5 Trying to Capture the Value of the ‘Live’ Conference Using an Ecological Approach  Hazel R. Wright and Marianne Høyen PART 2: Dialogue on Learning Together, and Its Distress 6 Dynamic Ecologies of Person and Place: Dialogic Ethnographies as Public Engagement  Richard D. Sawyer 7 Beyond Truth: A Pragmatist Approach to Narrative Pedagogy in Professional Learning for Healthcare Practitioners  Laura Mazzoli Smith 8 A Key? Conflict, and the Struggle for an Ecology of Dialogue, Learning and Peace among Israeli Jewish and Palestinian Educators  Alan Bainbridge and Linden West PART 3: Diversity as a Content and as a Feature of Biographic Enquiry 9 Understanding Women’s Lives through Critical Feminist Perspectives: Working-Class Women Students in Higher Education  Barbara Merrill 10 Some Reflections on the Meaning, Limits and Challenges of Critical Biographical Research  Fergal Finnegan 11 Storytelling, Culture, and Indigenous Methodology  Adrienne S. Chan 12 Profession Reimagined: Tackling Adult Educators’ Alienation through Multimodal Ways of Knowing  Gaia Del Negro 13 The PhD and Me: A Liminal Space  Paula Stone Conclusion: An Evolution of Ideas: The Transformative Ecological Imagination in Adult Learning, Education, and Research  Alan Bainbridge, Laura Formenti and Linden West Index

Read more less

Book SynopsisThis fourth edition of the book represents a milestone in the history of the Systems Theory Framework of career development that attests to its continuing influence and contemporary relevance. It emphasises changes in career development theory, practice, and research since its first edition in 1999. At that time, the publication of the STF was described by reviewers as a “groundbreaking departure from traditional counseling texts”, a “landmark work leading to the convergence of career development theories”, and as a “rare book that not only illuminates a field of study but also advances it”. Subsequent commentary attests to the strength of the metatheoretical contribution of the STF and its facilitation of links between theory, research, and practice. This book introduces systems theory and the STF, and comprehensively overviews traditional and contemporary career theory and analyses it through the metatheoretical lens of the STF. It then describes applications of the STF by applying systems thinking, systems mapping and experiential learning. Finally, the contributions and future directions of the STF are highlighted. This book provides a record of almost 30 years of contribution of the STF to career theory, research, and practice.Table of ContentsPreface List of Figures and Tables About the Authors PART 1: Introducing Systems Theory and the Systems Theory Framework of Career Development 1 Introducing Career Development and Systems Theory  1 History of Career Development  2 Terminology  3 Philosophical Underpinnings of Our Understandings of Career  4 Career Development Theory  5 Conclusion 2 Systems Theory  1 The Development of Systems Theory  2 General Systems Theory  3 Major Contributors to Systems Theory  4 Themes in Systems Theory  5 Systems Theory Elements  6 Systems Theory Perspectives in Career Theory  7 Systems Theory and Related Conceptualisations  8 Conclusion 3 The Systems Theory Framework of Career Development  1 Development of the Systems Theory Framework  2 The Systems Theory Framework  3 Advantages of the Systems Theory Framework  4 Limitations of a Systems Theory Perspective  5 Implications of a Systems Theory Perspective  6 Conclusion PART 2: Review of Career Theory 4 Theories Focusing on Content  1 The Work of Frank Parsons  2 Differential Psychology  3 Bordin’s Psychodynamic Model of Career Choice  4 D. Brown’s Values-Based Theory  5 Similarities and Differences between Theories of Content  6 Conclusion 5 Theories Focusing on Process  1 The Work of Ginzberg and Colleagues  2 Super’s Life-Span, Life-Space Approach  3 L. S. Gottfredson’s Circumscription and Compromise Theory  4 Similarities and Differences between Theories  5 Conclusion 6 Theories Focusing on Content and Process  1 Roe’s Theory of Personality Development and Career Choice  2 Law’s Career Learning Theory  3 Krumboltz’s Social Learning Theory of Career Decision-Making (SLTCDM)  4 Social Cognitive Career Theory  5 Cognitive Information Processing Model  6 Developmental-Contextual Approach  7 Similarities and Differences between Theories  8 Conclusion 7 Constructivist, Social Constructionist, and Systems Theories  1 Individualistic Approach  2 Career Construction: A Developmental Theory of Vocational Behaviour  3 A Contextual Action Theory Explanation of Career  4 Chaos Theory of Careers  5 Living Systems Theory of Vocational Behaviour and Development (LSVD)  6 Psychology of Working Theory  7 Similarities and Differences between Theories  8 Conclusion 8 Complex Status of Career Theory  1 The Individual  2 The Context of Career Development  3 Development  4 Philosophical Underpinnings  5 Relationship between Variables  6 Decision-Making  7 Chance  8 Interaction Process  9 Conclusion 9 Theories of Career Development: Social Justice, Culture, and Context  1 Social Justice Agenda in Career Development  2 Sociological Approaches to Career Development  3 Theorising Women’s Career Development  4 Theories Related to Career Development of Women  5 Theories Related to Racial and Ethnic Groups  6 Theories Related to the Career Development of Lesbian, Gay, Bisexual and Transgender Individuals  7 Theories Related to the Career Development of Children and Adolescents  8 Theories Related to Career Development of People with a Disability  9 The Renewed Focus on Social Class in Career Development  10 Conclusion 10 Toward Integration in Career Theory  1 Underlying Worldviews  2 Stages in Integration and Convergence  3 Integrative Frameworks  4 Theorists’ Modification of Theories and New Theories  5 The 1990s Focus on Convergence  6 Advantages and Disadvantages of Convergence  7 Bridging Frameworks  8 The Present Position of Career Theory  9 Conclusion PART 3: Practical Applications of the Systems Theory Framework 11 Applying the STF: Systems Thinking and Systems Mapping  1 Systems Thinking  2 Systems Mapping  3 Applying Systems Thinking and Systems Mapping  4 System of Career Influences at School Leaving Age  5 System of Career Influences 10 Years after Leaving School  6 System of Career Influences 20 Years after Leaving School  7 System of Career Influences 30 Years after Leaving School  8 System of Career Influences 40 Years after Leaving School  9 Linking Theory and Practice: Systems Theory Constructs Applied  10 The Individual as a Learning System  11 Conclusion 12 Applying the STF: Context, Career Services, and Career Learning  1 The Context of Career Services and Career Learning  2 Learning  3 Experiential Learning  4 Learning Systems  5 Conclusion 13 Career Practitioner Training and Supervision: Systems Thinking, Systems Mapping and Learning Systems  1 Career Practitioner Training  2 Creating a Learning System  3 Experiential Learning Viewed from a Systems Theory Perspective  4 Career Practitioner Supervision  5 Conclusion 14 Career Learning in School Systems: Applying the STF, Systems Mapping and Systems Thinking  1 History of Career Guidance in Schools  2 Relationship between Career Learning and Theory  3 Implementing Career Learning in Schools  4 Career Learning in Schools: Applying the Systems Theory Framework, Systems Mapping and Systems Thinking  5 Reflecting on Career Learning in Schools: Applying Systems Thinking  6 Conclusion 15 Career Counselling Systems  1 History of Career Counselling  2 The Systems Theory Framework and Career Counselling  3 The STF Story Telling Approach to Narrative Career Counselling  4 Connectedness  5 Reflection  6 Meaning-Making  7 Learning  8 Agency  9 The STF, Culture and Career Counselling  10 Reflecting on Practice  11 Conclusion 16 Career Assessment: Systems Approaches  1 Overview of Career Assessment  2 The Systems Theory Framework and Career Assessment  3 Conclusion 17 Career Research: Systems Approaches  1 Overview of Career Research  2 The Status Quo Remains  3 Systems Research  4 The Systems Theory Framework and Career Research  5 Conclusion 18 Organisational and Individual Career Systems: New Relationships  1 Historical (Dis)connections of Career Theory  2 The Context for Change  3 Career Responses to Change  4 Changing Careers for Young People: Examplar for Change  5 Critiques of and Supports for the ‘New Career’  6 Integration of Individual and Organisational Approaches to Career Development  7 Theory and Practice: Traditional Organisational Careers to New Careers  8 Conclusion PART 4: Conclusion and Future Directions 19 The Systems Theory Framework: Contributions and Future Directions  1 Part 1: Contributions of the STF  2 Part 2: Future Directions of the STF in Theory, Research and Practice  3 Conclusion References Index

