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Publisher: RMIT Publishing   (Total: 400 journals)

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Showing 1 - 200 of 400 Journals sorted alphabetically
40 [degrees] South     Full-text available via subscription   (Followers: 2)
Aboriginal and Islander Health Worker J.     Full-text available via subscription   (Followers: 14)
Aboriginal Child at School     Full-text available via subscription   (Followers: 5)
About Performance     Full-text available via subscription   (Followers: 11)
Access     Full-text available via subscription   (Followers: 25)
ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies     Full-text available via subscription   (Followers: 9)
Accounting, Accountability & Performance     Full-text available via subscription   (Followers: 16)
ACORN : The J. of Perioperative Nursing in Australia     Full-text available via subscription   (Followers: 17, SJR: 0.103, h-index: 4)
Adelaide Law Review     Full-text available via subscription   (Followers: 19)
Advocate: Newsletter of the National Tertiary Education Union     Full-text available via subscription   (Followers: 1)
Agenda: A J. of Policy Analysis and Reform     Full-text available via subscription   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 3)
Agricultural Commodities     Full-text available via subscription   (SJR: 0.102, h-index: 8)
Agricultural Science     Full-text available via subscription   (Followers: 2)
AIMA Bulletin     Full-text available via subscription   (Followers: 4)
AJP : The Australian J. of Pharmacy     Full-text available via subscription   (Followers: 10, SJR: 0.102, h-index: 5)
Analysis     Full-text available via subscription   (Followers: 3)
Ancient History : Resources for Teachers     Full-text available via subscription   (Followers: 4)
Anglican Historical Society J.     Full-text available via subscription   (Followers: 3)
Annals of the Royal Australasian College of Dental Surgeons     Full-text available via subscription   (Followers: 4, SJR: 0.101, h-index: 11)
ANZSLA Commentator, The     Full-text available via subscription   (Followers: 3)
Appita J.: J. of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 14, SJR: 0.18, h-index: 27)
AQ - Australian Quarterly     Full-text available via subscription  
Arena J.     Full-text available via subscription   (Followers: 1)
Around the Globe     Full-text available via subscription   (Followers: 1)
Art + Law     Full-text available via subscription   (Followers: 12)
Art Monthly Australia     Full-text available via subscription   (Followers: 10)
Artefact : the journal of the Archaeological and Anthropological Society of Victoria     Full-text available via subscription   (Followers: 3)
Artlink     Full-text available via subscription   (Followers: 5)
Asia Pacific J. of Clinical Nutrition     Full-text available via subscription   (Followers: 10, SJR: 0.672, h-index: 51)
Asia Pacific J. of Health Management     Full-text available via subscription   (Followers: 3)
Aurora J.     Full-text available via subscription  
Australasian Biotechnology     Full-text available via subscription   (Followers: 1, SJR: 0.1, h-index: 8)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 5)
Australasian Drama Studies     Full-text available via subscription   (SJR: 0.101, h-index: 2)
Australasian Epidemiologist     Full-text available via subscription  
Australasian Historical Archaeology     Full-text available via subscription   (Followers: 7)
Australasian J. of Early Childhood     Full-text available via subscription   (Followers: 4, SJR: 0.174, h-index: 1)
Australasian J. of Gifted Education     Full-text available via subscription   (Followers: 5, SJR: 0.115, h-index: 3)
Australasian J. of Human Security, The     Full-text available via subscription   (Followers: 1)
Australasian J. of Irish Studies, The     Full-text available via subscription   (Followers: 8)
Australasian J. of Regional Studies, The     Full-text available via subscription   (Followers: 1)
Australasian Law Management J.     Full-text available via subscription   (Followers: 7)
Australasian Leisure Management     Full-text available via subscription   (Followers: 1)
Australasian Musculoskeletal Medicine     Full-text available via subscription   (Followers: 3)
Australasian Music Research     Full-text available via subscription   (Followers: 4)
Australasian Parks and Leisure     Full-text available via subscription   (Followers: 2)
Australasian Plant Conservation: J. of the Australian Network for Plant Conservation     Full-text available via subscription   (Followers: 4)
Australasian Policing     Full-text available via subscription   (Followers: 5)
Australasian Public Libraries and Information Services     Full-text available via subscription   (Followers: 32)
Australasian Review of African Studies, The     Full-text available via subscription   (Followers: 2)
Australian Aboriginal Studies     Full-text available via subscription   (Followers: 10, SJR: 0.109, h-index: 6)
Australian Advanced Aesthetics     Full-text available via subscription   (Followers: 4)
Australian Ageing Agenda     Full-text available via subscription   (Followers: 6)
Australian and Aotearoa New Zealand Psychodrama Association J.     Full-text available via subscription  
Australian and New Zealand Continence J.     Full-text available via subscription   (Followers: 3)
Australian and New Zealand Sports Law J.     Full-text available via subscription   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Bookseller & Publisher     Full-text available via subscription   (Followers: 1)
Australian Bulletin of Labour     Full-text available via subscription   (Followers: 2)
Australian Canegrower     Full-text available via subscription   (Followers: 2)
Australian Coeliac     Full-text available via subscription   (Followers: 1)
Australian Cottongrower, The     Full-text available via subscription   (Followers: 1)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8, SJR: 0.143, h-index: 4)
Australian Family Physician     Full-text available via subscription   (Followers: 3, SJR: 0.364, h-index: 31)
Australian Field Ornithology     Full-text available via subscription   (Followers: 4, SJR: 0.141, h-index: 6)
Australian Forest Grower     Full-text available via subscription   (Followers: 4)
Australian Forestry     Full-text available via subscription   (Followers: 2, SJR: 0.252, h-index: 24)
Australian Grain     Full-text available via subscription   (Followers: 2)
Australian Holstein J.     Full-text available via subscription   (Followers: 1)
Australian Humanist, The     Full-text available via subscription   (Followers: 3)
Australian Indigenous Law Review     Full-text available via subscription   (Followers: 19)
Australian Intl. Law J.     Full-text available via subscription   (Followers: 23)
Australian J. of Acupuncture and Chinese Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.106, h-index: 3)
Australian J. of Adult Learning     Full-text available via subscription   (Followers: 15, SJR: 0.159, h-index: 7)
Australian J. of Advanced Nursing     Full-text available via subscription   (Followers: 11, SJR: 0.225, h-index: 26)
Australian J. of Asian Law     Full-text available via subscription   (Followers: 4)
Australian J. of Cancer Nursing     Full-text available via subscription   (Followers: 8)
Australian J. of Civil Engineering     Full-text available via subscription   (Followers: 5, SJR: 0.17, h-index: 3)
