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Adult and Continuing Education Administration Commons™
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Articles 31 - 60 of 108
Full-Text Articles in Adult and Continuing Education Administration
The Quest For Peace And Justice: Examining The Nexus Between Peace Education And Adult Education, Hleziphi Naomie Nyanungo
The Quest For Peace And Justice: Examining The Nexus Between Peace Education And Adult Education, Hleziphi Naomie Nyanungo
Adult Education Research Conference
The author critically analyzes assumptions embedded in the two fields of practice: peace education and adult education for social change and social action. Preliminary findings from a review of literature from the two fields of practice are presented.
Non-Visibility Within Adult Education: Reading What Lies Written And Breathing Beneath, Steven E. Noble
Non-Visibility Within Adult Education: Reading What Lies Written And Breathing Beneath, Steven E. Noble
Adult Education Research Conference
This paper explores, briefly, the non-visible aspects of adult learners, notably multi- and bi-ethnic learners. The complexity and contradiction of ascribed (publicly read) and (internally embodied) felt ethnic identities comes under exploration.
“Social Learning” For/In Adult Education? A Discursive Review Of What It Means For Learning To Be “Social”, Kim L. Niewolny, Arthur L. Wilson
“Social Learning” For/In Adult Education? A Discursive Review Of What It Means For Learning To Be “Social”, Kim L. Niewolny, Arthur L. Wilson
Adult Education Research Conference
Our paper reports on a critical discourse analysis of “social learning” in the literature. We not only emphasize the kinds of investigations that have focused on social forms of adult learning but exemplify what it means for learning to be “social” in the field of adult education.
Hogwash: Coming To Terms With Critical Race Theory In Adult Education, Alberta Morgan, Andrea D. Frazier, Jeanne Fredericks, Michell Waters, Lisa R. Merriweather Hunn
Hogwash: Coming To Terms With Critical Race Theory In Adult Education, Alberta Morgan, Andrea D. Frazier, Jeanne Fredericks, Michell Waters, Lisa R. Merriweather Hunn
Adult Education Research Conference
Today’s adult and community education classrooms and sites of practice are increasingly diverse. As adult educators, we have a responsibility to appropriately meet each student at their level of need. Critical race theory provides a non-hegemonic lens for understanding and meeting the needs of our diverse student population.
Bereaved Elders: Transformative Learning In Late Life, Paul J. Moon
Bereaved Elders: Transformative Learning In Late Life, Paul J. Moon
Adult Education Research Conference
The purpose of this qualitative study was to understand older adults’ transformative learning through bereavement in late life. Nine participants were engaged in semi-structured interviews. Data analysis affirmed that perspective transformation can occur through late life bereavement characterized by an oscillatory process shaped by biographical and life stage developmental contexts.
Learning By Dispossession: Gender, Imperialism And Adult Education, Shahrzad Mojab
Learning By Dispossession: Gender, Imperialism And Adult Education, Shahrzad Mojab
Adult Education Research Conference
This is a Marxist-feminist theoretical study of ‘democracy training’ projects delivered among Iraqi women as part of ‘post-war reconstruction’ efforts of the US. This frame of analysis can assist us in dialectically understanding the ideological practice of these training projects and conceptualizing consciousness/praxis in order to explain adult education, gender, and imperialism.
Measuring The Satisfaction Of Students At The Completion Of An Adult Learning And Development Graduate Program, Jonathon E. Messemer, Catherine A. Hansman, Elice E. Rogers
Measuring The Satisfaction Of Students At The Completion Of An Adult Learning And Development Graduate Program, Jonathon E. Messemer, Catherine A. Hansman, Elice E. Rogers
Adult Education Research Conference
The purpose of this empirical paper is to discuss the level in which the students nearing graduation from an adult learning and development graduate program were satisfied with their learning experience. Historically, colleges and universities have been regulated by accreditation agencies, such as the North Central Association of Colleges and Schools, for the purpose of assuring that the adult learners will receive the level of education necessary to perform effectively in professional practice. Colleges of education are further regulated by agencies, such as NCATE. However, state departments of education are now requiring state institutions of higher learning to justify the …
In Our Counterstories, Race And Ethnicity Trump Gender, Patricia Medina, Karen Brown
In Our Counterstories, Race And Ethnicity Trump Gender, Patricia Medina, Karen Brown
Adult Education Research Conference
Data from dialogue journals, audio-taped conversations, and written life narratives of an assistant professor and graduate student of color reveal that racism has permeated their lives. This study is grounded in CRT and also depicts how bias based on race and ethnicity has had distinct affects on them versus bias based on gender.
