Adult education, continuous learning Books

Book SynopsisContinuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Introduction  Barbara Merrill, Adrianna Nizinska, Andrea Galimberti and José González-Monteagudo 1. Learning Careers and Transformative Learning: Challenges of Learning and Work in Neoliberal Spaces  Ted Fleming Part 1: Continuity and Discontinuity in Formal Education 2. Friendship, Discourse and Belonging in the Studio: The Experiences of ‘Non-Traditional’ Students in Design Higher Education  Samantha Broadhead 3. English Language Book Club and Transformative Learning: Developing Critical Consciousness in the English Language Classroom in a UK Further Education (FE) College and in a South African Township  Ida Leal Part 2: Continuity and Discontinuity in Social Institutions 4. Participation and Persistence: An Analysis of Underserved Students at UOIT  Alyson King, Allyson Eamer and Nawal Ammar 5. Education Interrupted: Learning Careers of Adults Living with Mental Illness  Shanti Irene Fernando and Alyson E. King 6. Inmates in Higher Education in Italy and Spain: Legal, Cultural and Technological Issues in a Complex Network of Continuity and Discontinuity  Giuseppe Pillera Part 3: Continuity and Discontinuity around the Job Market 7. Continuity and Discontinuity around Academia: The “Find Your Doctor” Project as a Space for Researching and Facilitating Learning Careers  Andrea Galimberti and Eva Ratti 8. Stimulating Empowerment and Supporting Access to Learning for Formally Low-Qualified Adults: Potentials of Work-Related Competency Assessment in Social Enterprises  Monika Kastner 9. Policies for Equality and Employability: Consequences for Non-Traditional Students in Sweden  Camilla Thunborg and Agnieszka Bron 10. Learning Careers of Non-Traditional Students on Employability Skills  María A. Tenorio-Rodríguez, Teresa Padilla-Carmona and José González-Monteagudo 11. Literacy Practices in Adult Learning Biographies: Possibilities and Constraints  Ana Silva, Maria de Lourdes Dionísio and Juliana Cunha Part 4: Continuity and Discontinuity in Professional Contexts 12. Adults’ Learning and Career Temporalities in the Analysis of Professionalisation and Professional Identity Construction  Pascal Roquet 13. Ways of Learning of Adult Educators in Uncertain Professional Contexts  Catarina Paulos 14. No More Superheroes … Only Avatars? Survival Role Play in English Post Compulsory Education  Carol A. Thompson and Peter J. Wolstencroft Conclusions  Andrea Galimberti, Barbara Merrill, Adrianna Nizinska and Jose González-Monteagudo

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Book SynopsisContinuity and Discontinuity in Learning Careers: Potentials for a Learning Space in a Changing World focuses on the new challenges and threats posed to adult education as a potential way out of the economic crisis and social change. It explores the role of adult education in relation to the continuity and discontinuity of the learning careers and identities of adults in a range of adult education learning contexts in Europe and beyond. The focus is on non-traditional students and issues of inequality such as class, gender, ethnicity, age, disability and how inequalities may enable or constrain their learning careers and identities.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Introduction  Barbara Merrill, Adrianna Nizinska, Andrea Galimberti and José González-Monteagudo 1. Learning Careers and Transformative Learning: Challenges of Learning and Work in Neoliberal Spaces  Ted Fleming Part 1: Continuity and Discontinuity in Formal Education 2. Friendship, Discourse and Belonging in the Studio: The Experiences of ‘Non-Traditional’ Students in Design Higher Education  Samantha Broadhead 3. English Language Book Club and Transformative Learning: Developing Critical Consciousness in the English Language Classroom in a UK Further Education (FE) College and in a South African Township  Ida Leal Part 2: Continuity and Discontinuity in Social Institutions 4. Participation and Persistence: An Analysis of Underserved Students at UOIT  Alyson King, Allyson Eamer and Nawal Ammar 5. Education Interrupted: Learning Careers of Adults Living with Mental Illness  Shanti Irene Fernando and Alyson E. King 6. Inmates in Higher Education in Italy and Spain: Legal, Cultural and Technological Issues in a Complex Network of Continuity and Discontinuity  Giuseppe Pillera Part 3: Continuity and Discontinuity around the Job Market 7. Continuity and Discontinuity around Academia: The “Find