The Use Of Life History Collage To Investigate Significant Learning Experiences Of Woman Development Leaders From India,
2011
Westminster College
The Use Of Life History Collage To Investigate Significant Learning Experiences Of Woman Development Leaders From India, Susan Seymour
Adult Education Research Conference
The purpose of this study was to use life history collage to explore significant learning experiences related to the personal empowerment of female development leaders from West Bengal, India. Findings indicate a complicated understanding of empowerment - distinct and unique to Indian culture, customs and familial relationships. Central to each woman’s process of empowerment was contact with and the determination to fight against patriarchal norms. These norms were experienced in the brutality of village life and witnessed in dowry deaths, female infanticide, domestic violence, poverty and ignorance.
Using Participatory Action Research To Explore The Financial Literacy Needs Of Those Nearing Retirement,
2011
National-Louis University
Using Participatory Action Research To Explore The Financial Literacy Needs Of Those Nearing Retirement, Barbara J. Scheidt
Adult Education Research Conference
The purpose of “Using Participatory Action Research to Explore the Financial Literacy Needs of those nearing Retirement” was to explore the financial literacy needs of persons age 50 or above. If individuals nearing retirement have a sense of not saving sufficiently to retire on their own timing or to support the lifestyle desired in retirement, what are elements of a financial literacy program (workshop or series of workshops) that might help them positively change their financial situations between now and retirement? The methodology used in this study was participatory action research. Critical theory was used to examine power relationships and …
Anti-Poverty Activism From A Chat Perspective: A Comparison Of Learning Across Three Organizations,
2011
Ontario Institute for Stuides in Education, University of Toronto
Anti-Poverty Activism From A Chat Perspective: A Comparison Of Learning Across Three Organizations, Peter H. Sawchuk
Adult Education Research Conference
Based on research from the Anti-Poverty Community Organizing and Learning (APCOL) project, Marxist Cultural Historical Activity Theory (CHAT) is used to explore forms of anti-poverty activist learning: i) program-based community anti-poverty activism; ii) grassroots capacity building; and iii) direct collective action. Different types and origins of contradictions and key mediating artefacts are shown to offer a
How Activists Overcome Alienation Through Learning And Collective Action: Considerations From A Recent Case Study,
2011
Ontario Institute for Stuides in Education, University of Toronto
How Activists Overcome Alienation Through Learning And Collective Action: Considerations From A Recent Case Study, Joseph E. Sawan
Adult Education Research Conference
This paper discusses how a recovery of Marx’s theory of alienation can prove fruitful in understanding social movement activity. As globalized capitalism continues to fragment human social relations, people are coming together to envision alternatives and reclaim their communities. How can we understand such activity in the context of alienation? I begin with an outline of Marx’s method and theory of alienation in the context of social movements, followed by preliminary findings from a recent case study with housing activists engaged in strategies for de-alienation through anti-poverty organizing and learning.
Critical Transformational Learning In The Post-Postmodern World,
2011
Arizona State University
Critical Transformational Learning In The Post-Postmodern World, Jennifer A. Sandlin, M. Carolyn Clark, Robin Redmon Wright, M. Carolyn Clark
Adult Education Research Conference
We examine the modernist underpinnings of traditional adult learning and development theories and evaluate elements of those theories through more contemporary lenses. Drawing upon recent “public pedagogy” literature, we argue that much learning takes place outside of formal educational institutions. We look beyond modernist narratives to consider the possible implications for critical adult learning occurring in and through contemporary fragmented, digital, media-saturated culture.
A Voice Of Silence: Reentry Adult Black Male Students In Higher Education,
2011
Troy University
A Voice Of Silence: Reentry Adult Black Male Students In Higher Education, Dionne Rosser-Mims, Glenn A. Palmer, Pamela Harroff
Adult Education Research Conference
While much has been written about the experiences of Black males, there is a dearth of empirical data that explores their educational experiences as adult reentry students into higher education. The goal of this qualitative study is to identify strategies to help support African American males successfully matriculate through college and graduate.
