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A Step Towards Faith: A Phenomenological Inquiry Into Spirituality, Fred Milacci
A Step Towards Faith: A Phenomenological Inquiry Into Spirituality, Fred Milacci
Adult Education Research Conference
This phenomenological investigation examined how eight select adult education practitioners understand spirituality.
Researching Adult Literacy Learners’ Lives: Journeys Of Trauma Toward Transformation, Karen Magro
Researching Adult Literacy Learners’ Lives: Journeys Of Trauma Toward Transformation, Karen Magro
Adult Education Research Conference
This qualitative study used autobiographies and self-report inventories to explore ten adult literacy learners’ motivation for returning to school, their experiences at school, and the barriers that most interfered with their ability to complete their studies. Another key aim of the study was to investigate the characteristics of teachers, curriculum preferences, and teaching and learning strategies that either hindered or enhanced individuals’ ability to learn
How African Americans In Rural Areas Learn To Become Homeowners, Ulrica Jones-Hill
How African Americans In Rural Areas Learn To Become Homeowners, Ulrica Jones-Hill
Adult Education Research Conference
This study identified the process by which African Americans in rural areas become homeowners. By interviewing ten African Americans first time homebuyers living in rural middle Georgia and who purchased their homes through one of the Federal Rural Housing Programs within the past five years or less, it was discovered the homeowners used a variety of informal methods to gain information about homeownership.
Complicating Public Mothers With Private Others: Eros As The Strange Attractor Of Social Action, Dorothy Lander
Complicating Public Mothers With Private Others: Eros As The Strange Attractor Of Social Action, Dorothy Lander
Adult Education Research Conference
Smith-Rosenberg’s (1984) term, “public mothers,” characterizes independent women reformers (typically not birth mothers), and shapes this study of three educatoractivists in Canadian social movements—Lotta Hitschmanova, Letitia Youmans, and Mary Arnold. Using historical/biographical inquiry as my methodology, I elaborate on the close relationships of these public mothers, often with a particular “great friend,” to explicate Eros as a life force in all of its embodied, sensory, and learning “elements, not only sexual desire” (Estola, 2003, p. 2). I conceptualize Eros in the quantum language of the strange attractor, that is, as a learning site around which energy clusters.
Technological Rationality In Five Coastal Communities Of Newfoundland: Historical And Contemporary Challenges To Lifelong Learning, Carol E. Harris, Darlene E. Clover
Technological Rationality In Five Coastal Communities Of Newfoundland: Historical And Contemporary Challenges To Lifelong Learning, Carol E. Harris, Darlene E. Clover
Adult Education Research Conference
The introduction of information and communication technologies into five coastal sites in Newfoundland offers both promise and challenge to a people struggling in the wake of the collapse of their single resource, the cod fishery. Our study asks again Heidegger’s question about technology: in what manner does it affect one’s very way of Being?
Programming The Public Sphere, Elayne M. Harris
Programming The Public Sphere, Elayne M. Harris
Adult Education Research Conference
Adult educators are not alone in their interest in a critical education for citizenship. Still, there is no tradition of applied, middle-range work with respect to programmes. This study is a modest beginning on the slippery, delicate, paradox-ridden muddle of operationalizing a critical education for citizenship in Canada.
“The Continuous Restart”: Case Study On Young Adults In Societies In Fast Transition, António Fragoso, Emilio Lucio-Villegas
“The Continuous Restart”: Case Study On Young Adults In Societies In Fast Transition, António Fragoso, Emilio Lucio-Villegas
Adult Education Research Conference
In this paper we reflect upon the role of young adults in local development processes in social contexts characterised by strong transition trends. The analysis of two sequentially different generations gives us important elements to arrive at some conclusions about social change, according to the theoretical framework we use.
Adults And Learning Disabilities: Moving Beyond The Limits Of Learning, Linda Eastwick Covington
Adults And Learning Disabilities: Moving Beyond The Limits Of Learning, Linda Eastwick Covington
Adult Education Research Conference
The heterogeneous nature of learning disabilities has led to confusion regarding their definition and their intervention. Although the law protects adults with learning disabilities both in the workplace and classroom, it provides only a broad definition that has been subject to many interpretations. There is a paucity of longitudinal research on learning disabilities, but one study indicates that they are ameliorated by certain protective factors. Cross-sectional research suggests that a wide variety of teaching techniques is necessary for classroom success. This research serves to inform adult educators of the dynamic concept of learning disabilities as well as effective classroom interventions.
Learning And Context: Connections In Teacher Professional Development, Barbara J. Daley
Learning And Context: Connections In Teacher Professional Development, Barbara J. Daley
Adult Education Research Conference
This qualitative interpretivist study analyzes the interrelationships between, the knowledge gained in teacher professional development programs and the context of employment. Findings indicate that teachers construct a knowledge base by moving back and forth between continuing education programs and their professional practice. Implications for research and practice are drawn.
Learning Experiences Of Adults Mentoring Socially Excluded Young People: Issues Of Power And Gender, Helen Colley
Learning Experiences Of Adults Mentoring Socially Excluded Young People: Issues Of Power And Gender, Helen Colley
Adult Education Research Conference
Adult educators have not as yet investigated the vast movement of adults who mentor socially excluded youth. But these mentors are adult learners too. Their experiences suggest that mentoring – in any context – may entail the ‘toxic’ learning of emotional labour. More attention should be paid to their training from a perspective of social justice.
A Qualitative Inquiry Into Central American Immigrant Women’S Perceptions Of Adult Learning, Ana Guisela Chupina
A Qualitative Inquiry Into Central American Immigrant Women’S Perceptions Of Adult Learning, Ana Guisela Chupina
Adult Education Research Conference
Five Central American immigrant women living in a metropolitan area of the Midwestern United States were interviewed. Findings revealed that adult learning was perceived as empowering and experienced as continuous, informal, experiential, and relational
Women On Welfare: Expanding Citizenship, Cynthia Lee Andruske
Women On Welfare: Expanding Citizenship, Cynthia Lee Andruske
Adult Education Research Conference
The purpose of this paper is to expand the definition of citizenship to include care work and living social policy of women on welfare created through their community social activism.
Immigration As A Context For Learning: What Do We Know About Immigrant Students In Adult Education?, Mary C. Alfred
Immigration As A Context For Learning: What Do We Know About Immigrant Students In Adult Education?, Mary C. Alfred
Adult Education Research Conference
The concept of diversity in education has received much attention in the social science literature, and since the mid-eighties, it has been receiving some attention in the literature of adult education. Diversity in adult education has focused primarily on race, class, gender, and sexual orientation and how these contexts impact teaching and learning. Little attention has been paid to culture and migration and how they influence learning among foreign-born students. This presentation will highlight the need for adult educators to give attention to the concept of immigration as a context for learning in adulthood.