Your Doctor” Project as a Space for Researching and Facilitating Learning Careers  Andrea Galimberti and Eva Ratti 8. Stimulating Empowerment and Supporting Access to Learning for Formally Low-Qualified Adults: Potentials of Work-Related Competency Assessment in Social Enterprises  Monika Kastner 9. Policies for Equality and Employability: Consequences for Non-Traditional Students in Sweden  Camilla Thunborg and Agnieszka Bron 10. Learning Careers of Non-Traditional Students on Employability Skills  María A. Tenorio-Rodríguez, Teresa Padilla-Carmona and José González-Monteagudo 11. Literacy Practices in Adult Learning Biographies: Possibilities and Constraints  Ana Silva, Maria de Lourdes Dionísio and Juliana Cunha Part 4: Continuity and Discontinuity in Professional Contexts 12. Adults’ Learning and Career Temporalities in the Analysis of Professionalisation and Professional Identity Construction  Pascal Roquet 13. Ways of Learning of Adult Educators in Uncertain Professional Contexts  Catarina Paulos 14. No More Superheroes … Only Avatars? Survival Role Play in English Post Compulsory Education  Carol A. Thompson and Peter J. Wolstencroft Conclusions  Andrea Galimberti, Barbara Merrill, Adrianna Nizinska and Jose González-Monteagudo

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Book SynopsisAdults use mathematics extensively in work even though they may deny it or dismiss their numerate behaviour as common sense. Their capacity for mathematics is invisible to them and confirms their ‘non-maths person’ self-perception, which has negative consequences for their life choices. In Adults, Mathematics and Work, the authors tackle and explain a number of paradoxes related to the curious relationship between adults and mathematics. It operationalises the benefits of workplace doctoral research by providing a set of the tools to review this mistaken self-perception in order to make workers’ abilities available for development. It also provides a systematic way of uncovering and recognising informal and non-formal learning to support employability and re-employability in an increasingly fluid work-landscape.Trade Review"I recommend this book to anyone with an interest or role in adult education, policy, and work placement, but it should also be of interest to those involved in teaching or education. Furthermore, the fact that this approach can help to remove the invisibility of mathematics for workers in the workplace and show them how they are using it every day, could help to reduce the negative perception of mathematics and increase the recognition of mathematics as a practical skill for all." - Dr Ciarán Mac an Bhaird, Department of Mathematics and Statistics, Maynooth University "This is a good, useful and readable book … provides a variety of case studies which illustrate the invisibility of Maths in workplace and seeks to recognise the mathematics knowledge that exists … The book is well-researched and presents a great array of results. Academics with research interests in the topic may find it both useful and interesting. The contextualisation with both national survey data and case studies from the work shadowing give a good insight into perceptions in relation to maths in the workplace and it is interesting to see the detail in the case studies and how they support or not the survey data. The chapter on research to practice is very welcome and makes many valuable points … Going forward the publication is useful in the context of constructing policy, pedagogy and syllabi understanding the place of Maths in the workplace and were it is both seen and unseen. The tools which were used are well explained and can be practically applied in other studies and the data published here used for comparison. From an employer’s perspective it demonstrates mechanisms which not only identify maths competency required for a role or an individual but can also assist in setting criteria for those changing roles or coming into an organisation. It is also useful in devising training plans." - Miriam O’Donoghue, Head of Lifelong Learning, IT Tallaght, Dublin "There are multiple audiences to whom this work would be valuable. First, and most naturally, the tools developed by the team would be useful to researchers in the field of adult numeracy. The survey is not unique to Irish workers and the connection to the Program for the International Assessment of Adult Competencies (PIACC) and Organization for Economic Cooperation and Development (OECD) key competencies gives it a