Twenty-First Century Community Education: Using Web-Based Tools To Build On Horton’S Legacy, Joyce S. Mcknight
Twenty-First Century Community Education: Using Web-Based Tools To Build On Horton’S Legacy, Joyce S. Mcknight
Adult Education Research Conference
This qualitative, participatory paper focuses on the use of participatory research to facilitate the teaching/learning experience in a formal online academic environment while enabling positive social action in two very real target communities.
White Racial Identity Development Model For Adult Educators, Carole L. Lund
White Racial Identity Development Model For Adult Educators, Carole L. Lund
Adult Education Research Conference
The white racial identity development model has implications for educators wishing to address racism. There are six pathways an adult educator might explore to understand where they are in the white racial identity development process—status quo to ally.
Teaching For Transformation: Structured Cross-Cultural Experience In Transnational Contexts, Ming-Yeh Lee, David Hemphill, Jacob Perea
Teaching For Transformation: Structured Cross-Cultural Experience In Transnational Contexts, Ming-Yeh Lee, David Hemphill, Jacob Perea
Adult Education Research Conference
The purpose of the study was to explore transformational learning in the context of cross-cultural, transnational study. In particular, it explored the ways in which a short-term study abroad program facilitated transformational learning opportunities for its adult participants. Data were collected through narrative surveys, students’ research projects, and researchers’ field notes to investigate promising program components and strategies.
Critical Reflection In Workplace: Using Cultural-Historical Activity Theory (Chat) To Theorize Factory Workers’ Continuous Learning, Kyoung Hwa Lee
Critical Reflection In Workplace: Using Cultural-Historical Activity Theory (Chat) To Theorize Factory Workers’ Continuous Learning, Kyoung Hwa Lee
Adult Education Research Conference
This study investigated workers’ critical reflection on the shop floor through analyzing The Toyota Way (Liker, 2004) from the perspective of adult education using Cultural Historical Activity Theory (CHAT) as a theoretical framework.
Building Communities Into Lifelong Learning Cities: The Case Of The Republic Of Korea, In Tak Kwon, Fred M. Schied
Building Communities Into Lifelong Learning Cities: The Case Of The Republic Of Korea, In Tak Kwon, Fred M. Schied
Adult Education Research Conference
The purpose of this paper was to explore the implications and strategies for building Lifelong Learning Cities in Korea by 1) examining the rationale behind the movement; 2) reviewing the results and accomplishments; and 3) drawing lessons for constructing Lifelong Learning Cities in other parts of the globe.
Wangari Maathai: Righteous Leader Of Environmental And Social Change, Jennifer L. Kushner
Wangari Maathai: Righteous Leader Of Environmental And Social Change, Jennifer L. Kushner
Adult Education Research Conference
This Africentric historical inquiry introduces Wangari Maathai, 2004 Nobel Peace Prize recipient, as a visionary adult educator and leader of the liberatory environmental movement known as The Green Belt Movement. The study describes Maathai’s philosophy and how it informed her leadership of adult education for environmental, political, and social change.
Moving Without Moving: An Exploration Of Somatic Learning As A Transformative Process In Adult Education, Luis Kong
Adult Education Research Conference
This study explores the impact of body movement and vocalization as a transformative and creative somatic learning process. It investigates the ways Shintaido, an expressive combination of martial arts and moving meditation, is transferred by adult martial arts practitioners into their everyday life experiences.
