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Full-Text Articles in Education
Young Adult, Adult Learner And Faculty Perceptions On The Integration Of Diversity And Social Justice Education In The Classroom, Reba Fuggs, Robert F. Reardon, Amanda R. Young
Young Adult, Adult Learner And Faculty Perceptions On The Integration Of Diversity And Social Justice Education In The Classroom, Reba Fuggs, Robert F. Reardon, Amanda R. Young
Adult Education Research Conference
As diversity within the classroom soars, evaluating the curriculum and assessing perceptions about the integration of diversity and social justice education is integral.
Entrepreneurs’ Learning Skills And Strategies As Represented In The Piaac Survey Empirical Research, Sarah M. Ray, Tobin Lopes, Jill Zarestky
Entrepreneurs’ Learning Skills And Strategies As Represented In The Piaac Survey Empirical Research, Sarah M. Ray, Tobin Lopes, Jill Zarestky
Adult Education Research Conference
This study examined learning-skills and behaviors of self-employed individualsusing thePIAAC survey. Results indicate entrepreneurs use influence, negotiation skills, and apply new ideas to real-life situations more than employees.
Mothers As “Others”: Identity Of Mothers Of Children With Disabilities And Adult Education Discourse, Tulare W. Park, Carol Rogers-Shaw
Mothers As “Others”: Identity Of Mothers Of Children With Disabilities And Adult Education Discourse, Tulare W. Park, Carol Rogers-Shaw
Adult Education Research Conference
This literature review will explore experiences and identity development of mothers of children with disabilities. Intersections between adult education and critical disability theory, as well as practice implications, are identified.
Conceptualizing Entrepreneurial Education As A Social Justice Endeavor, Sarah M. Ray, Jill Zarestky, Lisa Baumgartner
Conceptualizing Entrepreneurial Education As A Social Justice Endeavor, Sarah M. Ray, Jill Zarestky, Lisa Baumgartner
Adult Education Research Conference
Entrepreneurial education is typically capitalist and overlooks social change efforts. Grounded in the literature, we argue progressive adult education has potential to transform entrepreneurial education into a social justice endeavor.
"Do The Hard Work": Identity Development And First Year Doctoral Students, Davin J. Carr-Chellman, Carol Rogers Shaw
"Do The Hard Work": Identity Development And First Year Doctoral Students, Davin J. Carr-Chellman, Carol Rogers Shaw
Adult Education Research Conference
This qualitative, phenomenological study examined the experiences of first year graduate students learning to become doctoral students in education doctoral programs. Findings include the centrality of identity development and social justice.
Questioning Privilege: Tools For Research And Teaching, Sarah Ray, Jill Zarestky
Questioning Privilege: Tools For Research And Teaching, Sarah Ray, Jill Zarestky
Adult Education Research Conference
Privilege and bias are important concepts for researchers and educators to examine, as part of doctoral training and as professional experiences develop. In this session, we explore tools and strategies for furthering awareness of privilege and bias for academics at all stages and for personal, research, and instructional use.
Business Education For Corporate Social Responsibility And Social Justice, Shannon Deer, Jill Zarestky
Business Education For Corporate Social Responsibility And Social Justice, Shannon Deer, Jill Zarestky
Adult Education Research Conference
Social justice and corporate social responsibility are concepts business schools struggle to incorporate into curriculum at the undergraduate and graduate levels. Using qualitative methods, this study explored the impact adult education principles and practices had on business students’ beliefs, assumptions, and values towards social justice and corporate social responsibility.
Social Justice Adult Educationcomparative Perspectives From Poland And The United States, Susan M. Yelich Biniecki, Marzanna Pogorzelska
Social Justice Adult Educationcomparative Perspectives From Poland And The United States, Susan M. Yelich Biniecki, Marzanna Pogorzelska
Adult Education Research Conference
This paper examines and compares how social justice adult education currently is situated within two nation statesPoland and United States. Vocabulary, conceptual frameworks, and several themes are compared. The discussion broadens our understanding of how social justice education is positioned within two, complex socio-cultural contexts and suggests implications for practice.
Class Dismissed: Exploring The Semiotic Niche Of Academicians With Working Class Roots, Robin Redmon Wright
Class Dismissed: Exploring The Semiotic Niche Of Academicians With Working Class Roots, Robin Redmon Wright
Adult Education Research Conference
This paper is one part of a larger study of scholars with working-class backgrounds. The purpose was to find factors in their working-class upbringing that led to their pursuit of a doctorate and life in the academy. In this section, I use symbolic conversion theory and biosemiotics to in the analysis and discussion of two major threads running through the study: the role of parochial education and an early passion for reading. Keywords: class, social justice, biosemiotics, symbolic convergence, higher education, embodied.