Read more less

Book SynopsisThis fourth edition of the book represents a milestone in the history of the Systems Theory Framework of career development that attests to its continuing influence and contemporary relevance. It emphasises changes in career development theory, practice, and research since its first edition in 1999. At that time, the publication of the STF was described by reviewers as a “groundbreaking departure from traditional counseling texts”, a “landmark work leading to the convergence of career development theories”, and as a “rare book that not only illuminates a field of study but also advances it”. Subsequent commentary attests to the strength of the metatheoretical contribution of the STF and its facilitation of links between theory, research, and practice. This book introduces systems theory and the STF, and comprehensively overviews traditional and contemporary career theory and analyses it through the metatheoretical lens of the STF. It then describes applications of the STF by applying systems thinking, systems mapping and experiential learning. Finally, the contributions and future directions of the STF are highlighted. This book provides a record of almost 30 years of contribution of the STF to career theory, research, and practice.Table of ContentsPreface List of Figures and Tables About the Authors PART 1: Introducing Systems Theory and the Systems Theory Framework of Career Development 1 Introducing Career Development and Systems Theory  1 History of Career Development  2 Terminology  3 Philosophical Underpinnings of Our Understandings of Career  4 Career Development Theory  5 Conclusion 2 Systems Theory  1 The Development of Systems Theory  2 General Systems Theory  3 Major Contributors to Systems Theory  4 Themes in Systems Theory  5 Systems Theory Elements  6 Systems Theory Perspectives in Career Theory  7 Systems Theory and Related Conceptualisations  8 Conclusion 3 The Systems Theory Framework of Career Development  1 Development of the Systems Theory Framework  2 The Systems Theory Framework  3 Advantages of the Systems Theory Framework  4 Limitations of a Systems Theory Perspective  5 Implications of a Systems Theory Perspective  6 Conclusion PART 2: Review of Career Theory 4 Theories Focusing on Content  1 The Work of Frank Parsons  2 Differential Psychology  3 Bordin’s Psychodynamic Model of Career Choice  4 D. Brown’s Values-Based Theory  5 Similarities and Differences between Theories of Content  6 Conclusion 5 Theories Focusing on Process  1 The Work of Ginzberg and Colleagues  2 Super’s Life-Span, Life-Space Approach  3 L. S. Gottfredson’s Circumscription and Compromise Theory  4 Similarities and Differences between Theories  5 Conclusion 6 Theories Focusing on Content and Process  1 Roe’s Theory of Personality Development and Career Choice  2 Law’s Career Learning Theory  3 Krumboltz’s Social Learning Theory of Career Decision-Making (SLTCDM)  4 Social Cognitive Career Theory  5 Cognitive Information Processing Model  6 Developmental-Contextual Approach  7 Similarities and Differences between Theories  8 Conclusion 7 Constructivist, Social Constructionist, and Systems Theories  1 Individualistic Approach  2 Career Construction: A Developmental Theory of Vocational Behaviour  3 A Contextual Action Theory Explanation of Career  4 Chaos Theory of Careers  5 Living Systems Theory of Vocational Behaviour and Development (LSVD)  6 Psychology of Working Theory  7 Similarities and Differences between Theories  8 Conclusion 8 Complex Status of Career Theory  1 The Individual  2 The Context of Career Development  3 Development  4 Philosophical Underpinnings  5 Relationship between Variables  6 Decision-Making  7 Chance  8 Interaction Process  9 Conclusion 9 Theories of Career Development: Social Justice, Culture, and Context  1 Social Justice Agenda in Career Development  2 Sociological Approaches to Career Development  3 Theorising Women’s Career Development  4 Theories Related to Career Development of Women  5 Theories Related to Racial and Ethnic Groups  6 Theories Related to the Career Development of Lesbian, Gay, Bisexual and Transgender Individuals  7 Theories Related to the Career Development of Children and Adolescents  8 Theories Related to Career Development of People with a Disability  9 The Renewed Focus on Social Class in Career Development  10 Conclusion 10 Toward Integration in Career Theory  1 Underlying Worldviews  2 Stages in Integration and Convergence  3 Integrative Frameworks  4 Theorists’ Modification of Theories and New Theories  5 The 1990s Focus on Convergence  6 Advantages and Disadvantages of Convergence  7 Bridging Frameworks  8 The Present Position of Career Theory  9 Conclusion PART 3: Practical Applications of the Systems Theory Framework 11 Applying the STF: Systems Thinking and Systems Mapping  1 Systems Thinking  2 Systems Mapping  3 Applying Systems Thinking and Systems Mapping  4 System of Career Influences at School Leaving Age  5 System of Career Influences 10 Years after Leaving School  6 System of Career Influences 20 Years after Leaving School  7 System of Career Influences 30 Years after Leaving School  8 System of Career Influences 40 Years after Leaving School  9 Linking Theory and Practice: Systems Theory Constructs Applied  10 The Individual as a Learning System  11 Conclusion 12 Applying the STF: Context, Career Services, and Career Learning  1 The Context of Career Services and Career Learning  2 Learning  3 Experiential Learning  4 Learning Systems  5 Conclusion 13 Career Practitioner Training and Supervision: Systems Thinking, Systems Mapping and Learning Systems  1 Career Practitioner Training  2 Creating a Learning System  3 Experiential Learning Viewed from a Systems Theory Perspective  4 Career Practitioner Supervision  5 Conclusion 14 Career Learning in School Systems: Applying the STF, Systems Mapping and Systems Thinking  1 History of Career Guidance in Schools  2 Relationship between Career Learning and Theory  3 Implementing Career Learning in Schools  4 Career Learning in Schools: Applying the Systems Theory Framework, Systems Mapping and Systems Thinking  5 Reflecting on Career Learning in Schools: Applying Systems Thinking  6 Conclusion 15 Career Counselling Systems  1 History of Career Counselling  2 The Systems Theory Framework and Career Counselling  3 The STF Story Telling Approach to Narrative Career Counselling  4 Connectedness  5 Reflection  6 Meaning-Making  7 Learning  8 Agency  9 The STF, Culture and Career Counselling  10 Reflecting on Practice  11 Conclusion 16 Career Assessment: Systems Approaches  1 Overview of Career Assessment  2 The Systems Theory Framework and Career Assessment  3 Conclusion 17 Career Research: Systems Approaches  1 Overview of Career Research  2 The Status Quo Remains  3 Systems Research  4 The Systems Theory Framework and Career Research  5 Conclusion 18 Organisational and Individual Career Systems: New Relationships  1 Historical (Dis)connections of Career Theory  2 The Context for Change  3 Career Responses to Change  4 Changing Careers for Young People: Examplar for Change  5 Critiques of and Supports for the ‘New Career’  6 Integration of Individual and Organisational Approaches to Career Development  7 Theory and Practice: Traditional Organisational Careers to New Careers  8 Conclusion PART 4: Conclusion and Future Directions 19 The Systems Theory Framework: Contributions and Future Directions  1 Part 1: Contributions of the STF  2 Part 2: Future Directions of the STF in Theory, Research and Practice  3 Conclusion References Index

