Home About us Contact
|
Home About us Contact | ||
|
|
||
Adult Education (adult + education)
Selected AbstractsCRITICAL ADULT EDUCATION AND THE POLITICAL-PHILOSOPHICAL DEBATE BETWEEN NANCY FRASER AND AXEL HONNETHEDUCATIONAL THEORY, Issue 4 2007Rauno HuttunenArticle first published online: 28 NOV 200 For him, the aim of the pedagogy of the oppressed is to emancipate people from social and economic repression. Critical adult education is intellectual work that aims to make the world more just. One might ask what exactly justice and injustice mean here, however. Is the work against social injustice mainly concerned with the redistribution of material goods or recognition and respect? This is the issue debated by Nancy Fraser and Axel Honneth. Honneth claims that in the context of social justice, recognition is a fundamental, overarching moral category and redistribution is derivative. Fraser denies that distribution could be subsumed under recognition and introduces a "perspectival dualist" analysis of social justice that considers the two categories (redistribution and recognition) as equally fundamental, mutually irreducible dimensions of justice. In this essay, Rauno Huttunen reflects on the relation between maldistribution and misrecognition, in order to think through critical adult education's task in fighting against social injustice. [source] The gendered construction of the adult education and family literacy actNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 91 2001Barbara Sparks This chapter uses a feminist analysis to unpack how gender and gender arrangements are constructed and maintained through the Adult Education and Family Literacy Act. [source] Learning from Native Adult EducationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 85 2000Jeffrey A. Orr Adult educators have much to learn from Native peoples' focus on the four directions of the medicine wheel: the emotional, physical, spiritual, and cognitive. [source] Museums: Adult education as cultural politicsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 127 2010Carmel Borg This chapter explores the potential of museums as sites for critical "public pedagogy." It foregrounds the role of adult educators as co-interrogators with adult learners of what is generally perceived as politically innocent and neutral knowledge. [source] What it Means to be a Stranger to OneselfEDUCATIONAL PHILOSOPHY AND THEORY, Issue 5 2009Olli-Pekka Moisio Abstract In adult education there is always a problem of prefabricated and in many respect fixed opinions and views of the world. In this sense, I will argue, that the starting point of radical education should be in the destruction of these walls of belief that people build around themselves in order to feel safe. In this connection I will talk about ,gentle shattering of identities' as a problem and a method of radical education. When we as adult educators are trying to gently shatter these solidified identities and pre-packed ways of being and acting in the world, we are moving in the field of questions that Sigmund Freud tackled with the concepts of ,de-personalization' and ,de-realization'. These concepts raise the question about the possibility of at the same time believing that something is and at the same time having a fundamentally sceptical attitude towards this given. In my article I will ask, can we integrate the idea of learning in general with the idea of strangeness to oneself as a legitimate and sensible experiential point of departure for radical learning? [source] CRITICAL ADULT EDUCATION AND THE POLITICAL-PHILOSOPHICAL DEBATE BETWEEN NANCY FRASER AND AXEL HONNETHEDUCATIONAL THEORY, Issue 4 2007Rauno HuttunenArticle first published online: 28 NOV 200 For him, the aim of the pedagogy of the oppressed is to emancipate people from social and economic repression. Critical adult education is intellectual work that aims to make the world more just. One might ask what exactly justice and injustice mean here, however. Is the work against social injustice mainly concerned with the redistribution of material goods or recognition and respect? This is the issue debated by Nancy Fraser and Axel Honneth. Honneth claims that in the context of social justice, recognition is a fundamental, overarching moral category and redistribution is derivative. Fraser denies that distribution could be subsumed under recognition and introduces a "perspectival dualist" analysis of social justice that considers the two categories (redistribution and recognition) as equally fundamental, mutually irreducible dimensions of justice. In this essay, Rauno Huttunen reflects on the relation between maldistribution and misrecognition, in order to think through critical adult education's task in fighting against social injustice. [source] Estimating the potential effects of poverty reduction policiesJOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 2 2010Sheila Zedlewski States require a measure of poverty that captures all family resources net of taxes and nondiscretionary expenses and uses thresholds reflecting current needs in the state to assess the well-being of families under current and alternative policies. This paper describes the implementation of a poverty measure for the State of Connecticut based on the recommendations of the National Academy of Sciences, and it describes the potential antipoverty effects of changes in child care, adult education, and child support policies. The paper concludes with a discussion of the challenges in implementing a modern poverty measure and in simulating policy alternatives. © 2010 by the Association for Public Policy Analysis and Management. [source] A systematic review of controlled trials evaluating interventions in adult literacy and numeracyJOURNAL OF RESEARCH IN READING, Issue 2 2005Carole Torgerson This paper reports a systematic review of the quasi-experimental literature in the field of adult literacy and numeracy, published between 1980 and 2002. We included 27 controlled trials (CTs) that evaluated strategies and pedagogies designed to increase adult literacy and numeracy: 18 CTs with no effect sizes (incomplete data) and 9 CTs with full data. These nine trials are examined in detail for this paper. Of these nine trials, six evaluated interventions in literacy and three evaluated interventions in literacy and numeracy. Three of the nine trials showed a positive effect for the interventions, five trials showed no difference and one trial showed a positive effect for the control treatment. The quality of the trials was variable, but many of them had some methodological problems. There was no evidence of publication bias in the review. There have been few attempts to expose common adult literacy or numeracy programmes to rigorous