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Articles 91 - 120 of 2022
Full-Text Articles in Education
The Story Of A Broken Sofa: Adult Education Meets Activist Art To Envision The Future Of Adult Education, Cynthia Stevens, Gabriele Strohschen
The Story Of A Broken Sofa: Adult Education Meets Activist Art To Envision The Future Of Adult Education, Cynthia Stevens, Gabriele Strohschen
Adult Education Research Conference
This AERC Symposium addressed envisioning an Adult Education structure that meets societal needs. Within an activist art project paradigm, old and new adult education theories and practices informed the discussion.
Preliminary Analysis: Is There Enough Definitional Clarity Of Food Literacy For Food Security?, Sneha Roy, Jeffrey Zacharakis
Preliminary Analysis: Is There Enough Definitional Clarity Of Food Literacy For Food Security?, Sneha Roy, Jeffrey Zacharakis
Adult Education Research Conference
We conducted a systematic review of the literature (2001 - 2021) to investigate the definitional clarity of food literacy for food security among adults. Our findings suggest the need for a more precise definition of food literacy.
Human Flourishing And Adult Education, Davin J. Carr-Chellman, Michael Kroth, Carol Rogers-Shaw
Human Flourishing And Adult Education, Davin J. Carr-Chellman, Michael Kroth, Carol Rogers-Shaw
Adult Education Research Conference
Human flourishing, a goal of adult education, is grounded in a capabilities approach and focuses on community and justice based endeavors that generate meaning and contribute to well-being.
Towards Discovering New Identity: Transformative Learning Experience As An International Student In Thailand, Somanita Kheang
Towards Discovering New Identity: Transformative Learning Experience As An International Student In Thailand, Somanita Kheang
Adult Education Research Conference
This article explores the journey of my studying abroad in Thailand that contributes to my identity changes, including personal and professional development.
End-Of-Life Caregivers And Profound Learning: A Grounded Theory Study, Davin J. Carr-Chellman, Michael Kroth, Donna Daniels, Corinne Brion, Lori Manzanares
End-Of-Life Caregivers And Profound Learning: A Grounded Theory Study, Davin J. Carr-Chellman, Michael Kroth, Donna Daniels, Corinne Brion, Lori Manzanares
Adult Education Research Conference
This study developed a deeper understanding of profound learning as experienced by volunteer end-of-life caregivers. This paper shares preliminary results of the study, including the following findings: Kinds of Knowledges; Tools; Engages the Human Condition; Relational.
Conceptualizing An Abundance Mentality And Its Relationship To Lifelong Learning, Human Flourishing, And Profound Learning, Ali Threet, Michael Kroth, Davin J. Carr-Chellman
Conceptualizing An Abundance Mentality And Its Relationship To Lifelong Learning, Human Flourishing, And Profound Learning, Ali Threet, Michael Kroth, Davin J. Carr-Chellman
Adult Education Research Conference
The purpose of this exploratory literature review is to describe and continue to develop the concept of an abundance mentality and how it relates to lifelong learning, human flourishing, and profound learning.
Culturally Responsive Teaching: A Critical Piece In The Development Of An African American Woman’S Financial Self-Efficacy/Competency, Relatedness, And Autonomy, Tracie L. Miller-Nobles, Elizabeth A. Roumell, Lisa M. Baumgartner
Culturally Responsive Teaching: A Critical Piece In The Development Of An African American Woman’S Financial Self-Efficacy/Competency, Relatedness, And Autonomy, Tracie L. Miller-Nobles, Elizabeth A. Roumell, Lisa M. Baumgartner
Adult Education Research Conference
This paper presents African American women’s experiences in financial literacy courses. Using culturally responsive teaching, self-efficacy, and self-determination, findings suggest pedagogy that can develop financial self-efficacy/competency, relatedness, and autonomy.
Counternarratives For Racial Justice: Confronting Institutionalized Racism In Higher Education, Dianne Ramdeholl, Jaye Jones
Counternarratives For Racial Justice: Confronting Institutionalized Racism In Higher Education, Dianne Ramdeholl, Jaye Jones
Adult Education Research Conference
This research highlights findings from a recently published book documenting the lived experiences and struggles of racialized faculty at predominantly white institutions (PWI) within North America.
Decoloniality As Methodological Praxis, Eric J. Hunting
Decoloniality As Methodological Praxis, Eric J. Hunting
Adult Education Research Conference
This paper examines decoloniality and ethnographic research using Maria Lugones' theoretical conceptualization of motion and stasis. In doing so, this supports developing a decolonial praxis-oriented toward culturally responsive research.