Read more less

Book SynopsisThis book examines themes from adult students in higher education: dispositional characteristics, situational barriers to academic success, and how institutional policy and procedures create obstacles for these non-traditional learners. While much has been written in the peer-reviewed literature about adult students, a commonly missing perspective is that of the students. In this book, adult learners write about their own conditions and contexts, bringing to light the gaps in institutional support for this growing community. The rich narratives, case studies, and comprehensive reviews within chapters highlight the unique implications faced by this student population, and provide first-hand accounts on which institutions can acknowledge, value, and facilitate change for an evolved, equitable, and elevated educational experience. Contributors are: Lucas Allen, Sandra Becker, Keith Burn, Adele Chadwick, Kathleen Clarke, Daniel Cleminson, Geremy Collom, Amy De Jaeger, Natalie Dewing, Lori Doan, Eli Duykers, Susan E. Elliott-Johns, Angelina Evans, Melanie Extance, Margaret Greenfields, Leahann Hendrickse, Troy Hill, Sophie Karanicolas, Rahul Kumar, Cobi Ladner, Beth Loveys, Dorothy Missingham, Barbara A.Nicolls, Katia Olsen, Sarah O'Shea, Julie Podrebarac, Carmen Rodríguez de France, Rebecca Rochon, Selina Sharma, Nicola Simmons, Matthew Slater, Sherrie Smith, Cathy Snelling, Cathy Stone, Ashleigh Taylor, Preeti Vayada, Monica Wice and Sinead Wright.Table of ContentsList of Figures and Tables Notes on Contributors 1 Introduction: Hearing Voices  Nicola Simmons Part 1: Dispositional Barriers and Student Identity 2 Hedonic and Eudiamonic Approaches to Adult Learning  Lori A. Doan and Amy E. De Jaeger 3 Gifting as a Construct for Older Adults’ Participation in the Academy  Sandra Becker 4 Being a Mature-Aged Student Partner: Joy, Alienation, and Disappointment  Preeti Vayada 5 Learning and Teaching with Adults: Contexts for Pedagogy and Critical Reflexivity  Susan E. Elliott-Johns 6 Finding My Voice: A Conversation about Indigenous Adult Education  Katia Olsen and Carmen Rodríguez de France 7 Bringing Our Mohawk People Home  Troy Hill Part 2: Situational Barriers 8 On Being Successful in UK Tertiary Education: A Lifelong Learner’s Perspective  Barbara Anne Nicolls 9 Adults’ Experiences of Returning to and Succeeding in Higher Education: Three Case Studies  Keith Burn 10 Women with Caring Responsibilities: Is There a Genuine Place for them at University?  Cathy Stone and Sarah O’Shea 11 Higher Education as an Additional Mid-Life Transition: Motivations and Challenges of Older Female Students  Adele Chadwick 12 Gypsies, Travellers, and Roma in UK Higher Education: A View from inside the Academy  Sherrie Smith, Margaret Greenfields and Rebecca Rochon 13 Voices from Down Under: Analysing the Learning Experience of Adults in an Australian Academy  Catherine Snelling, Dorothy Missingham, Sophie Karanicolas, Beth R. Loveys, Lucas Allen, Daniel Cleminson, Geremy Collom, Natalie Dewing, Eli Duykers, Imogen McNamara, Matthew Slater, Ashleigh Taylor and Sinead Wright Part 3: Institutional Factors 14 Questioning Third Age Learners in Ontario Universities: A Numeric and Policy Analysis  Rahul Kumar 15 Student Services for Adult Learners: Reviewing a Sample of Ontario Universities  Angelina Evans and Kathleen Clarke 16 The Untapped Opportunity of Older Adult Students on Campus  Cobi Ladner 17 Should Higher Education Care about Baby Boomer Students?  Monica Wice 18 Supporting Mature Students: Individualization and Learning Outcomes  Selina Sharma 19 My Adult Learning Journey: Conceptualizing the Past and Reorienting for the Future Together  Melanie Extance 20 Considering the Flip Side of Online Distance Education to Inspire Self-directed Learning for Non-traditional Students  Leahann Hendrickse 21 Conclusion: Building Change  Julie Podrebarac

Read more less

Book SynopsisThis book examines themes from adult students in higher education: dispositional characteristics, situational barriers to academic success, and how institutional policy and procedures create obstacles for these non-traditional learners. While much has been written in the peer-reviewed literature about adult students, a commonly missing perspective is that of the students. In this book, adult learners write about their own conditions and contexts, bringing to light the gaps in institutional support for this growing community. The rich narratives, case studies, and comprehensive reviews within chapters highlight the unique implications faced by this student population, and provide first-hand accounts on which institutions can acknowledge, value, and facilitate change for an evolved, equitable, and elevated educational experience. Contributors are: Lucas Allen, Sandra Becker, Keith Burn, Adele Chadwick, Kathleen Clarke, Daniel Cleminson, Geremy Collom, Amy De Jaeger, Natalie Dewing, Lori Doan, Eli Duykers, Susan E. Elliott-Johns, Angelina Evans, Melanie Extance, Margaret Greenfields, Leahann Hendrickse, Troy Hill, Sophie Karanicolas, Rahul Kumar, Cobi Ladner, Beth Loveys, Dorothy Missingham, Barbara A.Nicolls, Katia Olsen, Sarah O'Shea, Julie Podrebarac, Carmen Rodríguez de France, Rebecca Rochon, Selina Sharma, Nicola Simmons, Matthew Slater, Sherrie Smith, Cathy Snelling, Cathy Stone, Ashleigh Taylor, Preeti Vayada, Monica Wice and Sinead Wright.Table of ContentsList of Figures and Tables Notes on Contributors 1 Introduction: Hearing Voices  Nicola Simmons Part 1: Dispositional Barriers and Student Identity 2 Hedonic and Eudiamonic Approaches to Adult Learning  Lori A. Doan and Amy E. De Jaeger 3 Gifting as a Construct for Older Adults’ Participation in the Academy  Sandra Becker 4 Being a Mature-Aged Student Partner: Joy, Alienation, and Disappointment  Preeti Vayada 5 Learning and Teaching with Adults: Contexts for Pedagogy and Critical Reflexivity  Susan E. Elliott-Johns 6 Finding My Voice: A Conversation about Indigenous Adult Education  Katia Olsen and Carmen Rodríguez de France 7 Bringing Our Mohawk People Home  Troy Hill Part 2: Situational Barriers 8 On Being Successful in UK Tertiary Education: A Lifelong Learner’s Perspective  Barbara Anne Nicolls 9 Adults’ Experiences of Returning to and Succeeding in Higher Education: Three Case Studies  Keith Burn 10 Women with Caring Responsibilities: Is There a Genuine Place for them at University?  Cathy Stone and Sarah O’Shea 11 Higher Education as an Additional Mid-Life Transition: Motivations and Challenges of Older Female Students  Adele Chadwick 12 Gypsies, Travellers, and Roma in UK Higher Education: A View from inside the Academy  Sherrie Smith, Margaret Greenfields and Rebecca Rochon 13 Voices from Down Under: Analysing the Learning Experience of Adults in an Australian Academy  Catherine Snelling, Dorothy Missingham, Sophie Karanicolas, Beth R. Loveys, Lucas Allen, Daniel Cleminson, Geremy Collom, Natalie Dewing, Eli Duykers, Imogen McNamara, Matthew Slater, Ashleigh Taylor and Sinead Wright Part 3: Institutional Factors 14 Questioning Third Age Learners in Ontario Universities: A Numeric and Policy Analysis  Rahul Kumar 15 Student Services for Adult Learners: Reviewing a Sample of Ontario Universities  Angelina Evans and Kathleen Clarke 16 The Untapped Opportunity of Older Adult Students on Campus  Cobi Ladner 17 Should Higher Education Care about Baby Boomer Students?  Monica Wice 18 Supporting Mature Students: Individualization and Learning Outcomes  Selina Sharma 19 My Adult Learning Journey: Conceptualizing the Past and Reorienting for the Future Together  Melanie Extance 20 Considering the Flip Side of Online Distance Education to Inspire Self-directed Learning for Non-traditional Students  Leahann Hendrickse 21 Conclusion: Building Change  Julie Podrebarac