Australian J. of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian J. of Emergency Management     Full-text available via subscription   (Followers: 10, SJR: 0.401, h-index: 18)
Australian J. of French Studies     Full-text available via subscription   (Followers: 7, SJR: 0.1, h-index: 5)
Australian J. of Herbal Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.109, h-index: 7)
Australian J. of Language and Literacy, The     Full-text available via subscription   (Followers: 2, SJR: 0.399, h-index: 9)
Australian J. of Legal History     Full-text available via subscription   (Followers: 14)
Australian J. of Mechanical Engineering     Full-text available via subscription   (Followers: 3, SJR: 0.129, h-index: 4)
Australian J. of Medical Science     Full-text available via subscription   (Followers: 1, SJR: 0.122, h-index: 5)
Australian J. of Multi-Disciplinary Engineering     Full-text available via subscription   (Followers: 2)
Australian J. of Music Education     Full-text available via subscription   (Followers: 3)
Australian J. of Music Therapy     Full-text available via subscription   (Followers: 8)
Australian J. of Parapsychology     Full-text available via subscription   (Followers: 2)
Australian J. of Social Issues     Full-text available via subscription   (Followers: 5, SJR: 0.178, h-index: 20)
Australian J. of Structural Engineering     Full-text available via subscription   (Followers: 6, SJR: 0.296, h-index: 8)
Australian J. of Water Resources     Full-text available via subscription   (Followers: 6, SJR: 0.226, h-index: 9)
Australian J. on Volunteering     Full-text available via subscription   (Followers: 2)
Australian J.ism Review     Full-text available via subscription   (Followers: 8)
Australian Life Scientist     Full-text available via subscription   (Followers: 2, SJR: 0.1, h-index: 2)
Australian Literary Studies     Full-text available via subscription   (Followers: 5, SJR: 0.1, h-index: 6)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Nursing J. : ANJ     Full-text available via subscription   (Followers: 6)
Australian Orthoptic J.     Full-text available via subscription  
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian Senior Mathematics J.     Full-text available via subscription   (Followers: 1)
Australian Sugarcane     Full-text available via subscription  
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Tax Forum     Full-text available via subscription   (Followers: 3)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Australian Voice     Full-text available via subscription   (Followers: 6)
Bar News: The J. of the NSW Bar Association     Full-text available via subscription   (Followers: 5)
Bioethics Research Notes     Full-text available via subscription   (Followers: 13)
BOCSAR NSW Alcohol Studies Bulletins     Full-text available via subscription   (Followers: 4)
Bookseller + Publisher Magazine     Full-text available via subscription   (Followers: 5)
Breastfeeding Review     Full-text available via subscription   (Followers: 17, SJR: 0.31, h-index: 19)
British Review of New Zealand Studies     Full-text available via subscription   (Followers: 4)
Brolga: An Australian J. about Dance     Full-text available via subscription   (Followers: 1)
Cancer Forum     Full-text available via subscription   (SJR: 0.143, h-index: 10)
Cardiovascular Medicine in General Practice     Full-text available via subscription   (Followers: 7)
Chain Reaction     Full-text available via subscription  
Childrenz Issues: J. of the Children's Issues Centre     Full-text available via subscription  
Chiropractic J. of Australia     Full-text available via subscription   (SJR: 0.107, h-index: 3)
Chisholm Health Ethics Bulletin     Full-text available via subscription   (Followers: 1)
Church Heritage     Full-text available via subscription   (Followers: 4)
Commercial Law Quarterly: The J. of the Commercial Law Association of Australia     Full-text available via subscription   (Followers: 4)
Communicable Diseases Intelligence Quarterly Report     Full-text available via subscription   (Followers: 2, SJR: 0.567, h-index: 27)
Communication, Politics & Culture     Open Access   (Followers: 13)
Communities, Children and Families Australia     Full-text available via subscription   (Followers: 2)
Connect     Full-text available via subscription   (Followers: 2)
Contemporary PNG Studies     Full-text available via subscription  
Context: J. of Music Research     Full-text available via subscription   (Followers: 8)
Corporate Governance Law Review, The     Full-text available via subscription   (Followers: 7)
Creative Approaches to Research     Full-text available via subscription   (Followers: 13)
Critical Care and Resuscitation     Full-text available via subscription   (Followers: 18, SJR: 1.737, h-index: 24)
Cultural Studies Review     Full-text available via subscription   (Followers: 15)
Culture Scope     Full-text available via subscription   (Followers: 4)
Current Issues in Criminal Justice     Full-text available via subscription   (Followers: 10)
Dance Forum     Full-text available via subscription   (Followers: 2)
DANZ Quarterly: New Zealand Dance     Full-text available via subscription   (Followers: 3)
Day Surgery Australia     Full-text available via subscription   (Followers: 2)
Deakin Law Review     Full-text available via subscription   (Followers: 14)
Developing Practice : The Child, Youth and Family Work J.     Full-text available via subscription   (Followers: 19)
Early Days: J. of the Royal Western Australian Historical Society     Full-text available via subscription  
Early Education     Full-text available via subscription   (Followers: 8)
EarthSong J.: Perspectives in Ecology, Spirituality and Education     Full-text available via subscription   (Followers: 1)
East Asian Archives of Psychiatry     Full-text available via subscription   (Followers: 2, SJR: 0.331, h-index: 7)
Educare News: The National Newspaper for All Non-government Schools     Full-text available via subscription  
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 17)
Education in Rural Australia     Full-text available via subscription   (Followers: 1)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 10)
Educational Research J.     Full-text available via subscription   (Followers: 17)
Electronic J. of Radical Organisation Theory     Full-text available via subscription   (Followers: 3)
Employment Relations Record     Full-text available via subscription   (Followers: 2)
English in Aotearoa     Full-text available via subscription   (Followers: 1)
English in Australia     Full-text available via subscription   (Followers: 2, SJR: 0.19, h-index: 6)
Essays in French Literature and Culture     Full-text available via subscription   (Followers: 6)
Ethos: Official Publication of the Law Society of the Australian Capital Territory     Full-text available via subscription   (Followers: 5)
Eureka Street     Full-text available via subscription   (Followers: 5)
Extempore     Full-text available via subscription  
Family Matters     Full-text available via subscription   (Followers: 10, SJR: 0.259, h-index: 8)
Federal Law Review     Full-text available via subscription   (Followers: 21)
Fijian Studies: A J. of Contemporary Fiji     Full-text available via subscription   (Followers: 1)
Focus on Health Professional Education : A Multi-disciplinary J.     Full-text available via subscription   (Followers: 7)
Food New Zealand     Full-text available via subscription   (Followers: 4)