evaluation and therefore in terms of policy and practice it is difficult to make any recommendations as to the type of adult education that should be supported. In contrast, however, the review does provide a strong steer for the direction to be taken by educational researchers: because of the present inadequate evidence base rigorously designed randomised controlled trials and quasi-experiments are required as a matter of urgency. [source] Adolescent Transitions to Young Adulthood: Antecedents, Correlates, and Consequences of Adolescent EmploymentJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 3 2001Tama Leventhal The antecedents, correlates, and consequences of adolescent employment were investigated in a sample of 251 low-income, African American youth that were followed since birth. The youth (age: M at preschool = 4.89, SD= .70; M at adolescence = 16.44, SD= .66; M at transition to adulthood = 19.36, SD= .76; and M at early adulthood = 27.67, SD= .75) were the firstborn children of African American teenage mothers who gave birth in Baltimore in the 1960s. Analyses examined the antecedents and correlates of age of entry into employment and stability of employment during adolescence. The associations of adolescent work experiences with subsequent adult education and employment outcomes also were considered. Findings indicate that among this sample of low-income, African American youth, those who repeated a grade in school during middle childhood were more likely to enter the workforce at later ages than their peers who did not repeat a grade. The small subset of adolescents who never worked (n= 12) appear to be markedly more disadvantaged than their peers who worked. At the transition to adulthood, adolescents who entered the workforce earlier were more likely to complete high school than their peers. In addition, stable employment during the adolescent years had more beneficial effects on young men's chances of attending college than young women's postsecondary education. This pattern of findings is consistent with ethnographic accounts of adolescent employment among poor, minority, urban youth. [source] E-learning: a service offeringKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 4 2004Anu Moisio In Finland, both public and private organizations are actively applying information and communication technology (ICT) in adult education. Providing ICT-supported education, e-learning, requires focus on the virtual setting, but also on physical and human factors. Studying the e-learning phenomenon from a service perspective gives new insights into how to provide better learner satisfaction. The article presents a qualitative two-case study. The cases come from Finnish organizations: one case from a polytechnic and one case from a large company. The choice of cases gives an excellent opportunity to compare practices between public and private sector. The cases have been studied using participative case simulation, an action research method. This method enables gathering of rich data, since all key players from the real-life case gather together to share knowledge on a case that was realized in the near past. The researchers get to know how the case was executed in its reality, and not an ideal version about how it should have been realized. After analyzing these cases from a service process point of view, a framework of e-learning as service provisioning is presented in this article. This framework emphasizes the fact that e-learning is a mixture of physical and virtual servicing. The most important service element is the interaction between the learner and the tutor. The technology has not removed the importance of the human face; the role of a tutor is reshaping itself. Copyright © 2004 John Wiley & Sons, Ltd. [source] Narratives from popular culture: Critical implications for adult educationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 126 2010Robin Redmon Wright This chapter critically examines six political television narratives: The Weather Channel, The Fox News Channel, 24, The Rachel Maddow Show, The Daily Show, and Torchwood. The implications of those television narratives, their impact on adult learners, and suggestions for classroom practice are discussed. [source] Perspectives on adult education in QuebecNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 124 2009Mohamed Hrimech Drawing on an analysis of official policies and initiatives, this chapter presents the specific situation of adult education in Quebec, its problems, and the solutions that have been devised. [source] "More universal for some than others": Canada's health care system and the role of adult educationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 124 2009B. Allan Quigley The literature and pan-Canadian consultations involving adults with low literacy skills, immigrants and refugees, adults with HIV/AIDS, and those in remote Canadian communities all point to a health learning gap and a critical role for adult educators,a role that crosses all borders. [source] Building social capital in the academy: The nature and function of support systems in graduate adult educationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 122 2009Nella A. Roberts In this chapter, two women doctoral candidates examine the nature and function of support systems in graduate adult education. Recommendations and strategies for building social capital in the academy are also discussed. [source] Spirituality and adult learningNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 119 2008Elizabeth J. Tisdell The role of spirituality in adult education and adult learning is discussed by defining spirituality and exploring how spiritual experience facilitates spiritual development. [source] HIV prevention workers and injection drug users: A problem-based realm of adult education practiceNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 105 2005John P. Egan When HIV rates among injection drug users in Vancouver exploded, the field of HIV prevention education expanded beyond the realm of medicine. This chapter examines this unique field of adult education, defined in terms of a social problem rather than as a function of professional or educational background. [source] Envisioning change from the margins within: Human resource development (HRD) and corporate downsizingNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 104 2004Daniela Truty This chapter addresses the contradictions inherent to working at the confluence of human resource development and adult education, as well as the opportunity for transformation in the workplace. [source] Consumerism, consumption, and a critical consumer education for adultsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 102 2004Jennifer A. Sandlin This