Read more less

Book SynopsisWhat responses is adult education providing to the great global problems: climate change and the environment, populism and racism, gender inequality, social and economic inequality? The ESREA Research Network between Local and Global – Adult Learning and Communities and the authors collected here argue for socially engaged community-based research which promotes critical democracy and popular education and drives powerful research methodologies: participatory research, feminist research, ecological research activism, posthumanist research, and more. The first part of the book looks back and forwards to the contribution to adult learning and community development played by participatory research in the making and remaking of community and society. In the second part, the focus shifts to pedagogies of possibility and change, knowledge creation and the transformation of pedagogies of inclusion. The third part, on activism and change, turns its attention to the motivations for activism and their individual and collective forms of expression. The final part considers re-making and 'doing' society and community, in particular during the COVID-19 pandemic. For researchers interested in participatory and emancipatory social research, gender and biography research, or community-university research partnerships, Remaking Communities and Adult Learning presents adult learning as a site of resistance for sustainable and creative andragogic practice.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Acknowledgements List of Figures List of Acronyms Notes on Contributors Introduction: Remaking Communities and Adult Learning  Rob Evans, Ewa Kurantowicz and Emilio Lucio-Villegas PART 1: Popular Education Looking Back, Looking Forward 1 Adult Learning and Mainstream Education Discourse: Revisiting Freire’s Pedagogy of the Oppressed  Licínio C. Lima 2 Resisting Mainstream Lifelong Learning: The Contributions of Popular Education and Participatory Research  Emilio Lucio-Villegas 3 Lifelong Education in Diverse Communities: Reading Ettore Gelpi and Leonardo Zanier on Complex Environments ‘in Transition’  Davide Zoletto 4 Is Active Citizenship a Forgotten Idea in Europe? Educational Interventions in Five European Countries  Monika Noworolnik-Mastalska PART 2: Knowledge Democracy, New Pedagogies, Creative Inclusion 5 Co-Constructing Knowledge and Communities: Community-University Research Partnerships and Participatory Research Training  Walter Lepore, Yashvi Sharma, Budd L. Hall and Rajesh Tandon 6 Women’s and Gender Museums: Feminist Pedagogies for Illumination, Imagination, Provocation, and Collaboration  Darlene E. Clover 7 Living and Learning with Dementia: Implications for Re-Making Community Life  Jocey Quinn PART 3: Social Learning and Activism for Change 8 Regaining Lost Community Knowledge: The Impact of Individual and Collective Biographical Work  Rozalia Ligus 9 Social Learning and Building Solidarity: Learning in the Context of a Natural Disaster  Angela Pilch Ortega 10 The ‘Pulsating Activism’ of Polish Activists: Oscillation Between the Mainstream and the Margins  Anna Bilon-Piórko 11 Learning (for) Civil Disobedience in Poland: Extinction Rebellion as a New Form of Social Movement  Marta Gontarska, Paweł Rudnicki and Piotr Zańko PART 4: Re-Making Community 12 Changes in Community Life  Marjorie Mayo 13 LLearning to Make (and Remake) Society: Social Mediation and Mediators’ Learning Biographies  Rob Evans 14 Social Pedagogy and Community Networks: Global Coexistence in Pandemic Times  José Antonio Caride, Rita Gradaílle and Laura Varela 15 Communities and Adult Learning in the Making and Remade  Rob Evans, Ewa Kurantowicz and Emilio Lucio-Villegas Index

Read more less

Book SynopsisWhat responses is adult education providing to the great global problems: climate change and the environment, populism and racism, gender inequality, social and economic inequality? The ESREA Research Network between Local and Global – Adult Learning and Communities and the authors collected here argue for socially engaged community-based research which promotes critical democracy and popular education and drives powerful research methodologies: participatory research, feminist research, ecological research activism, posthumanist research, and more. The first part of the book looks back and forwards to the contribution to adult learning and community development played by participatory research in the making and remaking of community and society. In the second part, the focus shifts to pedagogies of possibility and change, knowledge creation and the transformation of pedagogies of inclusion. The third part, on activism and change, turns its attention to the motivations for activism and their individual and collective forms of expression. The final part considers re-making and 'doing' society and community, in particular during the COVID-19 pandemic. For researchers interested in participatory and emancipatory social research, gender and biography research, or community-university research partnerships, Remaking Communities and Adult Learning presents adult learning as a site of resistance for sustainable and creative andragogic practice.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Acknowledgements List of Figures List of Acronyms Notes on Contributors Introduction: Remaking Communities and Adult Learning  Rob Evans, Ewa Kurantowicz and Emilio Lucio-Villegas PART 1: Popular Education Looking Back, Looking Forward 1 Adult Learning and Mainstream Education Discourse: Revisiting Freire’s Pedagogy of the Oppressed  Licínio C. Lima 2 Resisting Mainstream Lifelong Learning: The Contributions of Popular Education and Participatory Research  Emilio Lucio-Villegas 3 Lifelong Education in Diverse Communities: Reading Ettore Gelpi and Leonardo Zanier on Complex Environments ‘in Transition’  Davide Zoletto 4 Is Active Citizenship a Forgotten Idea in Europe? Educational Interventions in Five European Countries  Monika Noworolnik-Mastalska PART 2: Knowledge Democracy, New Pedagogies, Creative Inclusion 5 Co-Constructing Knowledge and Communities: Community-University Research Partnerships and Participatory Research Training  Walter Lepore, Yashvi Sharma, Budd L. Hall and Rajesh Tandon 6 Women’s and Gender Museums: Feminist Pedagogies for Illumination, Imagination, Provocation, and Collaboration  Darlene E. Clover 7 Living and Learning with Dementia: Implications for Re-Making Community Life  Jocey Quinn PART 3: Social Learning and Activism for Change 8 Regaining Lost Community Knowledge: The Impact of Individual and Collective Biographical Work  Rozalia Ligus 9 Social Learning and Building Solidarity: Learning in the Context of a Natural Disaster  Angela Pilch Ortega 10 The ‘Pulsating Activism’ of Polish Activists: Oscillation Between the Mainstream and the Margins  Anna Bilon-Piórko 11 Learning (for) Civil Disobedience in Poland: Extinction Rebellion as a New Form of Social Movement  Marta Gontarska, Paweł Rudnicki and Piotr Zańko PART 4: Re-Making Community 12 Changes in Community Life  Marjorie Mayo 13 LLearning to Make (and Remake) Society: Social Mediation and Mediators’ Learning Biographies  Rob Evans 14 Social Pedagogy and Community Networks: Global Coexistence in Pandemic Times  José Antonio Caride, Rita Gradaílle and Laura Varela 15 Communities and Adult Learning in the Making and Remade  Rob Evans, Ewa Kurantowicz and Emilio Lucio-Villegas Index