Fourth World J.     Full-text available via subscription   (Followers: 1)
Frontline     Full-text available via subscription   (Followers: 18)
Future Times     Full-text available via subscription   (Followers: 2)
Gambling Research: J. of the National Association for Gambling Studies (Australia)     Full-text available via subscription   (Followers: 5)
Gay and Lesbian Law J.     Full-text available via subscription   (Followers: 2)
Gender Impact Assessment     Full-text available via subscription   (Followers: 1)
Geographical Education     Full-text available via subscription   (Followers: 2)
Geriatric Medicine in General Practice     Full-text available via subscription   (Followers: 8)
Gestalt J. of Australia and New Zealand     Full-text available via subscription   (Followers: 2)
Globe, The     Full-text available via subscription   (Followers: 3)
Government News     Full-text available via subscription   (Followers: 2)
Great Circle: J. of the Australian Association for Maritime History, The     Full-text available via subscription   (Followers: 7)
Grief Matters : The Australian J. of Grief and Bereavement     Full-text available via subscription   (Followers: 10)
He Puna Korero: J. of Maori and Pacific Development     Full-text available via subscription   (Followers: 4)
Headmark     Full-text available via subscription   (Followers: 2)
Health Inform     Full-text available via subscription  
Health Issues     Full-text available via subscription   (Followers: 2)
Health Promotion J. of Australia : Official J. of Australian Association of Health Promotion Professionals     Full-text available via subscription   (Followers: 8, SJR: 0.606, h-index: 19)
Health Voices     Full-text available via subscription  
Heritage Matters : The Magazine for New Zealanders Restoring, Preserving and Enjoying Our Heritage     Full-text available via subscription   (Followers: 2)
High Court Quarterly Review, The     Full-text available via subscription   (Followers: 3)
History of Economics Review     Full-text available via subscription   (Followers: 9)
HIV Australia     Full-text available via subscription   (Followers: 3)
HLA News     Full-text available via subscription   (Followers: 3)
Hong Kong J. of Emergency Medicine     Full-text available via subscription   (Followers: 4, SJR: 0.173, h-index: 7)
Idiom     Full-text available via subscription   (Followers: 1)
Impact     Full-text available via subscription   (Followers: 1)
InCite     Full-text available via subscription   (Followers: 18)
Indigenous Law Bulletin     Full-text available via subscription   (Followers: 17)
InPsych : The Bulletin of the Australian Psychological Society Ltd     Full-text available via subscription   (Followers: 2)
Inside Film: If     Full-text available via subscription   (Followers: 7)
Institute of Public Affairs Review: A Quarterly Review of Politics and Public Affairs, The     Full-text available via subscription   (Followers: 11)
Instyle     Full-text available via subscription  
Intellectual Disability Australasia     Full-text available via subscription   (Followers: 7)
Interaction     Full-text available via subscription   (Followers: 3)
Intl. Employment Relations Review     Full-text available via subscription   (Followers: 2)
Intl. J. of Disability Management Research     Full-text available via subscription   (Followers: 2)

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Journal Cover Australian Journal of Adult Learning
  [SJR: 0.159]   [H-I: 7]   [15 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 1443-1394
   Published by RMIT Publishing Homepage  [400 journals]
  • Volume 57 Issue 3 - People who have reviewed for AJAL in 2017
    • PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - From the guest editors' desk
    • Abstract: Krasovec, Sabina Jelenc; Golding, Barry; Findsen, Brian; Schmidt-Hertha, Bernhard
      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - How the Men's Shed idea travels to Scandinavia
    • Abstract: Ahl, Helene; Hedegaard, Joel; Golding, Barry
      Australia has around 1,000 Men's Sheds - informal communitybased workshops offering men beyond paid work somewhere to go, something to do and someone to talk to. They have proven to be of great benefit for older men's learning, health and wellbeing, social integration, and for developing a positive male identity focusing on community responsibility and care. A Men's Shed is typically selforganized and 'bottom-up', which is also a key success factor, since it provides participants with a sense of ownership and empowerment. Men's Sheds are now spreading rapidly internationally, but the uptake of the idea varies with the local and national context, and so too may the consequences. Our paper describes how the Men's Shed travelled to Denmark, a country with considerably more 'social engineering' than in Australia, where Sheds were opened in 2015, via a 'top-down' initiative sponsored by the Danish Ministry of Health. Using data from the study of the web pages of the Danish 'Shed' organizations, from interviews with the central organizer, and from visits and interviews with participants and local organizers at two Danish Men's sheds, we describe how the idea of the Men's Shed on the Australian model was interpreted and translated at central and local levels. Preliminary data indicate that similar positive benefits as exist in Australia may result, provided that local ownership is emphasized.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - The Paula principle: How and why women work below
           their level of competence [Book Review]
    • Abstract: Foley, Annette; Lavender, Peter
      Review(s) of: The Paula principle: How and why women work below their level of competence, by Tom Schuller (2017), London, Scribe 256pp, ISBN 9781911344018, e-book, ISBN 9781925548013.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Lifelong learning in policy and practice: The case of
           Sweden
    • Abstract: Bostrom, Ann-Kristin
      This paper describes the changes in lifelong learning policy that have taken place since the 1990s in Sweden. Policy documents regarding lifelong learning in Sweden have appeared since 1994. The first of these documents contains general recommendations with regard to lifelong learning, in both a lifelong and a lifewide perspective, concerning pre-school and compulsory school together with adult education and training. Much support for early stages in life can have a tendency to put adult education and learning in second place instead of the whole functioning well together. Regarding lifelong learning in practice, this paper will focus on popular education and study circles. The recently developed knitting caf s will also be accounted for. The paper also asks the question 'Who is getting education and learning in later life'' 'What are the criteria that will give individuals access to these possibilities' and 'What results can be expected'' The theoretical perspective taken in this paper is that social capital is a part of wellbeing, and the paper examines the extent to which this is connected to the social context.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - The engagement of universities in older adult
           education in Aotearoa New Zealand
    • Abstract: Findsen, Brian