chapter explores the connection between consumerism, consumption, and adult education, arguing for a more critical form of consumer education for adults. [source] Teaching with the enemy: Critical adult education in the academyNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 102 2004Ralf St.Clair The author identifies issues facing critical adult educators in academic settings and argues for instructors' and students' active engagement with critique. [source] Toward a postmodern pedagogyNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 102 2004Deborah Kilgore What does teaching from a postmodern perspective mean? This chapter describes adult education from one educator's standpoint, with attention to knowledge, teachers, students, and power. [source] Gangsta rap and adult educationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 101 2004Talmadge C. Guy Adult education instructors and administrators, who typically are not members of the hip-hop generation, have little or no background, sensitivity, or understanding of the influence and significance of black popular culture and music for young African American and white adult learners. [source] Environmental adult education and community sustainabilityNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 99 2003Jennifer Sumner Local communities face many challenges in an increasingly globalized world. A new framework for sustainability that includes environmental adult education can help them survive, and even thrive, in the age of globalization. [source] Environmental popular education and indigenous social movements in IndiaNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 99 2003Dip Kapoor Practical and theoretical considerations of activist-educators using environmental popular education in indigenous social movements in India are explored. The responses of these social movements to destructive development are linked with the theoretical dialogue on environmental adult education and social transformation. [source] Environmental adult education: Women living the tensionsNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 99 2003Lee Karlovic When women who share common concerns for the environment come together, powerful learning occurs through critical reflection on tensions between daily-life decisions and emotional connections to social and ecological concerns. [source] The gendered construction of the adult education and family literacy actNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 91 2001Barbara Sparks This chapter uses a feminist analysis to unpack how gender and gender arrangements are constructed and maintained through the Adult Education and Family Literacy Act. [source] Reframing professional development for first-line nursesNURSING INQUIRY, Issue 1 2008Darlaine Jantzen Within a context of healthcare restructuring and a shift toward individualized continuing competency in Canada, this inductive, narrative inquiry explored positive learning experiences of first-line acute care nurses. The written stories of eight self-selected participants were collected and unstructured follow-up interviews were conducted. The stories and interview transcripts were examined using categorical-content and holistic-form analysis, and analyzed in light of literature relating to adult education and professional development in nursing. Emergent themes included life-changing learning and learning through one's own, and other's, experiences. The findings highlight the need to re-frame professional development for nurses in Canada, specifically by valuing and utilizing shared workplace experiences. [source] Overcoming remoteness in CME videoteleconferencing: "I want my MD TV"THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 1 2000Dr. Jeanne E. Bitterman EdD Lecturer, Education Consultant, Research Associate Abstract Videoteleconferencing in continuing medical education (CME) is here to stay. In the growing health care climate, with increased mergers of institutions and facilities, education's reliance on this medium promises to grow. This project summary describes one large metropolitan institution's effort to improve the commitment to, use in, and effectiveness of Videoteleconferencing in its multisite delivery of CME programs. The institution is a nationally renowned interdisciplinary teaching and research hospital health center, with more than 1000 beds. The medical staff numbers more than 1100. The CME program, accredited by the Medical Society of the State of New York, sponsors more than 44 activities a year, awarding over 13,000 certified category 1 CME credits and serving a combined total of over 806 participating MDs and DOs. A study team comprised of the Medical Board Education Committee's Chair-director of CME, an adult education consultant-professor of adult education, and a visual literacy consultant undertook a year-long qualitative research project to explore issues, unearth dilemmas in practice, and generate recommendations for future policy and practice related to videoteleconferencing. The primary objective was to derive strategies for enhancing the educational effectiveness and community building potential of videoteleconferencing at the hospital-health center. [source] Breastfeeding and school achievement in Brazilian adolescentsACTA PAEDIATRICA, Issue 11 2005CESAR G. VICTORA Abstract Aim: To assess the effect of breastfeeding duration on school achievement in a Brazilian cohort. Methods: In a population-based birth cohort, we analysed the highest grade achieved in school of over 2000 male 18-y-olds relative to breastfeeding information collected in early life. Analyses were adjusted for birthweight, family income, maternal and paternal schooling, household assets, number of siblings, social class, maternal smoking during pregnancy, and ethnicity. Results: After adjustment for confounding variables, there was a highly significant trend in school achievement with increasing breastfeeding duration. Those breastfed for 9 mo or more were ahead by 0.5,0.8 school grades, relative to those breastfed for less than 1 mo. Data from a cross-sectional survey in the same population suggest that such a difference corresponds to a 10,15% difference in adult income levels. The duration of exclusive or predominant breastfeeding was also positively associated with schooling. Conclusion: Unlike studies from developed countries, there was no clear association between breastfeeding duration and either the family's socio-economic level or parental schooling in our sample and therefore residual confounding is improbable. These results suggest that the impact of breastfeeding on intellectual development may lead to sizeable differences in adult education and wage-earning performance. [source] | ||||||||||||||||