Read more less

Book SynopsisOur technologically advanced society has generated many rapid changes in higher education in recent years. These changes have been recently exacerbated by the global pandemic COVID-19. Educational institutions around the world have adapted to offering their programs by distance, usually via online computer platforms. While many levels of credentials already existed successfully online, the elite and difficult doctoral degree has remained largely traditional, a bricks-and-mortar program, requiring attendance and perhaps a major lifestyle transition for learners. COVID has changed and will continue to change that. This book explores the world of online learning and online doctoral study post-COVID and in the future. From “should I undertake this learning?” to how to choose a supervisor and manage the online research experience, using her years of experience and insight, the author has compiled a practical guide outlining not only how to successfully undertake online doctoral study but also how to wisely transfer that acquired online acumen beyond graduation, into the academic life. Newly-minted PhDs and EdDocs face a steep learning curve when entering the professorial life in the Ivory Tower of higher education. This down-to-earth, plain language, and often humorous text explores the pedagogical advantages of the online experience and their usefulness to the new academic hire. Current doctoral learners, both traditional and online, as those mulling future educational plans, and doctoral completers surveying higher education opportunities will benefit from the insight and advice in this very frank text.Table of ContentsPreface 1 Introduction: A Foundational Landscape of Academia and Online Doctoral Learning  1 The Importance of Language  2 My Own Relationship to Doctoral Studies and Online Learning  3 A Broader Context  4 Final Words 2 Can I? Should I? Making the Big Commitment  1 Is There a Case for NOT Entering a Doctoral Program?  2 Some Anecdotal Observations from a Long-Time Academic and Lifelong Learner  3 Who Engages in Online Doctoral Study?  4 How Does an Online Degree Differ from a Face-to-Face Degree in These Respects?  5 What the Learners Say  6 What’s the Big Deal?  7 Burning Questions Posed by Doctoral Students as They Consider Entering an Online Program  8 Are You Ready for Online? A Case for Online Readiness  9 Final Words 3 Program Orientation and Residency: What and Why?  1 Program Models and Their Relationship to Orientation  2 The Cohort Model and Its Relationship to Orientation  3 An Example of an On-site Orientation  4 What an Orientation Can’t Do  5 Final Words 4 Learning Online in a Doctoral Program  1 The Language of Distance Education (DE)  2 A Short History of Distance Education  3 Adult Education, Philosophy, and the Beauty of Online Learning  4 Your Presentation of Yourself  5 Synchronous Presentations  6 Asynchronous Presentations  7 Assessment of Online Presence  8 Assessment of Learning Activities  9 Final Words 5 Your Dissertation: The Tour de Force  1 The Nature of Research  2 How Does the Online Doctoral Dissertation Differ from the Traditional Dissertation?  3 Supervisors: Choosing Them, Co-existing, Liking, and Communicating with Them, Being Mentored  4 Shop for Your Supervisor from the Get-Go  5 Getting along with Your Supervisor  6 Enjoying a Mentored Relationship with Your Supervisor  7 Types of Supervisor Relationships: Good, Bad, and Ugly?  8 When the Supervisory Relationship Breaks Down  9 How to Start: Tackling the Dissertation  10 The Long and Winding Road: Writing the Dissertation as an Online Learner  11 Choosing and Using Your Research Sources  12 The Supervisory Dissertation Committee  13 Presenting and Defending Your Dissertation  14 Publishing Your Dissertation: A New Adventure  15 Final Words 6 Stayin’ Alive: Your Emotional Health and Wellness  1 The Hidden and Nuanced Stressors  2 Staying Alive and Well  3 Forming Community Online  4 Helping Learners Help Themselves  5 Helping Hands from Faculty and Administrative Personnel  6 Things Online Teaching Faculty Can Do to Help  7 Things Administrative Personnel Can Do to Help You  8 Final Words 7 Hoops, Gates, Joining the Club, and Then What?  1 Academic Excellence  2 Joining the Club  3 Respect the Club  4 And Then What to Do … 8 From the Trenches: Students’ Reflections on Their Online Doctoral Programs  1 Program Shape and Highlights  2 Other Voices  3 Final Words 9 The Next Step: Finding Your Fit in Academe  1 The Professoriate  2 Focus on Teaching: The Teacher  3 Focus on Administration: The Administrator  4 Focus on Institutional Loyalty: The Soldier/Stalwart  5 Focus on Collegial and Social Connection: The Networker  6 Focus on Institutional Politics: The Politico  7 Focus on Recognition: The Star  8 Focus on Intellectual Productivity: The Dogged Scholar  9 Final Thoughts 10 “The World Is Too Much with Us”: COVID-19 Changes the Game  1 Adjustment of Space and Place  2 Adjustment to Social and Personal Anxiety  3 Adjustment to Post-Pandemic Society  4 The Path Forward: The Digital Scholar  5 But Wait, There’s More  6 Final Words 11 Concluding Thoughts and Some Seasoned Advice  1 What Next? Advice for the New Dr  2 What Next? Advice for the New Academic Hire References Index