Reconsidering Culture In Research: Attracting And Retaining Culturally Diverse Research Participants, Cheri L. Hatcher
Reconsidering Culture In Research: Attracting And Retaining Culturally Diverse Research Participants, Cheri L. Hatcher
Adult Education Research Conference
The U.S. Census projects that by 2060, minorities will comprise 60 percent of the population, presenting challenges to researchers using human subjects with widening cultural, gender, identity, and disability characteristics.
Counter-Narratives: The Importance Of Our Stories In Adult Educational Research, Cindy Peña, Esther S. Pippins, Sonia Rey Lopez, Humberto De Faria Santos
Counter-Narratives: The Importance Of Our Stories In Adult Educational Research, Cindy Peña, Esther S. Pippins, Sonia Rey Lopez, Humberto De Faria Santos
Adult Education Research Conference
We propose the development of counter-narratives as a research methodology in adult education to increase the visibility of Ph.D. professionals and merit the educational equity this field aspires to reach.
Adults With Learning Disabilities, Sami El Ahmadie
Adults With Learning Disabilities, Sami El Ahmadie
Adult Education Research Conference
In this literature review, I seek to shed light on the struggles faced by adults with learning disabilities in two particular areas: Employment and Stigma.
Was It A Dream Or Nightmare? A Narrative Exploration Of Adult Refugee Learners’ Experiences In A Community College, Patricia J. Higgins, Mitsunori Misawa
Was It A Dream Or Nightmare? A Narrative Exploration Of Adult Refugee Learners’ Experiences In A Community College, Patricia J. Higgins, Mitsunori Misawa
Adult Education Research Conference
Refugees enter the United States seeking a safe place to rebuild their lives after surviving life-threatening situations. In this journey, education is seen as a bridge from instability to self-sufficiency. The purpose of this narrative inquiry was to better understand the experiences of adult refugee learners as they navigate higher education in the United States. The research questions were: How do adult refugee learners’ prior life experiences influence the transition to higher education? How does the intersection of ethnicity and immigration status influence the higher education experience? and What strategies do adult refugee learners employ to navigate higher education?
Transformative Learning Theory, A Theory In Progress? Thoughts From A Habermasian Perspective, Saskia Eschenbacher
Transformative Learning Theory, A Theory In Progress? Thoughts From A Habermasian Perspective, Saskia Eschenbacher
Adult Education Research Conference
Mezirow borrows heavily from Habermas utilizing core concepts of his theory. However, this activity has serious shortcomings. This paper explores these shortcomings and contributes to the further development of the theory of transformative learning (TL). This paper focuses on three philosophical aspects of transformation theory. I (1) underline inaccuracies and misunderstandings of Habermas' ideas utilized by Mezirow. It will (2) identify theoretical shortcomings and problems in the work of Habermas transposed onto Mezirow's theory of transformative learning. And (3) finally I argue for a way forward for the theory of transformative learning to become a theory in progress.
Theorizing Embodied, Collective And Societal Learning Through Prefigurative Social Movements, Margaret L. Cain, Jennifer Kushner, Cassidy Thomas
Theorizing Embodied, Collective And Societal Learning Through Prefigurative Social Movements, Margaret L. Cain, Jennifer Kushner, Cassidy Thomas
Adult Education Research Conference
This paper theorizes adult learning as a multi-leveled, emergent process of interactions between individuals, groups, and societal systems. We theorize from the context of prefigurative social movements that are enacting values of direct democracy, solidarity economics, and equity. We analyze Occupy encampments as sites in which individuals, movement groups, and society learn as complex adaptive systems. The theorizing of these learning processes has implications for adult education theory, research, and practice.
Continuing And Community Education As Engaged Learning, Wendy M. Green, Catherine Hansman, Nancy M. Prattt, Marius Boboc
Continuing And Community Education As Engaged Learning, Wendy M. Green, Catherine Hansman, Nancy M. Prattt, Marius Boboc
Adult Education Research Conference
CPE providers focus on understanding learning needs, designing and providing educational offerings, and evaluating programs. Cervero and Daly believe these decisions are made within the contested spaces of the social, professional, institutional, and educational systems; however, CPE continues to focus on the needs of the workplace and economic demands. We argue for a re-framing of how CPE is conceptualized and situated within the realm of adult learning and development specific to higher education institutions which engage in the endeavor, proposing the Community Transformation Model for Continuing and Extended Education to address neo-liberalism bias.
Disability Matters: Ideia, Section 504, And Ada: What Do These Acts Mean For African American Learners Who Experience Intellectual Disabilities? A Critical Literature Review, Marketa President, Elice E. Rogers, Jonathan E. Messemer
Disability Matters: Ideia, Section 504, And Ada: What Do These Acts Mean For African American Learners Who Experience Intellectual Disabilities? A Critical Literature Review, Marketa President, Elice E. Rogers, Jonathan E. Messemer
Adult Education Research Conference
Adult learners with an intellectual disability have legal protections to access post-secondary learning and vocational opportunities. As individuals strive to maximize potential in the disability space, do cultural barriers of racism disrupt the potential for African American adult learners with intellectual disabilities? One implicit assumption is that race and social status affect advocacy efforts for learners during K-12 experiences, and the adult learners’ ability to self-advocate.