      This article investigates the engagement of universities in older adult education in the specific context of Aotearoa New Zealand. Initially, the broader context of the tertiary education system and the place of universities within it are explained. Not unexpectedly adult education, and particularly older adult education, exists only on the margins of the system. Significant achievements in the past in regard to universities' contribution to older adult education are acknowledged before judging the effectiveness of current engagement, using Peterson's (1976) definition of educational gerontology as a benchmark. Globally, there are adventurous moves afoot to extend the vision and practices of universities to embrace elders as legitimate partners in learning. The article explores potential engagement by reviewing some global examples including an exemplary "traditional" programme, inter-generational learning/ education, an application of the Age Friendly University concept and two solid research studies of older adult education conducted in sites in Europe and Asia. The article concludes by reflecting on the possible application of these initiatives in the New Zealand context.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Opportunities for generativity in later life for older
           men
    • Abstract: Carragher, Lucia
      The changing social and economic landscape across European Member States and beyond has had a disproportionate effect on older adults. Nowhere is this more keenly felt than among the "buffer generation" of men caught between the silent, strong, austere masculinity of their forefathers and contemporary society - progressive, open and individualistic (Wyllie et al., 2012). In most countries, men have shorter life expectancies than women and higher mortality rates from most common causes of death. This imbalance arises from issues broader than disease related mortality, with post-industrial society seen to have reduced opportunities for men with regard to work and full time employment, further compounded by dispositional barriers to learning (European Commission, 2011). This paper presents findings from a mixed methods study of 297 older men participating in community-based Men's Sheds in Ireland and particularly explores the contributions generativity through Men's Sheds makes to the well-being of older men. The findings show men giving back to the community in different ways, including through the sharing of skills and experiences. It is argued that community-based Men's Sheds provide opportunities for generativity, with identifiable health benefits for older men, holding important lessons for policymakers to enable greater visibility of men's perspectives.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Fifty years of learning by older adults in Aotearoa
           New Zealand
    • Abstract: Tobias, Robert
      This paper reflects on the history of adult and community education (ACE) in Aotearoa New Zealand with special reference to older people's learning. The paper adopts a critical framework and draws on both primary and secondary sources. Key economic, political, social, demographic and cultural forces are discussed along with the huge growth in tertiary education, the increasing pressures on people to continue their education in later life, and the impact of social movements on this expansion. This growth in tertiary education has not been paralleled by a comparable growth of ACE, and I argue that the history of ACE is in fact more complex and subtle, with many different stories being told. I then discuss the history of older adults' learning and report briefly on some ACE programmes which have emerged over the years and some trends in government policy with special reference to the New Zealand Positive Ageing Strategy and its implications for older people's learning. In the light of the positive ageing rhetoric I also raise questions about the very limited government investment in ACE generally and in particular in older people's learning.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Ageing and learning experiences: The perspective of a
           Polish senior immigrant in Sweden
    • Abstract: Rawinski, Malgorzata Malec
      The general aim of this paper is to present some insights into Polish senior immigrants in Sweden. In particular, it seeks to identify and illustrate the important contribution of previous generations of Polish senior immigrants in building on the diverse culture, traditions and values of the Polish community (Polonia) in Sweden. The paper considers what it means to be an older (age 65+ year) Polish immigrant in Sweden. A biographical method was used in this research to gain these insights. The research evidence was largely collected by means of narrative interviews. Life history is one of the ways to gain insights into the experiences of individuals. A narrative output is never an isolated product. There is always a close link between narrative and other social, cultural and ideological contexts. This paper emphasizes that stories and participant experiences will make more sense if there is a good understanding of the broader contexts in which the individual's story and experiences are embedded. Because of its brevity, the focus of this paper is an in-depth rendition of one older woman's learning experiences in adjusting from war-torn Poland to Sweden.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Intergenerational exchange of knowledge, skills,
           values and practices between self-organized active citizens in Maribor,
           Slovenia
    • Abstract: Krasovec, Sabina Jelenc; Gregorcic, Marta
      Our paper deals with intergenerational informal learning developed by participatory democracy process in the Self-organized District Communities (SDC) in Maribor, the second largest city in Slovenia. It is based on the assumption that SDC assemblies, being safe and trustworthy, are very powerful spaces for behavioural and values exchange between generations and also for social and political engagement, having a capacity for critical, informed and caring citizenry of all ages (Pinnington and Schugurensky, 2009). Our case study is focused on the social dimensions of acquisition of skills, knowledge, attitudes and practices, as identified by Schugurensky (2006; 2013), and on features of social learning (Serrat et al., 2016). In an embedded single-case study design with multiple units (Yin, 2012) we conducted 12 interviews and a focus group. Among interviewees, six were retired, four were employed, one was a student and one was unemployed; they were members of first, second and the third generations. Results show that besides knowledge, skills and practices gained through intergenerational political and social actions in SDC assemblies, value and attitudinal changes (also regarding age) are among the most important outcomes of the democratic participatory process.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Constructing narratives in later life: Autoethnography
           beyond the academy
    • Abstract: Golding, Barry; Foley, Annette