Corporate Universities And Adult Education: Implications For Theory And Practice,
2011
University of Minnesota
Corporate Universities And Adult Education: Implications For Theory And Practice, Jeong Rok Oh, Cho Hyun Park
Adult Education Research Conference
The purpose of this paper is to explore characteristics of corporate universities (CUs) from the adult education (AdEd) perspective in order to identify implications for AdEd theory and practice. Through an integrative literature review of CUs, the differences among CUs, human resource development centers, and traditional universities are investigated. Considering the AdEd characteristics of CUs, such as individuals’ learning and qualifications/certifications of higher education, the partnership/collaboration model of CU is suggested in terms of workplace learning, which is the overlapping field of HRD and AdEd. Ultimately, to promote participatory AdEd in the workplace, nations should play crucial roles in providing …
Perceptions Of Beauty And Identity: The Skin Bleaching Phenomenon In Jamaica,
2011
Texas A&M University
Perceptions Of Beauty And Identity: The Skin Bleaching Phenomenon In Jamaica, Petra A. Robinson
Adult Education Research Conference
Founded on the significance of the skin bleaching phenomenon in Jamaica, and the persistent influences of colonialism, the purpose of this paper is twofold: (a) to explore the skin bleaching phenomenon and (b) to provide a snapshot of how colonialism (despite national independence) influences perceptions of beauty and identity in Jamaica, particularly through informal learning. Based on an empirical study, the research sought to explore and understand the perceptions and motivations behind the practice of skin bleaching, given the historical and social context, and how it influenced the participants’ perceptions of beauty and identity
Psychosocial Issues And Sources Of Support Affecting Retention For Adult Learners: Generational Variations,
2011
University of Phoenix Research Institute
Psychosocial Issues And Sources Of Support Affecting Retention For Adult Learners: Generational Variations, Debbie Ritter-Williams, Ruby A. Rouse
Adult Education Research Conference
Amid predictions of increasing numbers of jobs requiring employees with degrees, the retention of adult students returning to degree programs has become a critical concern. This study investigates generational differences in psychosocial factors that may influence adult students to discontinue taking classes, and the sources of support they find most helpful and important. A newly- created survey instrument was found to have acceptable validity and reliability and used to collect data from thousands of adult college students in April-May 2011.
General, Technical And Vocational Education: Worker’S Formal And Non- Formal Education In Argentina And Canada: On The Importance Of Comparing Workers ̈ Trajectories In Different Societies,
2011
University of Buenos Aires
General, Technical And Vocational Education: Worker’S Formal And Non- Formal Education In Argentina And Canada: On The Importance Of Comparing Workers ̈ Trajectories In Different Societies, Graciela C. Riquelme
Adult Education Research Conference
This paper arise two general objectives: to summarize the basic empirical and theoretical ideas of and to present the first comparative results about the application ArCaWall in the Gran Buenos Aires. The first objective is summarized in this paper and the second one is grounded on the adaptation for the urban social and productive Argentinean reality of the original CSEW-OISE WALL questionnaire. This paper has a theoretical framework of the researches and the limitations and possibilities of a comparative approach; the empirical evidence is systematized for the labour market situation and formal and non- formal education of the workers.
The Career Experiences Of African American Female Engineers,
2011
Texas A&M University
The Career Experiences Of African American Female Engineers, Delores Rice
Adult Education Research Conference
African American women are significantly underrepresented in engineering workplace organizations. However, the primary focus, in the field, is on the STEM pipeline in K-12 and undergraduate education. If the engineering community does not address contributing factors in workplace organizations, then the overall goal of increasing the underrepresented populations in the engineering field will not be met. As a result, this study examines the career experiences of African American female engineers to understand the challenges, which impact their development. Implications for research and practice are given to support this population and other underrepresented groups in STEM.
From Resistance To "Solidarity": Teaching Race, Class And Gender To Working Class Adults,
2011
Empire State College
From Resistance To "Solidarity": Teaching Race, Class And Gender To Working Class Adults, Dianne Ramdeholl, Richard Wells
Adult Education Research Conference
In this paper two faculty members critically reflect on their experiences teaching a course entitled, Class, Race, and Gender in an effort to contribute to a sustainable conversation grounded in intersections between the three.
Women’S Involvement In Adult Education And Family Literacy: Consequences For Social Networks, Social Support, And Mental Health,
2011
Pennsylvania State University
Women’S Involvement In Adult Education And Family Literacy: Consequences For Social Networks, Social Support, And Mental Health, Esther Prins, Maricela Carrera, Brendaly Drayton, Ramazan Gungor, Faith Miller, Tom Spencer
Adult Education Research Conference
This paper presents preliminary findings from a mixed-methods study that examines how women use adult education and family literacy programs to construct supportive social networks, and, in turn, how these influence their mental health. We argue that these programs offer opportunities to form friendships and to access emotional, informational, and material support, thereby alleviating psychological distress arising from poverty, caregiving, and other stressors. However, intentional efforts to cultivate social ties and support systems among adult learners are needed.