Learning And Adaptation Of Contingent Workers In South Korea Corporations: A Study Of Developmental Relationships, Jung-Hwan Kim
Learning And Adaptation Of Contingent Workers In South Korea Corporations: A Study Of Developmental Relationships, Jung-Hwan Kim
Adult Education Research Conference
Developmental relationships have been considered an important factor for leaning and adaptation of workers. This paper aims to discover how the learning and adaptation of contingent workers differ from those of regular workers and focuses on developmental relationships in South Korea corporations.
The Critical Incident Questionnaire (Ciq): From Research To Practice And Back Again, Jeffrey M. Keefer
The Critical Incident Questionnaire (Ciq): From Research To Practice And Back Again, Jeffrey M. Keefer
Adult Education Research Conference
This paper reviews ways the Critical Incident Questionnaire (CIQ) has been used, adapted, and developed over four years of near continual organizational and academic use. It explores how the tool is implemented, the issues that led to its adaptation, and the current working version. Future research areas are also suggested.
Academic Classrooms And Careers Defined By Race And Gender, Juanita Johnson-Bailey, Ronald M. Cervero
Academic Classrooms And Careers Defined By Race And Gender, Juanita Johnson-Bailey, Ronald M. Cervero
Adult Education Research Conference
The collective classroom and career experiences of a Black woman and White male professor are examined of the last twenty years are examined. It is revealed, that despite the presence of diversity classes and increases in diversity, as regards student and faculty presence, the circumstances of the faculty in this critical examination were defined by the student, faculty, and institutional reactions to their postionalities. Predictably, the White male faculty member had the more positive experiences, while the Black woman’s circumstances were more negative.
A Case Study Of National Financial Literacy Programs For Women, Jodi Jarecke, Edward W. Taylor, Tahira Hira
A Case Study Of National Financial Literacy Programs For Women, Jodi Jarecke, Edward W. Taylor, Tahira Hira
Adult Education Research Conference
The purpose of this research study is to explore (case study) in-depth the pedagogy of financial literacy programs for women and how these programs address their educational needs.
Creating A Comprehensive Broad Based Curriculum Model For Adult And Alternative High School Education Based In The African Centered Paradigm, Nancy E. Jackson
Creating A Comprehensive Broad Based Curriculum Model For Adult And Alternative High School Education Based In The African Centered Paradigm, Nancy E. Jackson
Adult Education Research Conference
In this session we will explore the history of challenges to the African centered paradigm, and how to design a comprehensive curriculum model and lens for use with African American adult student’s ages 17 years old and up.
Seeking Integration: Spirituality In The Context Of Lifelong Learning And Professional Reflective Practice, Cheryl Hunt
Seeking Integration: Spirituality In The Context Of Lifelong Learning And Professional Reflective Practice, Cheryl Hunt
Adult Education Research Conference
This paper links two models - one of orientations to reflective practice, the other of an holistic epistemology - with empirical evidence from seminars exploring spirituality as a dimension of lifelong learning. It highlights a need for better integration within adult education and other professions of spiritual knowledge and understanding.
Conflict And Collaboration: Providers And Planners Implementing The Workforce Investment Act (Wia), John L. Hopkins, Catherine A. Hansman, Catherine H. Monaghan
Conflict And Collaboration: Providers And Planners Implementing The Workforce Investment Act (Wia), John L. Hopkins, Catherine A. Hansman, Catherine H. Monaghan
Adult Education Research Conference
This qualitative case study investigated the impact of WIA funding on the providers and planners of programs for incumbent workers in one Midwest WIA region, examining the collaboration and power conflicts that are part of planning and implementing this legislation. The study applied Matland’s (1995) ambiguity/conflict framework to WIA implementation.
Program Planning Principles, Goals, And Evaluation Criteria In The Radical Adult Education Tradition, John D. Holst, Stephen D. Brookfield
Program Planning Principles, Goals, And Evaluation Criteria In The Radical Adult Education Tradition, John D. Holst, Stephen D. Brookfield
Adult Education Research Conference
The purpose of this paper is to present what we consider to be essential principles, goals, and evaluation criteria, for program planning in the radical adult education tradition. The paper is based on historical and philosophical inquiry into the pedagogical practices of numerous social movements and social movement organizations.