      Learning through life experiences as distinct from learning through the academy and courses have become increasingly important themes in later life adult education research and practice. Whilst the dominant discourse for most younger people is still about education and training for students in standardised and accredited courses, there is increasing concern to find ways of giving voice to empower people otherwise excluded, disempowered or missing from mainstream education, learning, research and the community. This paper specifically explores and actively mirrors ways of using techniques developed through academic autoethnography to empower older people to share and make sense of the lives they have lived by exploring some of the unexamined assumptions that govern everyday life, behaviour and decision making including in the many, often very informal contexts well beyond educational institutions, the academy and paid work. In essence, like autoethnography, our paper seeks to identify, interrogate and celebrate ways of revealing and displaying multiple layers of consciousness connecting the personal to the cultural for sharing and celebrating diversity in later life.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Ma te ora ka mohio / 'Through life there is learning'
    • Abstract: Findsen, Brian; Golding, Barry; Krasovec, Sabina Jelenc; Schmidt-Hertha, Bernhard
      In our final paper we reflectively stand back and ask, 'What do we know and what have we learnt about lifelong learning in later life from the international Getting of Wisdom Exchange program and process, including the research papers in this volume' In critically addressing this question we draw not only on new insights from the papers in this themed volume and the wider literature of lifelong and later life learning, but also on insights from Indigenous knowledge(s). We sense an ideal opportunity to reflect on our insights into Indigenous learning and eldership in Australia and New Zealand to go beyond what research is actually included in this volume. In part, what we do is ask what voices, pedagogies and research tends not to be included here, that is also missing in most mainstream Western research, that typically seeks universal 'truths' about learning through peer reviewed scientific perspectives and methods. We certainly do not regard learning shaped and re-shaped by governments through neoliberal and conservative discourses as the only or last word. We have chosen the ancient te reo Māori words, Ma te ora ka mohio / 'Through life there is learning' as the title for our paper to emphasise that lifelong learning is an ancient and wise construct that regards life and learning as inseparable and mutually reinforcing.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Occupational and educational biographies of older
           workers and their participation in further education in Germany
    • Abstract: Schmidt-Hertha, Bernhard; Muller, Margaretha
      The adult cohort of the German National Educational Panel Study (NEPS) provides data from six sets of longitudinal data derived from 11,932 German adults. We used the NEPS data to look at the effects of formal education in adulthood and occupational changes on participation in further vocational education and training in order to gain a better understanding of learning activities of older workers. This data enables us to differentiate between upward mobility, downwards mobility and changes at the same level of occupation. In a multi-regression-analysis we control for well-documented predictors - such as level of schooling and vocational education, job status, gender and age as well as for company size. Descriptive results confirm the expected effects, but these effects disappear when the other variables are taken into account.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Learning to live with chronic illness in later life:
           Empowering myself
    • Abstract: Withnall, Alexandra
      Type 2 Diabetes is both an incurable illness and a hidden disability that has reached epidemic proportions on a global scale. It has obviously spawned a huge clinical literature, but no scholarly accounts of learning to live with the illness on a daily basis from a feminist perspective. As an older woman, I have made use of a somewhat controversial autoethnographical approach to explore how far I consider myself empowered to live with, and manage this condition for the rest of my life. Self-management is an idea that is central to both the United Kingdom (UK) National Health Service (NHS) philosophy of supporting patient choice and within a feminist perspective on health care. Learning to identify, access and use the necessary resources to manage my condition suggests that there are regional differences within the UK as to how much practical care diabetes patients are offered or can access. The paternalistic nature of the health care team/patient relationship appears to militate against the concept of patient empowerment.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Learning for older adults in Portugal: Universities of
           the Third Age in a state of change
    • Abstract: Veloso, Esmeraldina Costa
      U3As have their origin in 1973 in Toulouse, France, with Professor Pierre Vellas. This French influence was also felt in Portugal and the first Portuguese U3A opened its doors also in the 1970's. However, from inception the Portuguese reality was very different from the French model, especially in regards to its promoters. However, both in France and Portugal, these original models have since undergone significant changes. Within this context, this study seeks to analyse this shift in the organisation of U3A, attempting to understand, amongst other factors, who are the social players behind the change, their goals, and how they are organised. To achieve these research goals, several data collection techniques were used such as document/text analysis of information on the different educational opportunities on offer to older adults, especially U3A, as well as conducting interviews with some leaders of U3A. Theoretically, the work of several authors who have analysed U3A such as Aline Chamain and Marvin Formosa are considered as well as authors who have researched third age policies, in particular Anne-Marie Guillemard. In conclusion, the present work shows U3As in Portugal present themselves in a different context in terms of their promoters - as either tertiary institutions or as private associations.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Notes for intending contributors
    • PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Distress in the city: Racism, fundamentalism and a
           democratic education [Book Review]
    • Abstract: Brown, Tony
      Review(s) of: Distress in the city: Racism, fundamentalism and a democratic education, Linden West, (2016), Trentham Books, UCL Institute of Education Press, London, 192pp., ISBN 978-1-85856-688-7, ISBN 978-1-85856-689-4 (e-book).

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 2 - A reflection on continuing professional education
           research
    • Abstract: Brennan, Barrie
      This paper has arisen from my research on the first study of the story of Continuing Professional Education in Australia and the publication of my UNE PhD thesis by Springer, 'Continuing Professional Education in Australia. A Tale of Missed Opportunities'. I will continue to work with the professional associations on their profession's CPE and the development of CPD. However, this paper is focused on issues that have arisen from the introduction of Australia's national registration regime for select health-related professions.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 2 - From formal to non-formal education, learning and
           knowledge [Book Review]
    • Abstract: Jenkins, Gayle
      Review(s) of: From formal to non-formal education, learning and knowledge, by Igor Z. Zagar and Polona Kelava (Editors) (2014).