Walking Against The Grain: A Case Study Of Catholic Women‟S Social Justice Discourse, Practice And Spirituality In Post-Katrina New Orleans, Sherri K. Lawless
Walking Against The Grain: A Case Study Of Catholic Women‟S Social Justice Discourse, Practice And Spirituality In Post-Katrina New Orleans, Sherri K. Lawless
Adult Education Research Conference
This qualitative study explored the relationship between Catholic women adult educators‘ understanding of social justice and their engagement in anti-poverty activist practice with Hurricane Katrina survivors, in the context of a religiously-affiliated organization. While the privilege discourse was predominantly used by the eight activists interviewed, analysis also revealed that they understood social justice in multiple and layered ways. Specifically, these adult educator activists‘ enacted practice has a complexity that does not conform neatly to traditional conceptualizations of social justice. Keywords: Adult educator activists, Anti-poverty activism, Catholic social thought, Catholic women, Critical theory, Economic inequality, Homeless People, Katrina, Poverty, Spirituality, Social …
Transformative Learning With Women: A Critical Review Proposing Linkages For The Personal And Political Spheres*, Catherine J. Irving, Leona M. English
Transformative Learning With Women: A Critical Review Proposing Linkages For The Personal And Political Spheres*, Catherine J. Irving, Leona M. English
Adult Education Research Conference
Theoretical developments in the field of transformative learning have progressed significantly over the past two decades, yet little attention has been paid to women’s experiences of transformative learning and to the issues of race, class and gender in this learning. We explore the apparent hesitation at both the personal and political ends of the transformative learning spectrum, and help to create alliances and strengthen the theory.
Understanding Social Justice Learning In Context: The Usefulness Of Complexity Thinking And Social Movement Learning Theories, Margaret Cain, Susan Seymour
Understanding Social Justice Learning In Context: The Usefulness Of Complexity Thinking And Social Movement Learning Theories, Margaret Cain, Susan Seymour
Adult Education Research Conference
This study explores the usefulness of complexity thinking/enactivism and social movement learning theories to explain the learning of a commitment to social justice of two white, female, privileged adult educators. Analysis of their life history data showed the value of understanding learning as simultaneous, nested learning processes that co-emerge with the learning context. Theories of learning within social movements were also useful to explain some of the participants’ learning through individual and collective levels of learning, politicized experience, and identity development.
Examining The Indian Farmer Suicides Through The Social And Environmental Justice Lens, Yogita Abichandani, Juanita Johnson-Bailey
Examining The Indian Farmer Suicides Through The Social And Environmental Justice Lens, Yogita Abichandani, Juanita Johnson-Bailey
Adult Education Research Conference
Approximately 200,000 farmers have committed suicide in India over the last decade. A majority of them are the ones who have been failed by the non- yield of genetically modified cotton per hectare and are dependent on these crops for their daily livelihood. The GM cottonseeds represent the hegemony and oppression of the farmers propelled by the globalization movement. This paper provides an understanding that the social movements against the GM seeds are in fact movements pointing towards the social and environmental injustices and seeks to understand the role adult education can play in addressing the social and environmental injustice.
Values And Informal Education: From Indigenous Africa To 21st Century Vermillion, Mejai B.M. Avoseh
Values And Informal Education: From Indigenous Africa To 21st Century Vermillion, Mejai B.M. Avoseh
Adult Education Research Conference
Values cut through every human activity and are integral to human existence because human beings are ‘valuing animals’. Values motivate most adults to engage in any learning activity. Values in informal education are foundations for lifelong learning as a basis for participatory democracy, equity and social justice. This paper uses literature to do a conceptual analysis of values and informal education as imperatives for participatory democracy and social justice.
D Intellectual Resistance As Impetus For Lifelong Learning For Social Justice, Kristopher Wells
D Intellectual Resistance As Impetus For Lifelong Learning For Social Justice, Kristopher Wells
Adult Education Research Conference
This paper employs critical social learning perspectives to investigate the themes of emotional resilience, intellectual resistance, and lifelong learning evident in the experiences of three gay male young adults whom I situate as activist-educators. I discuss how these young adults integrate emotional labour and social learning into resistance work to create counterpublics, which lay challenge to exclusionary heteronormative educational spaces.
“I Am One Dedicated Person Working For Freedom”: Septima P. Clark’S Contributions To Social Justice Adult Education At Highlander Folk School, Lisa M. Baumgartner
“I Am One Dedicated Person Working For Freedom”: Septima P. Clark’S Contributions To Social Justice Adult Education At Highlander Folk School, Lisa M. Baumgartner
Adult Education Research Conference
This paper unearths Septima P. Clark’s contributions to adult education efforts at Highlander Folk School. Autobiographical texts and archival holdings were analyzed through a critical, feminist lens to determine her contributions. In addition, the adult education strategies she utilized in her work were examined using a Freireian framework.