China’S International Aid To Adult Education, Jiang Xiaoying
China’S International Aid To Adult Education, Jiang Xiaoying
Adult Education Research Conference
International aid or foreign aid has contributed significantly to world development since the end of World War II. Education is regarded as an indispensable component of international aid strategies. China was once a recipient of international aid. China has also been committed to assisting other countries consistently in decades. The unique role of China as both the donor and the recipient country attract worldwide interest in understanding China’s international aid strategy and how it differs from that of Western countries. This study employs document analysis based on the existing literature, government reports, and state leaders’ speeches from a historical perspective. …
Towards A Political Economy Of Adult Education And Globalization: Theoretical Insights For Confronting Wicked Problems In Global Times, John D. Holst
Towards A Political Economy Of Adult Education And Globalization: Theoretical Insights For Confronting Wicked Problems In Global Times, John D. Holst
Adult Education Research Conference
Our global times are defined and profoundly shaped by globalization. As adult educators, we need theory to help explain the nature of and paths forward from the devastating social, political, and cultural impacts of globalization. Moreover, when we consider the field beyond academia and include social movement-based adult educators, it is important to understand that not only do we need theory, but some of the best theory we need is developed by social movement-based adult educators. This cross-disciplinary theoretical inquiry presents a political economic framework for understanding adult education and globalization that draws on academic and social movement-based theory.
Practicing Ethical Research To Empower Sexual Assault Survivors In Higher Education: An International Perspective, Amber L. Giffin, Mitsunori Misawa
Practicing Ethical Research To Empower Sexual Assault Survivors In Higher Education: An International Perspective, Amber L. Giffin, Mitsunori Misawa
Adult Education Research Conference
Sexual violence is a major global health concern and sociocultural issue (World Health Organization, 2021), with around one-third of sexual assault survivors developing mental health issues (Carey et al., 2018). However, there is a dearth in research about sexual assault survivors in higher education. Therefore, this paper will explore how researchers can ethically empower sexual assault survivors through research processes in higher education. The questions guiding this study are: 1) What are the current strategies used by researchers to ethically empower sexual assault survivors in higher education? 2) How do researchers employ these strategies in practice?
Prior Learning Assessment: Systematic Review Of Academic Literature, Catherine A. Cherrstrom,, Carrie J. Boden, Todd Sherron, Lindsey Wilson
Prior Learning Assessment: Systematic Review Of Academic Literature, Catherine A. Cherrstrom,, Carrie J. Boden, Todd Sherron, Lindsey Wilson
Adult Education Research Conference
Many argue a college degree is more important than ever and required for many occupations. However, pursuing one requires time and money. Prior learning assessment (PLA) offers one solution to overcome such barriers by documenting outside learning through competency portfolios or assessment testing to receive academic credit. The purpose of this systematic literature review was to examine the academic literature related to PLA within the United States. The review searched 669 databases, across 72 disciplines/fields, and yielded 47 peer-reviewed journal articles, published in 14 journals, during the last decade. Findings included six major themes with implications for adult education theory …
Implementing Theory Of Planned Behavior In Health Profession Education In Ghana, Linda D. Caples
Implementing Theory Of Planned Behavior In Health Profession Education In Ghana, Linda D. Caples
Adult Education Research Conference
The process of clinical knowledge translation contributes to clinical decision-making along with interactions with other healthcare professionals, their patients, and the communities they serve. Clinical practice guidelines, patient care experience, and continuing medical education are some of the components that contribute to clinical knowledge translation. The knowledge and interactions help inform a physician’s salient beliefs. Thus, the use of the Theory of Planned Behavior (TPB) facilitates research into how background factors which include knowledge and interactions influence behavioral, normative, and control beliefs and in turn, how those beliefs influence intention and ultimately, physician clinical practice behavior.
The Power Of The Mindbody: Collective Somatic Learning In Community Organizing Groups, Jessica Roadman
The Power Of The Mindbody: Collective Somatic Learning In Community Organizing Groups, Jessica Roadman
Adult Education Research Conference
Embodiment theory posits that learning is not limited to the cognitive functions of the brain, but is the adaptation resulting from multi-system responses to inputs. Somatics offers techniques for increased awareness of response mechanisms, which allows for more controlled self-regulation. This paper explores the benefits of engaging in somatic practicing as a tool for individual grounding catalysed for change in the context of the organizing group the Powerful Moms Who Care. It focuses on the emergence of connected activism through trauma processing, gaining body autonomy, and unconstrained visioning of the future as a result of integrating somatic practices.