global flavor and usefulness. Furthermore, the work is situated within a theoretical framework applicable to international vocational and workplace mathematics research. The work represented in the volume could be replicated or extended to include case studies of completely different companies and jobs. On a different level, the findings of the study should be of interest to those individuals planning instruction for adult mathematics students …. Finally, government departments responsible for workplace/vocational education should take note of the disparity between school mathematics which is identifiable and traditionally assessible and the mathematical “ways of thinking” that are critical to even the simplest of the jobs described in the case studies. Workplace and vocational education is expensive in terms of both money and time. The findings reported by the authors in this volume provide valuable evidence that can serve to inform and direct initiatives to advance workplace numeracy well beyond the borders of the Republic of Ireland." - Katherine Safford-Ramus, Ed.D., Professor of Mathematics (Ret.), Saint Peter’s University, Jersey City, New Jersey, USATable of ContentsForeword  Diana Coben Acknowledgements List of Figures and Tables Chapter 1: Introduction: What This Book Is about  Guide to Structure of the Book Chapter 2: Adults Using Mathematics in the Workplace: It’s Not Mathematics, It’s Just Common Sense; Part of the Job  Cultural Historical Activity Theory  Competence  Invisible Mathematics in the Workplace Chapter 3: Identifying and Measuring Mathematics Invisibility in the Workplace: Stripping away the Layers That Hide What a Person Knows about Mathematics  Survey Methodology  Measuring Mathematics Capability  Measuring Mathematics Capability in the Workplace  Numerate Behaviour  Workplace Exploratory Tools  Job-shadowing Case Studies  Impact of Mathematics Invisibility Chapter 4: Broadening the Scope: Design and Key Findings of the National Survey of People at Work  Characterisation of Workplace Mathematics in the Workplace  Demographics  Frequency of Numerate Behaviour  Quantity and Number  Shape and Space and Pattern and Relationship  Data Handling and Chance  Summary Chapter 5: Job Shadowing: Four Case Studies of People Engaged in Their Job  Job Shadowing People at Work  Case Study Host Company A  Research Host Company B  Case Study 1 Rob  Case Study 2 Jim  Case Study 3 ‘Laura’  Case Study 4 ‘M’  Mathematics Invisibility in the Workplace  Summary  Discussion  A Workplace Contextualisation of Mathematics  Accountability  Clarity  Familiarity  Stressors  Volatility  Workplace Context-Complexity Protocol Chapter 6: From Research into Practice: How to Bring the Benefit of Research to Learners  Extended NFQ Illustrated  Extended NFQ – Case Study 1  Extended NFQ – Case Study 2  Extended NFQ – Case Study 3  Extended NFQ – Case Study 4  Recruitment Dichotomy  Implications: Learners, Curriculum, Tutors, Policy, Standards & RPL  Research Instruments Modified for Practical Implementation  How This Approach Works  Why Does It Matter? Appendices References

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Book SynopsisAdults use mathematics extensively in work even though they may deny it or dismiss their numerate behaviour as common sense. Their capacity for mathematics is invisible to them and confirms their ‘non-maths person’ self-perception, which has negative consequences for their life choices. In Adults, Mathematics and Work, the authors tackle and explain a number of paradoxes related to the curious relationship between adults and mathematics. It operationalises the benefits of workplace doctoral research by providing a set of the tools to review this mistaken self-perception in order to make workers’ abilities available for development. It also provides a systematic way of uncovering and recognising informal and non-formal learning to support employability and re-employability in an increasingly fluid work-landscape.Trade Review"I recommend this book to anyone with an interest or role in adult education, policy, and work placement, but it should also be of interest to those involved in teaching or education. Furthermore, the fact that this approach can help to remove the invisibility of mathematics for workers in the workplace and show them how they are using it every day, could help to reduce the negative perception of mathematics and increase the recognition of mathematics as a practical skill for all." - Dr Ciarán Mac an Bhaird, Department of