Read more less

Book SynopsisOur technologically advanced society has generated many rapid changes in higher education in recent years. These changes have been recently exacerbated by the global pandemic COVID-19. Educational institutions around the world have adapted to offering their programs by distance, usually via online computer platforms. While many levels of credentials already existed successfully online, the elite and difficult doctoral degree has remained largely traditional, a bricks-and-mortar program, requiring attendance and perhaps a major lifestyle transition for learners. COVID has changed and will continue to change that. This book explores the world of online learning and online doctoral study post-COVID and in the future. From “should I undertake this learning?” to how to choose a supervisor and manage the online research experience, using her years of experience and insight, the author has compiled a practical guide outlining not only how to successfully undertake online doctoral study but also how to wisely transfer that acquired online acumen beyond graduation, into the academic life. Newly-minted PhDs and EdDocs face a steep learning curve when entering the professorial life in the Ivory Tower of higher education. This down-to-earth, plain language, and often humorous text explores the pedagogical advantages of the online experience and their usefulness to the new academic hire. Current doctoral learners, both traditional and online, as those mulling future educational plans, and doctoral completers surveying higher education opportunities will benefit from the insight and advice in this very frank text.Table of ContentsPreface 1 Introduction: A Foundational Landscape of Academia and Online Doctoral Learning  1 The Importance of Language  2 My Own Relationship to Doctoral Studies and Online Learning  3 A Broader Context  4 Final Words 2 Can I? Should I? Making the Big Commitment  1 Is There a Case for NOT Entering a Doctoral Program?  2 Some Anecdotal Observations from a Long-Time Academic and Lifelong Learner  3 Who Engages in Online Doctoral Study?  4 How Does an Online Degree Differ from a Face-to-Face Degree in These Respects?  5 What the Learners Say  6 What’s the Big Deal?  7 Burning Questions Posed by Doctoral Students as They Consider Entering an Online Program  8 Are You Ready for Online? A Case for Online Readiness  9 Final Words 3 Program Orientation and Residency: What and Why?  1 Program Models and Their Relationship to Orientation  2 The Cohort Model and Its Relationship to Orientation  3 An Example of an On-site Orientation  4 What an Orientation Can’t Do  5 Final Words 4 Learning Online in a Doctoral Program  1 The Language of Distance Education (DE)  2 A Short History of Distance Education  3 Adult Education, Philosophy, and the Beauty of Online Learning  4 Your Presentation of Yourself  5 Synchronous Presentations  6 Asynchronous Presentations  7 Assessment of Online Presence  8 Assessment of Learning Activities  9 Final Words 5 Your Dissertation: The Tour de Force  1 The Nature of Research  2 How Does the Online Doctoral Dissertation Differ from the Traditional Dissertation?  3 Supervisors: Choosing Them, Co-existing, Liking, and Communicating with Them, Being Mentored  4 Shop for Your Supervisor from the Get-Go  5 Getting along with Your Supervisor  6 Enjoying a Mentored Relationship with Your Supervisor  7 Types of Supervisor Relationships: Good, Bad, and Ugly?  8 When the Supervisory Relationship Breaks Down  9 How to Start: Tackling the Dissertation  10 The Long and Winding Road: Writing the Dissertation as an Online Learner  11 Choosing and Using Your Research Sources  12 The Supervisory Dissertation Committee  13 Presenting and Defending Your Dissertation  14 Publishing Your Dissertation: A New Adventure  15 Final Words 6 Stayin’ Alive: Your Emotional Health and Wellness  1 The Hidden and Nuanced Stressors  2 Staying Alive and Well  3 Forming Community Online  4 Helping Learners Help Themselves  5 Helping Hands from Faculty and Administrative Personnel  6 Things Online Teaching Faculty Can Do to Help  7 Things Administrative Personnel Can Do to Help You  8 Final Words 7 Hoops, Gates, Joining the Club, and Then What?  1 Academic Excellence  2 Joining the Club  3 Respect the Club  4 And Then What to Do … 8 From the Trenches: Students’ Reflections on Their Online Doctoral Programs  1 Program Shape and Highlights  2 Other Voices  3 Final Words 9 The Next Step: Finding Your Fit in Academe  1 The Professoriate  2 Focus on Teaching: The Teacher  3 Focus on Administration: The Administrator  4 Focus on Institutional Loyalty: The Soldier/Stalwart  5 Focus on Collegial and Social Connection: The Networker  6 Focus on Institutional Politics: The Politico  7 Focus on Recognition: The Star  8 Focus on Intellectual Productivity: The Dogged Scholar  9 Final Thoughts 10 “The World Is Too Much with Us”: COVID-19 Changes the Game  1 Adjustment of Space and Place  2 Adjustment to Social and Personal Anxiety  3 Adjustment to Post-Pandemic Society  4 The Path Forward: The Digital Scholar  5 But Wait, There’s More  6 Final Words 11 Concluding Thoughts and Some Seasoned Advice  1 What Next? Advice for the New Dr  2 What Next? Advice for the New Academic Hire References Index

Read more less

Book SynopsisBeyond Citizenship focuses on the role of literacy in building a modern nation-state by examining the government provision of adult literacy training in early twentieth-century China. Based on untapped archives and diaries, Di Luo uncovers people’s strategic use of literacy and illiteracy in social interactions and explores the impact of daily experiences on the expansion of state power. Highlighting interpersonal and intergroup relations, Beyond Citizenship suggests a new methodology of studying literacy which foregrounds the agentive role of historical actors and so moves away from a more traditional approach that treats literacy itself as the key factor enabling social change.Table of ContentsAcknowledgments List of Maps, Tables, and Figures A Note on Romanization and Chinese Characters Maps Introduction: Literacy, Identity, and Politics in Everyday China, 1900–1945  1 Modern Education, Nationalism, and State Building  2 Approaching Literacy: Process, Scale-Making, and Sociopolitical Positioning  3 Overview of the Book 1 Mapping Literacy and Illiteracy in the Early Twentieth Century  1 Scaling Literacy in Everyday Life   1.1 Literacy’s Conditional and Variable Importance   1.2 The Tactical Uses of Illiteracy and the Risks Associated with Writing  2 The Rise of the Nation-Building/Modernization Narrative of Literacy   2.1 The Constructed Dichotomy between Literacy and Illiteracy by Modernizers   2.2 “School-Age Children” and “Unschooled Elders”: The Institutionalization of Two-Tiered Literacy   2.3 Language Reform Initiatives: Alternative and Contesting Perspectives  3 Conclusion: Literacy at the Intersection of Daily Practices and the Nation-Building/Modernization Narrative 2 Identity in Morphing: Revolutionaries’ Mass Literacy Programs in 1924–1926  1 To Mingle: The GMD’s Literacy Initiatives in 1924 in Shanghai   1.1 Engaging a Variety of Social Sectors: The Design of Literacy Programs in Shanghai, 1924   1.2 Multiple Images: Adult Students and the Operation of the GMD’s Shanghai Project, 1924  2 Creating an Assertive Voice: The GMD’s Literacy Training in Guangzhou, 1925–1926   2.1 Reconciling Citizenship Training with Local Literacy Practices: Literacy Education in Guangzhou, 1925   2.2 Interdepartmental Negotiations: Implementing Literacy Training in Guangzhou in 1925   2.3 From the Local to the National: The GMD’s Literacy Program in 1926  3 Conclusion: Social Engagement in Adult Literacy Training 3 Monopolizing the Brand: Party-States’ Competition over Adult Literacy Education, 1928–1936  1 The Nationalist Brand and Local Practices   1.1 The Nationalist Brand: From Ideological Alignment to State-Regulated Schooling   1.2 Experimenting with Compulsory Mass Schooling: The Nationalist Literacy Movement in Shanghai in 1935  2 The Communist Brand and Practices   2.1 Comprehending Literacy within Intravillage Power Relations: The CCP’s Configuration in the Early 1930s   2.2 Narrating Revolutionary Stories of Literacy: The CCP’s Discursive Strategies  3 The Myth of Basic Literacy and Common Characters   3.1 Basic Characters and Nationhood: Questionable Commonality  4 Conclusion: Monopolizing the Brand 4 Beyond Nationalism: Mass Education in Wartime Chongqing, 1937–1945  1 Wartime Supplementary Education in Chongqing, 1938–1940   1.1 Learning to Behave—Wartime Literacy Training at Chongqing   1.2 The Game of Numbers: Administering Mass Literacy Training in Chongqing, 1938–1940   1.3 To Live: Mass Literacy Teachers in Exile  2 Shift to Citizens Education, 1940–1945   2.1 From Students to Teachers: Recalibrating the Administrative Focus in Citizens Education, 1940–1945   2.2 Social Categories: The System of School Reports in Chongqing, 1941–1945  3 Conclusion: Beyond Nationalism 5 Beyond Class and Nation: Identity in Motion during Literacy Training in Northwestern Shanxi, 1937–1945  1 Early Experiments with Nationalistic and Class-Oriented Literacy Training   1.1 Conceptualization of Mass Literacy Education in Northwestern Shanxi, 1940   1.2 The Limits of Nationalistic Appeals in Winter Schools in 1940   1.3 Village Election: The Limits to Using a Class Perspective to Restructure Rural Northwestern Shanxi, 1941  2 Shift to the Mass Line and Literacy by Laboring People   2.1 Working out the Mass Line: Rescaling the Purpose of Winter School, 1944   2.2 A New Social Solidarity: the Identity of the Laboring People  3 Conclusion: Beyond Class and Nation 6 Conclusion: Beyond Citizenship  1 From the Desires of Membership to the Flexibility of Scale-Making  2 From a Singular State-Society Dimension to Multiple Societal Dimensions  3 Rights, Relationality, and the Social Self in an Authoritarian State Bibliography Appendix 1: Overlapping Characters in Selected Literacy Primers Appendix 2: Lessons on How to Calculate Agricultural Tax Index