National Identity As A Source Of Knowledge: Implications For Adult Education,
2011
Florida International University
National Identity As A Source Of Knowledge: Implications For Adult Education, Maria S. Plakhotnik, Tonette S. Rocco
Adult Education Research Conference
This paper aims to answer the following question: What are employees’ experiences with their national identities in the context of a geocentric organizational culture?
Essentializing The Experiences And Expertise Of Adult Literacy Educators,
2011
University of Ottawa
Essentializing The Experiences And Expertise Of Adult Literacy Educators, Christine Pinsent-Johnson
Adult Education Research Conference
Adult literacy educator expertise is being subsumed by the Essential Skills framework and IALS testing methodology as both are packaged as adult literacy pedagogy. Preliminary findings from an Institutional Ethnography illustrate how educators are becoming increasingly immersed in the discursive relations of the literacy regime as they: 1) get hooked into the discourse of the regime; 2) establish a direct link with assessments and accountability requirements; and 3) are taught to change the way they teach, discounting both research and practice based knowledge of literacy and adult learning.
State Violence, Learning And The Art Of Memory,
2011
Ontario Institute for Stuides in Education, University of Toronto
State Violence, Learning And The Art Of Memory, Bethany J. Osborne, Shahrzad Mojab
Adult Education Research Conference
This paper examines the role that memory plays in the learning process of people who have experienced state violence. Our approach to this study has been a critical feminist-anti-racist perspective. Working with a group of women and men who are former political prisoners from Iran living in diaspora, we tried to interrogate questions about the role that memory plays in resistance and community building.
Getting Situated In A New Community Of Practice: The Early-Career Workplace Learning Of First-Generation College Graduates,
2011
Pennsylvania State University
Getting Situated In A New Community Of Practice: The Early-Career Workplace Learning Of First-Generation College Graduates, Joann S. Olson
Adult Education Research Conference
A phenomenological study conducted with first-generation college graduates who were working full time demonstrates how these first-generation college graduates’ work environments contributed to a sense of meaning in work. Graduates indicated that co-workers were not, generally, proactive to help newcomers learn their jobs. Participants described their attempts to reconcile ideas of “work ethic,” as understood from families of origin, with the realities of their current jobs. Rather than intentional and learning-friendly communities of practice seeking to incorporate newcomers into the workplace, participants more often found they were left alone to learn their job.
“Positive Aging” As Consumer Pedagogy: Towards A Theoretical Linking Of Adult Learning, Aging And Consumerism,
2011
Ontario Institute for Stuides in Education, University of Toronto
“Positive Aging” As Consumer Pedagogy: Towards A Theoretical Linking Of Adult Learning, Aging And Consumerism, Trevor Norris, Tara Silver
Adult Education Research Conference
This paper creates theoretical links between aging, adult learning and consumerism through an exploration of the contemporary cultural discourse of “positive aging.” Through the lens of adult education, we examine the pedagogical implication of positive aging as both a process of learning and consumption. This consumerist approach to aging is driven by modern gerontology, which reconstructs aging on the basis of individual abilities needs and functions. As a result, the culture of positive aging raises many questions for adult educators, particularly those who are interested in informal learning.
Are All Contexts Learning Contexts? Rethinking The Relationship Between Learning And Context In Adult Learning Theory,
2011
Virginia Tech
Are All Contexts Learning Contexts? Rethinking The Relationship Between Learning And Context In Adult Learning Theory, Kim L. Niewolny, Arthur L. Wilson
Adult Education Research Conference
We explore the “question of context” as a discursive practice in adult learning literature to reveal how the act of identifying learning contexts within complementary (and at times confusing) discourses of adult learning affects our means to understand and organize learning. We specifically focus on the way cognitive and situated conceptualizations of learning are utilized, challenged, and reconfigured in social and in/nonformal learning discourses to give meaning to the relationship between context and learning. We conclude with implications for rethinking the “static” understanding of context in adult education research and practice to expand our contemporary views of learning-in-context.
What’S The Social Network Got To Do With It?!?: An Adult And Higher Education Evaluation Of Perceptions And Motivations To Study Abroad,
2011
University of Texas at San Antonio
What’S The Social Network Got To Do With It?!?: An Adult And Higher Education Evaluation Of Perceptions And Motivations To Study Abroad, Shelbee R. Nguyen, Joellen E. Coryell
Adult Education Research Conference
The purpose of this study was to investigate adult learners’ perceptions and motivations to study abroad as well as the kinds of influences, including popular culture and social networks, that influence adult students to study abroad.