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 2 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 2 - 'The trails to get there': Experiences of attaining
           higher education for Igorot Indigenous peoples in the Philippines
    • Abstract: Adonis, Digna; Couch, Jen
      The title of this paper alludes to the hours of walking on mountain paths, which one of the authors, growing up in an Igorot Indigenous community in post-colonial Philippines undertook to go to school. This is an apt symbol of the sheer effort it can take to overcome physical, social, cultural and psychological barriers to access, persevere with and complete, higher education. This article explores the hardships of attaining higher education and the effects of education on the Igorot community. The article shares the experiences of Igorot leaders and how they have used their higher education learning to work for the promotion of maintenance of their Igorot culture.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 2 - Experiences of bridging program students at a regional
           satellite campus
    • Abstract: Elsom, Sandra; Greenaway, Ruth; Marshman, Margaret
      The benefits of higher education to individuals and to society are acknowledged both in Australia and internationally. Increased access to higher education means that greatly diverse students are beginning their tertiary learning journey. We investigate the experiences of a group of non-traditional students undertaking a tertiary preparation program at a regional university, based at a satellite campus in a low socio-economic area. Bourdieu's conceptual tools are used to frame the significance that symbolic capital has on the experience of students. Using phenomenography, the experiences of nine students were recorded and interpreted. Interviews were used to identify which aspects of the university experience they considered were the most important. Students' motivation, social networks, staff-student interactions and the various challenges were among the most important experiences mentioned. These combined to create three analogous categories, stairway, doorway and hallway (SDH). The students' experiences in the program may be likened to a stairway that must be climbed; a doorway that must be passed through; or a hallway that offers opportunities for exploration along the journey. The SDH model is a useful way to categorise students, to identify their experiences and develop strategies to support them.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 2 - Adult offenders' perceptions of rehabilitation
           programs in Africa
    • Abstract: Ngozwana, Nomazulu
      This article reflects on adult offenders' perceptions of rehabilitation programs in Africa. It also evaluates whether offenders are consulted when planning rehabilitation programs. Adult education principles were used as a lens to understand offenders' perceptions of rehabilitation programs. Using an interpretive paradigm and qualitative approach, individual interviews, observations and focus group meetings were held with offenders and other participants who were chosen through purposive and snowball sampling. Qualitative data analysis was used to generate the themes from the data. The findings revealed that rehabilitation programs are ineffective and imposed on offenders. Furthermore the data revealed that offenders see themselves as hard-labour while participating in rehabilitation programs. This has an implication for offenders' rehabilitation and reintegration into their societies as transformed citizens.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 2 - Gender differences in online participation: Examining
           a history and a mathematics open foundation online course
    • Abstract: Morante, Annette; Djenidi, Valerie; Clark, Helene; West, Susan
      With enrolment and completion rates in the University of Newcastle's online Open Foundation enabling program being considerably higher for women than for men, this case study investigates the engagement of male and female students in two different subject areas. History and Mathematics students' online behaviour is examined to identify whether they differ and if there is a correlation between time spent online and student results. Is low-level, or no online interaction a problem or does it differ for the two genders, and the two subjects' It is generally accepted that women engage more but does this lead to higher results for them' Students do not always appreciate how different the world of online learning is, and, in addition, some experience difficulties in understanding how to use Blackboard effectively. By examining students' online engagement we seek to identify the behaviours that lead to retention of students and ultimately to their successful completion of the program.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 2 - Bringing together learning from two worlds: Lessons
           from a gender-inclusive community education approach with smallholder
           farmers in Papua New Guinea
    • Abstract: Pamphilon, Barbara; Mikhailovich, Katja
      Smallholder farmers are the backbone of food production in Papua New Guinea (PNG). Due to an increasing need to pay for schooling and health costs, many farming families are seeking ways to move from semi-subsistence farming to activities that generate more income. The long tradition of agricultural training in PNG to support the development of farmers has focused on technology transfer and on the production of cash crops. This form of farmer education has primarily benefited men, who typically control cash crop production. It has often excluded women, whose significant engagement in it is precluded by their low literacy, low education, family responsibilities and daily work on subsistence crops. This article examines the lessons learned from a project that facilitated village-level community education workshops that sought to bring male and female heads of families together in a culturally appropriate way in order to encourage more gender-equitable planning and farming practices. Through the development and capacity building of local training teams, the project developed a critical and place-based pedagogy underpinned by gender-inclusive and asset-based community development principles.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 2 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - Integrated non-formal education and training programs
           and centre linkages for adult employment in South Africa
    • Abstract: Mayombe, Celestin
      This article outlines the results of a qualitative study, which investigated the adult non-formal education and training (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after completing the NFET programs in South Africa. The article reports on an empirical study conducted to investigate what constitutes NFET enabling environments for employment. The findings reveal that managers did not create adequate linkages that could enable graduates to access needed post-training support, community resources, public goods and services. The author concludes that without linking the NFET programs to external stakeholders, graduates will continue to find it difficult to be employed or to start small businesses which perpetuates unemployment and chronic poverty in South Africa.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - On the borders of Pedagogy: Implementing a critical
           pedagogy for students on the Thai Burma border
    • Abstract: Couch, Jen
      This article uses an auto-ethnographic approach to explore the reflections and insights that occurred during my teaching of a subject in adolescent development on the Thai Burma border. This paper adopts a relatively descriptive style to a personal reflection of teaching on the border and how it transformed the way I teach and made me look at the pedagogy that underpins my teaching practice. I found a lack of congruence between the pedagogical theories that are espoused and how I could apply these to a border setting. Therefore, the purpose of this article is to explore some of the ways I began to develop a Thai Burma classroom praxis that drew on the theoretical underpinnings of a humanising critical pedagogy.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - Analysis of an organisation: A University of the third
           age (U3A), Mornington, Victoria
    • Abstract: Small, Michael