Program Closures: What Happens To Faculty Left Behind?, Lilian H. Hill, E. Paulette Isaac-Savage
Program Closures: What Happens To Faculty Left Behind?, Lilian H. Hill, E. Paulette Isaac-Savage
Adult Education Research Conference
This autoethonographic study documents the stories of two adult education faculty members’ experiences when their academic programs were closed. In both cases, they each became programs of one after colleagues retired or left for other reasons. Despite their isolation as the only faculty members with adult education credentials, both continue to conduct research, teach, mentor students and colleagues, and remain engaged with the field of adult education.
Exploring Issues Of Power In Formal Mentoring Programs, Jeremy W. Bohonos, Sunny L. Munn, Tonette S. Rocco, Schane D. Coker, Myrian Herlle, Mikki L. Johnson
Exploring Issues Of Power In Formal Mentoring Programs, Jeremy W. Bohonos, Sunny L. Munn, Tonette S. Rocco, Schane D. Coker, Myrian Herlle, Mikki L. Johnson
Adult Education Research Conference
The purpose of this project is to explore how power manifests within mentoring relationships that purport to reduce power distances and move away from traditional hierarchical models of mentoring towards reciprocal methods of mentorship. The roundtable will be a discussion of how power presents and can be proactively addressed in mentoring relationships.
The Unintended Consequences Of Good Intentions, Debra Tavaras
The Unintended Consequences Of Good Intentions, Debra Tavaras
Adult Education Research Conference
Adult education programs encourage adults to attend college after they receive their GED, yet the programs do not prepare them for the transition or on how to be successful. Colleges and adult education programs do not give enough attention to the challenges and barriers the adult learner faces. Programs assume that adult learners know how to balance the rigour of college and their other responsibilities. After all they are adults. Yet, studies have shown that 77% of GED graduates who attend community and technical colleges withdrew at the end of the first semester.
Writing And Publishing For Early Career Academics, Sunny L. Munn, Jill Zarestky, Jeremy Bohonos, Joshua Collins, Tonette Rocco
Writing And Publishing For Early Career Academics, Sunny L. Munn, Jill Zarestky, Jeremy Bohonos, Joshua Collins, Tonette Rocco
Adult Education Research Conference
This panel will describe strategies to help early career academics prepare a first publication and develop a research agenda. This interactive session provides graduate students and early career scholars with an overview of the types of papers frequently found in academic journals, and shares approaches to writing for both peer-reviewed and non-peer-reviewed sections. The panel includes engaging participants in discussion around current research topics, drafting a manuscript, and building and executing a research agenda. The strategies and insights we share will be particularly useful to those wanting to understand the academic publishing process more thoroughly.
Learning About Covid-19: Sources, Trustworthiness, And Beliefs, Lisa M. Baumgartner, Joanna Ellis, Kris Hollingsworth, Courtney Peebles
Learning About Covid-19: Sources, Trustworthiness, And Beliefs, Lisa M. Baumgartner, Joanna Ellis, Kris Hollingsworth, Courtney Peebles
Adult Education Research Conference
The purpose of this session will be to briefly review our study results concerning participants’ self-directed learning and beliefs about COVID-19. Second, we discuss challenges in educating individuals about COVID-19.
Transformative Listening Across Global Contexts: Fostering Authentic Connection To Self, Other And Community, Laurie Anderson Sathe, Tes Cotter Zakrzewski, Alessandra Romano, Anne-Liisa Longmore, Deborah J. Kramlich
Transformative Listening Across Global Contexts: Fostering Authentic Connection To Self, Other And Community, Laurie Anderson Sathe, Tes Cotter Zakrzewski, Alessandra Romano, Anne-Liisa Longmore, Deborah J. Kramlich
Adult Education Research Conference
As a group of global scholars, we see authentic listening, with its focus on attention and presence, as crucial to the formation of trust, connection, and the facilitation of learning. We co-created the Transformative Listening Collaborative and a Transformative Listening Protocol (the Protocol) as a means to increase awareness of the importance of authentic listening as a transformative component of learning through story. The Protocol is intended to improve listening skills, foster deep sense-making, and generate contextually situated spaces in which participants may connect with another, understand another, and/or learn more deeply about oneself.
Action Is Demonstrative Of Critical Reflection And “Disorienting Dilemma” Is Démodé, Carol A. Olszewski, Catherine A. Hansman
Action Is Demonstrative Of Critical Reflection And “Disorienting Dilemma” Is Démodé, Carol A. Olszewski, Catherine A. Hansman
Adult Education Research Conference
This paper explores transformative learning and 1) roles of decision-making and actions as outward expressions of critical reflection and 2) vocabulary that encapsulates the essence of the “disorienting dilemma.”