Read more less

Book SynopsisWith the view of improving doctoral education, contributors from diverse cultural, political and disciplinary contexts critically analyse challenges and opportunities that impact on the experience of researchers and university staff. Readers are invited to consider their own circumstances and how the presented policies, procedures, values and practices, both common and unique, might either detract from or enhance their performance and well-being. Reflection on lessons learned through the pandemic are incorporated, reinforcing the value of collaboration and mutual respect between researchers and their supporters at all levels, for both the conduct of good science and a fulfilled work life. Contributors are: Britt-Marie Apelgren, Diogo Casanova, Pam Denicolo, Shane Dowle, Dawn Duke, Fabiane Garcia, Martin Gough, Erika Hansson, Gill Houston, Isabel Huet, Sverker Lindblad, Bing Lu, Alistair McCulloch, Marie-Louise Österlind, Julie Reeves, Manuela Schmidt, Matthew Sillence and Gun-Britt Wärvik.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Prologue  Marie-Louise Österlind, Pam Denicolo and Britt-Marie Apelgren PART 1: Challenges and Opportunities for the Key Participants in Doctoral Education 2 Alienation and the Problem of Work in Doctoral Education  Alistair McCulloch 3 Restructuring Doctoral Education in Sweden  Britt-Marie Apelgren, Sverker Lindblad and Gun-Britt Wärvik 4 Challenging Policy Barriers to Doctoral Supervision: Qualifying as a Supervisor and Recruiting Students in Chinese Research Universities  Bing Lu 5 Doctoral Final Examinations: (Ir)Relevance to New Skills and Future Challenges  Pam Denicolo, Dawn Duke and Julie Reeves PART 2: Challenges and Opportunities for the Staff Supporting Doctoral Researchers 6 Re-framing Supervisor Development for Internationalisation and Professionalisation  Pam Denicolo, Julie Reeves, and Dawn Duke 7 The Professional Development of Doctoral Supervisors through an International Lens  Isabel Huet, Diogo Casanova and Fabiane Garcia 8 Towards a Person-Centred Discourse in Doctoral Supervisor Development  Matthew Sillence 9 The Role of Supervisors in Preparing Doctoral Researchers for the Final Examination  Gillian Houston 10 New Beginnings or Same Old Ending for Researcher Development?  Julie Reeves PART 3: Challenges and Opportunities for Doctoral Researchers’ Wellbeing 11 Dimensions of Wellbeing in the Doctoral Research Environment: Implications for Quality  Martin Gough 12 Sustainability of Doctoral Education: A Well-Being Perspective  Manuela Schmidt and Erika Hansson 13 The Role of Liminality and Reflexivity in Transformative Doctoral Learning  Shane Dowle 14 This Could Be Heaven, or This Could Be Hell: Exploring the Complexity Experienced by Swedish Doctoral Researchers from a Workplace Perspective  Marie-Louise Österlind 15 Epilogue: Continuing to Focus on the People Involved in Doctoral Education  Pam Denicolo, Marie-Louise Österlind and Britt-Marie Apelgren Index

Read more less

Book SynopsisWith the view of improving doctoral education, contributors from diverse cultural, political and disciplinary contexts critically analyse challenges and opportunities that impact on the experience of researchers and university staff. Readers are invited to consider their own circumstances and how the presented policies, procedures, values and practices, both common and unique, might either detract from or enhance their performance and well-being. Reflection on lessons learned through the pandemic are incorporated, reinforcing the value of collaboration and mutual respect between researchers and their supporters at all levels, for both the conduct of good science and a fulfilled work life. Contributors are: Britt-Marie Apelgren, Diogo Casanova, Pam Denicolo, Shane Dowle, Dawn Duke, Fabiane Garcia, Martin Gough, Erika Hansson, Gill Houston, Isabel Huet, Sverker Lindblad, Bing Lu, Alistair McCulloch, Marie-Louise Österlind, Julie Reeves, Manuela Schmidt, Matthew Sillence and Gun-Britt Wärvik.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Prologue  Marie-Louise Österlind, Pam Denicolo and Britt-Marie Apelgren PART 1: Challenges and Opportunities for the Key Participants in Doctoral Education 2 Alienation and the Problem of Work in Doctoral Education  Alistair McCulloch 3 Restructuring Doctoral Education in Sweden  Britt-Marie Apelgren, Sverker Lindblad and Gun-Britt Wärvik 4 Challenging Policy Barriers to Doctoral Supervision: Qualifying as a Supervisor and Recruiting Students in Chinese Research Universities  Bing Lu 5 Doctoral Final Examinations: (Ir)Relevance to New Skills and Future Challenges  Pam Denicolo, Dawn Duke and Julie Reeves PART 2: Challenges and Opportunities for the Staff Supporting Doctoral Researchers 6 Re-framing Supervisor Development for Internationalisation and Professionalisation  Pam Denicolo, Julie Reeves, and Dawn Duke 7 The Professional Development of Doctoral Supervisors through an International Lens  Isabel Huet, Diogo Casanova and Fabiane Garcia 8 Towards a Person-Centred Discourse in Doctoral Supervisor Development  Matthew Sillence 9 The Role of Supervisors in Preparing Doctoral Researchers for the Final Examination  Gillian Houston 10 New Beginnings or Same Old Ending for Researcher Development?  Julie Reeves PART 3: Challenges and Opportunities for Doctoral Researchers’ Wellbeing 11 Dimensions of Wellbeing in the Doctoral Research Environment: Implications for Quality  Martin Gough 12 Sustainability of Doctoral Education: A Well-Being Perspective  Manuela Schmidt and Erika Hansson 13 The Role of Liminality and Reflexivity in Transformative Doctoral Learning  Shane Dowle 14 This Could Be Heaven, or This Could Be Hell: Exploring the Complexity Experienced by Swedish Doctoral Researchers from a Workplace Perspective  Marie-Louise Österlind 15 Epilogue: Continuing to Focus on the People Involved in Doctoral Education  Pam Denicolo, Marie-Louise Österlind and Britt-Marie Apelgren Index