      The purpose of this paper is two fold: to look at Mornington U3A in organisational terms and then look at U3AM as a loosely coupled system. One outcome of the study would be to undertake further analyses of U3As in Victoria to determine the levels of bureaucracy under which each operates. Questions to be asked: are U3As in Victoria operating as bureaucracies and so need to be loosened up' Or are they run as organisational anarchies and need to be tightened up'

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - These walls speak volumes: A history of mechanics'
           institutes in Victoria [Book Review]
    • Abstract: Townsend, Rob
      Review(s) of: These walls speak volumes: A history of mechanics' institutes in Victoria, by Pam Baragwanath and Ken James, Self-published, Ringwood North, Vic. 2015.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - Just another student survey': - Point-of-contact
           survey feedback enhances the student experience and lets researchers
           gather data
    • Abstract: Lake, Warren; Boyd, William; Boyd, Wendy; Hellmundt, Suzi
      When student surveys are conducted within university environments, one outcome of feedback to the researcher is that it provides insight into the potential ways that curriculum can be modified and how content can be better delivered. However, the benefit to the current students undertaking the survey is not always evident. By modifying Biggs' revised two-factor study process questionnaire (R-SPQ-2F), we have provided students with immediate point-of-contact feedback that encourages students to consider their own cognitive processes. The main purpose of the modified tool is to provide immediate benefit to the student, whilst retaining the functionality of the survey for the researcher. Two versions of the survey were presented to students, a feedback version and non-feedback version, with results indicating that the participants of the feedback version had a significantly higher opinion that the survey helped them to be a better learner. In general, the importance students place on feedback, regardless of the version of the survey completed, was evident in the study. The point-of-contact survey model implemented in this study has successfully allowed a tool that was once exclusively researcher focused to be oriented towards current students, introducing an additional layer of feedback, which directly benefits the current student, whilst retaining its usefulness as a diagnostic research tool.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - Second chance education: Barriers, supports and
           engagement strategies
    • Abstract: Savelsberg, Harry; Pignata, Silvia; Weckert, Pauline
      Second chance education programs are now a well-established presence in institutions seeking to provide access and equity pathways for socio-economically disadvantaged groups. This paper focusses on the strategies used to support positive engagement in second chance equity programs, drawing upon evaluation research data from four TAFE sponsored programs. Interviews were held with service providers involved in the programs' development and delivery, and focus groups were held to gather information from program participants. The findings highlight the complex and often multiple barriers facing participants and the importance of delivering programs with sustained and tailored approaches. While tangible educational and/or employment outcomes were delivered, it was the associated social and personal development that made these programs especially successful. Hence, there is a need for equity programs to be holistic, scaffolded, and tailored to practical and vocational pathways.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - Insights into attrition from university-based enabling
           programs
    • Abstract: Bookallil, Cheryl; Harreveld, Bobby
      High attrition rates from university-based enabling programs continue to be the subject of much research and administrative effort. Understanding the factors behind decisions to withdraw from such programs is difficult since those who do not successfully complete an enabling program may not readily agree to participate in research into their motivations for enrolling, and reasons for withdrawal, leaving them silent in the literature. Students who are relatively successful with enabling study have 'insider' perceptions to share concerning the motivations of their fellow students, and the barriers some face. They can provide unique insights into factors behind the intractable problem of high attrition from enabling programs and the low rates of articulation into university study.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - Call for expression of interest - editor of the
           Australian journal of adult earning
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - Australian Council for adult literacy - 2017 National
           conference
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - Second chance learning in neighbourhood houses
    • Abstract: Ollis, Tracey; Starr, Karen; Ryan, Cheryl; Angwin, Jennifer; Harrison, Ursula
      Neighbourhood Houses in Victoria are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The focus of this research is on adult learners and adult learning that engages with 'second chance' learners who participate in adult learning programs in the Barwon and South West regions of Victoria. The greater Geelong region is characterised by declining car automotive and textile manufacturing industries and emerging new industries such as hospitality and tourism. The data from the research participants in the study include career changers, long term and recently unemployed, newly arrived and migrant communities, young people and older adults. This paper focuses on the learning practices of second chance learners who frequently have negative perceptions of themselves as unsuccessful learners, but are transformed through their learning experiences in Neighbourhood Houses. We argue the unique social space of the Neighbourhood House, the support and guidance offered by staff and teachers, the unique pedagogy and small group learning experiences, allows adult learners to reconstruct a new identity of themselves as successful learners.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 57 Issue 1 - From the Editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - The meanings of learning as described by polish
           migrant bloggers
    • Abstract: Popow, Monika
      This paper addresses the meanings given to learning by Polish migrant bloggers. It presents the result of an analysis of ten blogs, written by Poles living abroad. The blogs under analysis were chosen on the basis of random sample. The analysed material was categorised by recurring themes, which included: learning in Poland, language acquisition, formal education, learning about the new culture, discovering the social norms of the host society and seeing immigration as an all-round learning experience. Four types of meanings given by authors were distinguished: migration as learning experience, learning as effort which deserves a reward, learning as a change, and learning as adapting to multiculturalism. The meanings were analysed according to the principles of critical discourse analysis. The paper discusses how the meanings given by authors are linked to a broad socio-cultural context. It analyses also the impact of learning into identity creation processes.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - A farmer becomes a social pedagogue: A psycho-societal
           approach
    • Abstract: Mellon, Karsten
      In Denmark various non-traditional students are mature-age students who already have some kind of a vocational background. When applying to do a professional degree, most of them fall outside the traditional admission requirements, which is why individual assessment of applicants is necessary for bachelor programmes. This article examines the case of a woman named Amy, a mature, non-traditional university college student who becomes a social pedagogue. Because of severe allergies, Amy had to quit her job as a farmer and began to study to become a social pedagogue. Becoming a social pedagogue is a tremendously complex process that involves taking on a new professional identity and acquiring new skills. In order to ascertain the extent of this complexity, this article uses a psycho-societal approach derived from a Danish/German life history research approach. This article offers a brief presentation of the theoretical and methodological framework applied before analysing the process Amy undergoes to become a social pedagogue. The analysis demonstrates that this type of significant career change is demanding and, for Amy, filled with feelings of ambivalence and defensiveness.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Call for papers for AJAL special issue (November 2017)