Mathematics and Statistics, Maynooth University "This is a good, useful and readable book … provides a variety of case studies which illustrate the invisibility of Maths in workplace and seeks to recognise the mathematics knowledge that exists … The book is well-researched and presents a great array of results. Academics with research interests in the topic may find it both useful and interesting. The contextualisation with both national survey data and case studies from the work shadowing give a good insight into perceptions in relation to maths in the workplace and it is interesting to see the detail in the case studies and how they support or not the survey data. The chapter on research to practice is very welcome and makes many valuable points … Going forward the publication is useful in the context of constructing policy, pedagogy and syllabi understanding the place of Maths in the workplace and were it is both seen and unseen. The tools which were used are well explained and can be practically applied in other studies and the data published here used for comparison. From an employer’s perspective it demonstrates mechanisms which not only identify maths competency required for a role or an individual but can also assist in setting criteria for those changing roles or coming into an organisation. It is also useful in devising training plans." - Miriam O’Donoghue, Head of Lifelong Learning, IT Tallaght, Dublin "There are multiple audiences to whom this work would be valuable. First, and most naturally, the tools developed by the team would be useful to researchers in the field of adult numeracy. The survey is not unique to Irish workers and the connection to the Program for the International Assessment of Adult Competencies (PIACC) and Organization for Economic Cooperation and Development (OECD) key competencies gives it a global flavor and usefulness. Furthermore, the work is situated within a theoretical framework applicable to international vocational and workplace mathematics research. The work represented in the volume could be replicated or extended to include case studies of completely different companies and jobs. On a different level, the findings of the study should be of interest to those individuals planning instruction for adult mathematics students …. Finally, government departments responsible for workplace/vocational education should take note of the disparity between school mathematics which is identifiable and traditionally assessible and the mathematical “ways of thinking” that are critical to even the simplest of the jobs described in the case studies. Workplace and vocational education is expensive in terms of both money and time. The findings reported by the authors in this volume provide valuable evidence that can serve to inform and direct initiatives to advance workplace numeracy well beyond the borders of the Republic of Ireland." - Katherine Safford-Ramus, Ed.D., Professor of Mathematics (Ret.), Saint Peter’s University, Jersey City, New Jersey, USATable of ContentsForeword  Diana Coben Acknowledgements List of Figures and Tables Chapter 1: Introduction: What This Book Is about  Guide to Structure of the Book Chapter 2: Adults Using Mathematics in the Workplace: It’s Not Mathematics, It’s Just Common Sense; Part of the Job  Cultural Historical Activity Theory  Competence  Invisible Mathematics in the Workplace Chapter 3: Identifying and Measuring Mathematics Invisibility in the Workplace: Stripping away the Layers That Hide What a Person Knows about Mathematics  Survey Methodology  Measuring Mathematics Capability  Measuring Mathematics Capability in the Workplace  Numerate Behaviour  Workplace Exploratory Tools  Job-shadowing Case Studies  Impact of Mathematics Invisibility Chapter 4: Broadening the Scope: Design and Key Findings of the National Survey of People at Work  Characterisation of Workplace Mathematics in the Workplace  Demographics  Frequency of Numerate Behaviour  Quantity and Number  Shape and Space and Pattern and Relationship  Data Handling and Chance  Summary Chapter 5: Job Shadowing: Four Case Studies of People Engaged in Their Job  Job Shadowing People at Work  Case Study Host Company A  Research Host Company B  Case Study 1 Rob  Case Study 2 Jim  Case Study 3 ‘Laura’  Case Study 4 ‘M’  Mathematics Invisibility in the Workplace  Summary  Discussion  A Workplace Contextualisation of Mathematics  Accountability  Clarity  Familiarity  Stressors  Volatility  Workplace Context-Complexity Protocol Chapter 6: From Research into Practice: How to Bring the Benefit of Research to Learners  Extended NFQ Illustrated  Extended NFQ – Case Study 1  Extended NFQ – Case Study 2  Extended NFQ – Case Study 3  Extended NFQ – Case Study 4  Recruitment Dichotomy  Implications: Learners, Curriculum, Tutors, Policy, Standards & RPL  Research Instruments Modified for Practical Implementation  How This Approach Works  Why Does It Matter? Appendices References

