Showing papers in "New Directions for Adult and Continuing Education in 2005"
TL;DR: The nature of life transitions in adulthood and their potential for learning and development are the focus of this chapter.
Abstract: Adult life consists of alternating periods of stability and transition. The nature of life transitions in adulthood and their potential for learning and development are the focus of this chapter.
85 citations
TL;DR: Artistic forms of expression and their implications for adult education are discussed in this paper, with a focus on the role of art in teaching and learning in the 21st century, where traditional forms of teaching based on textual forms of representation and rational thought may limit how we perceive our world.
Abstract: Traditional forms of teaching and learning based on textual forms of representation and rational thought may limit how we perceive our world. Artistic forms of expression and their implications for adult education are discussed.
50 citations
TL;DR: The unique magic of music in the English language learning classroom is explored in this article, with emphasis on research, learning objectives and rewards that come from using music regularly in the classroom.
Abstract: The unique magic of music in the English language learning classroom is explored, with emphasis on research, learning objectives, and rewards that come from using music regularly.
38 citations
TL;DR: Collaborative music making continues to be a powerful means of facilitating group knowledge construction and emancipatory learning in communities as discussed by the authors, and it has been shown that collaborative music making can be an effective way to facilitate group knowledge and knowledge construction.
Abstract: Collaborative music making continues to be a powerful means of facilitating group knowledge construction and emancipatory learning in communities.
35 citations
TL;DR: In this paper, the authors present a method for teaching and learning, knowing that adults are complex, connected individuals who want to change but also want to maintain continuity of the self.
Abstract: How do we teach and learn, knowing that adults are complex, connected individuals who want to change but also want to maintain continuity of the Self?
32 citations
TL;DR: This article used social movements in South Africa, often organized around class-related issues, to illustrate how class, intertwined with other social categories, shapes organizational and educational practices, and provided rich material to illustrate the importance of class in social movements.
Abstract: Social movements in South Africa, often organized around class-related issues, provide rich material to illustrate how class, intertwined with other social categories, shapes organizational and educational practices.
30 citations
[...]
TL;DR: The authors argue that a critical analysis of the interlocking notions of class, race, and gender is needed to enable adult education to respond to growing inequalities, and argue that these notions of race, gender, and class are interlinked.
Abstract: This chapter argues that a critical analysis of the interlocking notions of class, race, and gender is needed to enable adult education to respond to growing inequalities.
25 citations
TL;DR: The importance of class, providing a historical overview of the concept and discussing its applicability to the study of adult education, is discussed in this article, where the authors introduce the concept of class.
Abstract: The author introduces the importance of class, providing a historical overview of the concept and discussing its applicability to the study of adult education.
22 citations
[...]
TL;DR: This paper argued that women's labor is inseparable from class, regardless of the specific national or cultural contexts, and that women are dependent on caring labor and women are inherently vulnerable to exploitation.
Abstract: Everyone is dependent on caring labor. Because women's labor is financially beneficial to global capitalism, gender is inseparable from class, regardless of the specific national or cultural contexts.
20 citations
TL;DR: A composite technique blending photography and autobiography, known as autophotography, was used to unleash individual and group potential in a twelve-year participatory community as mentioned in this paper, where the authors used a combination of autophotonography and autobiography.
Abstract: A composite technique blending photography and autobiography, known as autophotography, was used to unleash individual and group potential in a twelve-year participatory community.
19 citations
TL;DR: In this paper, the authors consider how class helps to construct the identity and ultimately the teaching of certain groups of educators, and they explore ways of making class explicit in the teacher education classroom.
Abstract: This chapter considers how class helps to construct the identity and ultimately the teaching of certain groups of educators, and it explores ways of making class explicit in the teacher education classroom.
TL;DR: The potential of poetry for expanding possibilities in teaching, learning, and research is explored through specific examples from a poet/teacher's practice of poetry as a way of knowing and a medium for sharing knowledge.
Abstract: The potential of poetry for expanding possibilities in teaching, learning, and research is explored through specific examples from a poet/teacher's practice of poetry as a way of knowing and a medium for sharing knowledge.
TL;DR: This chapter considers Robert Kegan's concept of holding environments, as well as six steps necessary for creation of new or adaptation of existing learning environments that facilitate adult development across the life course.
Abstract: This chapter considers Robert Kegan's concept of holding environments, as well as six steps necessary for creation of new or adaptation of existing learning environments that facilitate adult development across the life course.
TL;DR: As adult Latina/Latino students advanced from a community college to a four-year college, a transition course and mentoring program engaged students and educators in a reciprocal process of change.
Abstract: As adult Latina/Latino students advanced from a community college to a four-year college, a transition course and mentoring program engaged students and educators in a reciprocal process of change.
TL;DR: The authors of this chapter reflect on more than a decade of local knowledge construction to organize and improve the practice of HIV/AIDS health promotion in a variety of contexts.
Abstract: Community-based research has evolved in the field of HIV/AIDS health promotion as a distinct expression of participatory action research in adult education. The authors of this chapter reflect on more than a decade of local knowledge construction to organize and improve the practice of HIV/AIDS health promotion in a variety of contexts.
TL;DR: The rapid growth in the number of older adult learners presents new challenges and opportunities for adult educators as mentioned in this paper, facilitating the development of individuals as they make the transition to their later years and of American society as it struggles to reenvision aging.