Read more less

Book SynopsisThe world ecological system is marked by difference throughout. There is social difference with different identities, shifting and transmuting, being forged, and extra-human differences. All these have implications for intra human and human/non-human earth relations. This aspect is not always recognised and valorised. Education, though not an independent variable, still can be mobilised, together with other sources of potential transformation, to redress this situation marked by aggressions, micro and macro, inertia and indifference. It represents a number of immediate challenges for Adult Education. This compendium is intended as a useful resource in this regard. It maps out a kaleidoscope of myriad differences and suggests options for overcoming the various obstacles that stand opposed to those who seek fulfilment in the way they are discursively located. The obstacles are a dent on efforts to living in communion with the rest of the cosmos. The utopian view is that of different species living in harmony with each other. This book emphasises social/ecological justice, intersectionality and relationality as the targets for Adult Education in this relatively still new millennium. Contributors are: Sharifah Salmah Binti Abdullah, Thi Bogossian, Lauren Bouttell, Lidiane Nunes de Castro, Anyela Nathalie Gomez Deantonio, Preeti Dagar, Raquel Galeano Giminez, Ksenija Joksimović, Kainat Khurshid, Robert Livingston, Peter Mayo, Sonia Medel, Yunah Park, Zainab Sa’id Sa’ad, Bonnie Slade, Gameli Kodzo Tordzro, Agnieszka Uflewska and Aisara Yessenova.Table of ContentsNotes on Contributors 1 Introduction  Peter Mayo, Bonnie Slade and Thi Bogossian PART 1: Gender and Sexuality 2 Critical Considerations When Conducting Adult Education Research with Transgender and Gender Non-Binary People: Working towards Reparation of Epistemic Injustice  Ksenija Joksimović 3 Challenging the Rules: Bringing Popular Culture into Adult Education to Tackle Sexuality and Gender Issues  Lidiane Nunes de Castro PART 2: Race, Ethnicity, Migration, and Social Class 4 Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills  Aisara Yessenova 5 How a Universal Basic Income and Adult Education Could Shape One Another  Lauren Bouttell 6 Creating Welcoming Spaces in a ‘Hostile Environment’: Community Education for Refugees and Asylum Seekers in the UK  Lauren Bouttell and Robert Livingston PART 3: Intersectionality and Inclusion 7 Inclusive Adult Education in Paraguay: Spaces for Social Change  Raquel Galeano Giminez 8 Reflections on Interdisciplinary Discourses: Disabilities and Mental Health in Youth and Adult Education  Anyela Nathalie Gomez Deantonio 9 Not All Women! The Significance of Intersectionality in the Domain of Adult Education  Kainat Khurshid and Lidiane Nunes de Castro PART 4: Social Movement Learning 10 Biodiversity and Adult Education: From Poor Cousin to Key Message for Social Change  Thi Bogossian and Yunah Park 11 Peruvian Development and Education Politics: The Impact of LUNDU’s Apúntate contra el racismo Campaign  Sonia Medel PART 5: Beyond Eurocentric Knowledge 12 Charting New Horizons in Lifelong Education: Planet-Centred, Peaceful and Sustainable Paradigms in the Age of AI  Agnieszka Uflewska and Gameli Kodzo Tordzro 13 Socio-Cultural Perspectives of Teaching Women Home Management in Adult and Non-Formal Schools in Kano State: A Case Study  Zainab Sa’id Sa’ad 14 Women’s Education in Arab Countries: Jordan and Algeria  Sharifah Salmah Binti Abdullah 15 Adult Education in a Postcolonial World: Perspectives from the Global South  Preeti Dagar and Kainat Khurshid Index

Read more less

Book SynopsisThe world ecological system is marked by difference throughout. There is social difference with different identities, shifting and transmuting, being forged, and extra-human differences. All these have implications for intra human and human/non-human earth relations. This aspect is not always recognised and valorised. Education, though not an independent variable, still can be mobilised, together with other sources of potential transformation, to redress this situation marked by aggressions, micro and macro, inertia and indifference. It represents a number of immediate challenges for Adult Education. This compendium is intended as a useful resource in this regard. It maps out a kaleidoscope of myriad differences and suggests options for overcoming the various obstacles that stand opposed to those who seek fulfilment in the way they are discursively located. The obstacles are a dent on efforts to living in communion with the rest of the cosmos. The utopian view is that of different species living in harmony with each other. This book emphasises social/ecological justice, intersectionality and relationality as the targets for Adult Education in this relatively still new millennium. Contributors are: Sharifah Salmah Binti Abdullah, Thi Bogossian, Lauren Bouttell, Lidiane Nunes de Castro, Anyela Nathalie Gomez Deantonio, Preeti Dagar, Raquel Galeano Giminez, Ksenija Joksimović, Kainat Khurshid, Robert Livingston, Peter Mayo, Sonia Medel, Yunah Park, Zainab Sa’id Sa’ad, Bonnie Slade, Gameli Kodzo Tordzro, Agnieszka Uflewska and Aisara Yessenova.Table of ContentsNotes on Contributors 1 Introduction  Peter Mayo, Bonnie Slade and Thi Bogossian PART 1: Gender and Sexuality 2 Critical Considerations When Conducting Adult Education Research with Transgender and Gender Non-Binary People: Working towards Reparation of Epistemic Injustice  Ksenija Joksimović 3 Challenging the Rules: Bringing Popular Culture into Adult Education to Tackle Sexuality and Gender Issues  Lidiane Nunes de Castro PART 2: Race, Ethnicity, Migration, and Social Class 4 Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills  Aisara Yessenova 5 How a Universal Basic Income and Adult Education Could Shape One Another  Lauren Bouttell 6 Creating Welcoming Spaces in a ‘Hostile Environment’: Community Education for Refugees and Asylum Seekers in the UK  Lauren Bouttell and Robert Livingston PART 3: Intersectionality and Inclusion 7 Inclusive Adult Education in Paraguay: Spaces for Social Change  Raquel Galeano Giminez 8 Reflections on Interdisciplinary Discourses: Disabilities and Mental Health in Youth and Adult Education  Anyela Nathalie Gomez Deantonio 9 Not All Women! The Significance of Intersectionality in the Domain of Adult Education  Kainat Khurshid and Lidiane Nunes de Castro PART 4: Social Movement Learning 10 Biodiversity and Adult Education: From Poor Cousin to Key Message for Social Change  Thi Bogossian and Yunah Park 11 Peruvian Development and Education Politics: The Impact of LUNDU’s Apúntate contra el racismo Campaign  Sonia Medel PART 5: Beyond Eurocentric Knowledge 12 Charting New Horizons in Lifelong Education: Planet-Centred, Peaceful and Sustainable Paradigms in the Age of AI  Agnieszka Uflewska and Gameli Kodzo Tordzro 13 Socio-Cultural Perspectives of Teaching Women Home Management in Adult and Non-Formal Schools in Kano State: A Case Study  Zainab Sa’id Sa’ad 14 Women’s Education in Arab Countries: Jordan and Algeria  Sharifah Salmah Binti Abdullah 15 Adult Education in a Postcolonial World: Perspectives from the Global South  Preeti Dagar and Kainat Khurshid Index

Read more less