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Book SynopsisWhat if, as psychologists and adult educators advocate, a person chose a life where his motivation for the work itself determined what he did? Living a Motivated Life: A Memoir and Activities follows the author through forty years, revealing how he selected vocational pursuits guided by his understanding of intrinsic motivation and transformative learning. As a compass for relevant decisions, these ideas gave energy and purpose to how he lived, and an instinct as sure as sight for the future. Written with nuance, humor, and unpredictability, this story renders how he came to appreciate learning for the pleasure of learning. Facing similar challenges as those of today’s first generation college students, the memoir narrates his unexpected college enrollment, his friendship with an ancient history professor, and his triumphs and travails as teacher, psychologist, human relations specialist, psychotherapist, and adult educator. This is the first memoir of someone who consciously chose to lead a professional life to experience flow on a daily basis. It is an important step in the integration and evolution of intrinsic motivation theory and transformative learning. But it reaches beyond this outcome, sharing how the author aspired to be better at what he valued and showing how he discovered and extended these ideas to others.Trade ReviewHear Raymond tell stories from the book at Fitzgeralds in Chicago: Dr. Finley Hooper: Throughout Raymond Wlodkowski’s memoir, he refers to what he learned and experienced with his friend, the ancient history professor, Dr. Finley Hooper, author of Greek Realities (New York: Charles Scribner’s Sons, 1967). In this video Raymond recalls how they initially met and the risk he took to encourage their friendship beyond the classroom. Beds and Pencils: Highly influential throughout Raymond Wlodkowski’s memoir and personal development was the education he received in parochial schools, largely taught by nuns. In this video Raymond recalls his first day at school and the calamity of losing the special pencil he received from his teacher, Sister Leonisa. Safety Boys and an Uncommon Friend: Very few crossing guards ever have the opportunity to turn away eight hundred students, a decision Raymond Wlodkowski and his friend Bob Buziak made at thirteen years of age to increase their chances for a “snow day.” Twenty years later they meet in New York City to recall this escapade in the presidential suite of RCA records. "If you're looking for an inspirational story about the pursuit of knowledge, and how to become a better adult learner, this would be a great book to read." - in Windy City Review "Overall, I would strongly recommend this book to individuals that enjoy the art of storytelling and the power of transformative learning. Wlodkowski provides a scenic tapestry of stories, composed of a wealth of knowledge that is germane to both psychologist and the field of adult education in a way that makes learning the material feel effortless. At the core, Living a Motivated Life serves as a mirror for each of us to do our own reflective process on what we can extrapolate from our own lifewide learning experiences to the benefit of others." - Joslyn S. Johnson, in Adult Education QuarterlyTable of ContentsAcknowledgements About the Author Introduction Prologue PART 1: Memoir 1 Real Life Education 2 Sister Mary Desiderata 3 Having a Ball 4 Doing Duty 5 Lucking Out 6 Learning to Flow 7 Transformative Friendship 8 Teacher Newbie 9 Teaching Troubles 10 There Are Ways 11 Entering a Life of Study 12 Human Relations 13 Therapy Lessons 14 Adult Learning 15 Perspectives and Connections 16 Conversations of Respect PART 2: Activities 17 An Overview of Intrinsic Motivation, Flow, and Vital Engagement 18 Transformative Learning: A Partner to Intrinsic Motivation throughout Life 19 Learning to Evoke and Sustain Intrinsic Motivation with Transformative Learning <>Notes and References

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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