Abstract: The rapid growth in the number of older adult learners presents new challenges and opportunities for adult educators. These include facilitating the development of individuals as they make the transition to their later years and of American society as it struggles to reenvision aging.
TL;DR: In this paper, the authors argue that rapid change in society and an extended life span are gradually invalidating twentieth-century age-related paradigms, creating new opportunities in higher education for serving adults leading cyclical lives.
Abstract: Rapid change in society and an extended life span are gradually invalidating twentieth-century age-related paradigms, creating new opportunities in higher education for serving adults leading cyclical lives.
TL;DR: This paper argued that social class has strongly influenced the development of social policies about adult education and that present policy discourses are a result of weakening working-class interests, and pointed out that such discourses were a consequence of weakening workers' interests.
Abstract: Social class has strongly influenced the development of social policies about adult education. Present policy discourses are a result of weakening working-class interests.
TL;DR: This article argued that the working class has a distinctive learning style and argued for a supportive, challenging, and class-conscious pedagogy, arguing for a more class-aware learning style.
Abstract: Asserting that the working class has a distinctive learning style, this chapter argues for a supportive, challenging, and class-conscious pedagogy.
TL;DR: In this article, the freedom and power to imagine and raise awareness are placed in the interacting "bodymind" relationships of a group living with multiple psychiatric diagnoses through the creativity of popular theater as adult education.
Abstract: Transgressive and liberatory learning are explored through the creativity of popular theater as adult education when the freedom and power to imagine and raise awareness are placed in the interacting “bodymind” relationships of a group living with multiple psychiatric diagnoses.
TL;DR: In this paper, the authors describe how by adopting a cultural theory of learning, members of a community-based research team deepened their understanding of the nature, pervasiveness, and contribution of everyday learning processes of people affected by HIV/AIDS in Nova Scotia, Canada.
Abstract: This chapter describes how by adopting a cultural theory of learning, members of a community-based research team deepened their understanding of the nature, pervasiveness, and contribution of everyday learning processes of people affected by HIV/AIDS in Nova Scotia, Canada.
TL;DR: Infusing adult education principles into HIV vaccine trials is both increasing African American participation and helping heal the legacy of the Tuskegee experiment.
Abstract: For African Americans, medical research often connotes exploitation and cruelty, making recruiting African Americans to participate in HIV vaccine trials particularly daunting. But infusing adult education principles into such efforts is both increasing African American participation and helping heal the legacy of the Tuskegee experiment.
TL;DR: In this paper, the authors examined how HIV-positive adults made sense of their diagnosis and found that individuals experienced a perspective transformation or change in worldview, which was found to hold over time.
Abstract: This chapter examines how HIV-positive adults made sense of their diagnosis. Individuals experienced a perspective transformation or change in worldview, which was found to hold over time. Changes in meaning schemes or individual beliefs and assumptions occurred over time.
TL;DR: In this article, an alternative discourse that shows how one family literacy program in Scotland generated useful knowledge is presented. But this discourse is often based on a deficit view of the working classes.
Abstract: Assumptions about learner identity are often based on a deficit view of the working classes This chapter illustrates an alternative discourse that shows how one family literacy program in Scotland generated useful knowledge
TL;DR: Community Performance Theater is a vehicle for creating collective knowledge based on oral history, opening dialogue in an urban setting, and paving the way for social change as discussed by the authors. But it is not suitable for children.
Abstract: Community Performance Theater is a vehicle for creating collective knowledge based on oral history, opening dialogue in an urban setting, and paving the way for social change.
TL;DR: In this article, the authors explore sources and content of HIV/AIDS education in the sex work industry and suggest possibilities to theorize a convention-defying adult education, one that is pozitively transformational.
Abstract: HIV and AIDS are complex events that offer numerous opportunities for adult education. However, mainstream education on this issue has often not been relevant to a number of subpopulations, including sex workers. This chapter explores sources and content of HIV/AIDS education in the sex work industry (including art and the Internet) and suggests possibilities to theorize a convention-defying adult education—one that is poz-itively transformational.
TL;DR: In this paper, the authors consider the practical relevance of a class perspective on adult education and suggest resources for further reading, including resources for a discussion of class perspective in adult education.
Abstract: In summarizing earlier arguments for privileging a class perspective on adult education, this chapter considers that perspective's practical relevance and suggests resources for further reading.
TL;DR: The final chapter highlights five themes that thread through this volume: awareness of self, awareness of others, community building, social action, and art as a context for learning as mentioned in this paper.
Abstract: The final chapter highlights five themes that thread through this volume: awareness of self, awareness of others, community building, social action, and art as a context for learning.
TL;DR: The authors examines domains of subjective well-being: emotional, social, and psychological, and investigates the impact of these domains on the learner's experience of education, and the reader is asked to consider implications for learning through the use of learners' narratives.
Abstract: This chapter, rooted in life span developmental research and theory, examines domains of subjective well-being: emotional, social, and psychological. What is the impact of these domains on the learner's experience of education? It invites the reader to consider implications for learning through the use of learners' narratives.
TL;DR: The strategies of response for HIV/AIDS education should account for structural relations of power, be culturally relevant to its audiences, and have the community as the focus of the intervention as discussed by the authors.
Abstract: Strategies of response for HIV/AIDS education should account for structural relations of power, be culturally relevant to its audiences, and have the community as the focus of the intervention.