Adult Education As Social Education Revisited: The Contribution Of John Ohliger, Andre P. Grace, Tonette S. Rocco
Adult Education As Social Education Revisited: The Contribution Of John Ohliger, Andre P. Grace, Tonette S. Rocco
Adult Education Research Conference
In this paperwe turn to the scholarship and grassroots educational, social, and cultural work of John Ohliger to suggest that his politics of adult education provide useful insights for revitalizing adult education in neoliberal times when lifelong learning is advanced as the more desirable commodity.
Adult Learning For Active Citizenship: Exploring Learning Pathways Around Citizenship And Participation In Community Organizations And Governance, Patricia A. Gouthro
Adult Learning For Active Citizenship: Exploring Learning Pathways Around Citizenship And Participation In Community Organizations And Governance, Patricia A. Gouthro
Adult Education Research Conference
Understanding what motivates adult to engage in various learning endeavours across the lifespan often involves tracing multiple complicated and interconnected factors. Both formal and informal educational contexts determine how individuals will be politically involved through different stages in their lives. In a current study on lifelong learning, citizenship, and participation in community-based organizations in Canada, the possibilities and challenges of developing a more networked approach towards governance to support an active and engaged citizenry is explored. This study is funded by the Canadian Council on Learning (CCL) and builds on previously completed research around women’s lifelong learning trajectories in adult …
Diversity And Ressentiment In Educating For Lgbtq-Friendly Changes In A University, Rod P. Githens
Diversity And Ressentiment In Educating For Lgbtq-Friendly Changes In A University, Rod P. Githens
Adult Education Research Conference
Within universities, lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals have used education to seek equitable policies and improve campus climates. In this project, I examine the approaches to diversity education by LGBTQ activists seeking domestic partner benefits within a major state university system.
Liberatory Education: Unmasking Apartheids Pedagogical Plunder The South African Liberation Struggle (1912 – 1990), Mohammed A. Essack
Liberatory Education: Unmasking Apartheids Pedagogical Plunder The South African Liberation Struggle (1912 – 1990), Mohammed A. Essack
Adult Education Research Conference
This study creates the possibility of providing a template for an interactive and participatory resource where activists, scholars and the general populous can converge into a dialogue highlighting the role of ordinary citizens in the formulation and conception of their own history and how this historicity has informed the development and trajectory of the South African (and other) National Liberation Struggle/s.
The Enactment Of Hegemony Through Identity Construction: Insights From Thepresentation Of Self In Everyday Life, Brendaly Drayton, Esther Prins
The Enactment Of Hegemony Through Identity Construction: Insights From Thepresentation Of Self In Everyday Life, Brendaly Drayton, Esther Prins
Adult Education Research Conference
This paper uses Goffman’s dramaturgical analysis to examine how hegemony maintains its power and influence in the life of the individual. The analysis reveals that the power of hegemony lies in the construction of particular identities that shape our interactions and limit our imagined futures.
From Laborer To Learner: The Experiences Of Former Factory Workers In A Developmental Education Program, John M. Dirkx, Ngoc Lan Thi Dang
From Laborer To Learner: The Experiences Of Former Factory Workers In A Developmental Education Program, John M. Dirkx, Ngoc Lan Thi Dang
Adult Education Research Conference
This study reports on a qualitative, case study of a learning community approach to developmental education for dislocated workers. The findings suggest that participants rework a sense of themselves as learners, mediated by their experience of liminality and the emergence of communitas within the group.
From Careers Adviser To Personal Adviser: Emotion, Ethics, Politics And Learning In A Disrupted Community Of Practice, Helen Colley
From Careers Adviser To Personal Adviser: Emotion, Ethics, Politics And Learning In A Disrupted Community Of Practice, Helen Colley
Adult Education Research Conference
This paper discusses recent policy reforms in career guidance for young people in England. It offers a case study of disruption to an established community of practice; presents evidence of its emotional, ethical and political effects; considers the implications for workplace learning and reconsiders theoretical conceptualisations of ‘communities of practice’.