           getting of Wisdom - learning in later life
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - AJAL reviewers in 2016
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Group work oral participation: Examining Korean
           students' adjustment process in a US university
    • Abstract: Kim, Jung Yin
      This study examines, from a sociocultural perspective, the factors that explain why a group of seven Korean students attending an undergraduate business program in a US university are initially labelled as silent participants when first engaging in group work, and how these factors impacted the students' overall adjustment process. Data came from in-depth interviews and group work observations. 'Discourse system' is used to categorise how they adapt over the course of a semester, with changes in expressing ideas, holding ground, and self-autonomy. The study showed that while various factors, including the students' English language proficiency, differences in sociocultural values and educational practices, and group work environment were intertwined and informed their group work adjustment process, differences in sociocultural values and educational practices played the most important role in their adjustment process. Regardless of their length of stay in the US, gender, and individual differences, all of the students felt challenged in the initial stages of participation in group work. The findings suggest pedagogical implications for promoting oral participation of Asian international students, especially Korean students, when they first commence in group work.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Contemporary constructivist practices in higher
           education settings and academic motivational factors
    • Abstract: Alt, Dorit
      This study was aimed at assessing the relationships between college students' pre-entry factors, self-efficacy and motivation for learning, and the perceived constructivist learning in traditional lecture-based courses and seminars (SM). The study included 411 undergraduate third-year college students. Several scales were administered to the participants: The Constructivist Learning in Higher Education Settings scale (CLHES) aimed at measuring students' perceptions of occurrences of contemporary constructivist practices in learning environments, along three dimensions: constructive activity, teacher-student interaction and social activity; the Academic Motivation Scale - College (CEGEP); and the Motivated Strategies for Learning Questionnaire (MSLQ). Regression analysis main results showed that the constructive activity and teacher- student interaction factors were positively correlated. The teacher- student interaction variable was highly effective in enhancing intrinsic motivation for learning which in turn, contributed primarily to academic self-efficacy. The motivational factors were not solely affected by the learning environment perception but were also informed, to some extent, by several pre-entry factors.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Emotional highs in adult experiential learning
    • Abstract: Zeivots, Sandris
      Despite knowing that positive emotional experiences tend to be beneficial for adult learning, our incomplete understanding of the emotional system rarely allows us to incorporate emotion adequately in real learning situations. The experience of emotional highs, as observed in adult experiential learning courses, has been selected as the phenomenon of the study. This paper is concerned with developing a more sophisticated understanding of the phenomenon by studying the lived experience of emotional highs. Hermeneutic phenomenology has been selected as a suitable approach. This approach examines the lived state of emotional highs as well as recognises how adult learners make sense of these experiences. The lived experiences of 15 Australian adult learners were examined. Learners participated in one of three 4-8 day adult experiential learning courses, including two Outward Bound courses. The courses were held half indoors and half outdoors. Learners reflected and made sense of their lived experience through surveys and semi-structured interviews. As a result, a sophisticated definition of emotional highs is proposed.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Beyond economic interests: Critical perspectives on
           adult literacy and numeracy in a globalised world [Book Review]
    • Abstract: Castleton, Geraldine
      Review(s) of: Beyond economic interests: Critical perspectives on adult literacy and numeracy in a globalised world, by Keiko Yasukawa and Stephen Black (eds.), Sense Publishers, The Netherlands, 2016, 237 pages.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Is society capable of learning': Beyond a
           metaphysical foundation
    • Abstract: Su, Ya-hui
      There is an assumption that any contemporary society should become a learning society to maintain stability in the face of change. Although proponents and policymakers take for granted that a society has the ability to learn, can this idea be defended' There is a problem in determining exactly what is meant by a learning society that learns. One response concerning whether a society has the ability to learn is negative, arguing that society lacks agency. In this article, I argue that society has the ability to learn by demonstrating how the negative position is untenable; I also show how the positive position is possible when the idea that a society has the ability to learn assumes a new meaning based on the view that a society is composed of individuals. I present Habermas' view that society can be a learning mechanism on its own, yet I argue that social agency has a distinctive character on its own but not a distinctive character on its own behalf. We need not build a metaphysical foundation, which claims that society can be a learning mechanism on its own in a way that extends beyond the efforts of individuals to construct a self-image.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 3 - Reasons for the slow completion of Masters and
           Doctoral degrees by adult learners in a South African township
    • Abstract: Motseke, Masilonyana
      The aim of the study was to investigate the reasons why adult learners took longer than required to complete their Master's and Doctoral degrees. A questionnaire and focus group interviews were used to collect data. Twenty adult learners who registered for the Master's and Doctoral degrees at one township campus of a university were targeted, and 16 responded. All 16 participants lived in the townships, and obtained their primary, secondary and tertiary education from the township schools. It was found that the lack of computer skills, poor research skills, inadequate access to the internet, stress, supervision problems, as well as employer's workload contributed enormously to the adult learners' inability to complete their studies within the prescribed period. The study also highlighted the impact of apartheid education on adult learners at postgraduate level. The apartheid education system, which was characterised by poor education provision, played a major role in the slow completion of Masters and Doctoral degrees by the African adult learners. It is recommended that African adult learners who enroll for Masters or Doctoral degrees should do training in research approaches, computer skills, information search and stress management prior to their study. The study duration for both the Masters and Doctoral degrees also need to be reviewed, especially for adult learners or students who obtained their education from the township schools.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - Call for papers for AJAL special issue (November 2017)
           getting of Wisdom - learning in later life
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - From the Editor's Desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - University Transition Challenges for first year
           domestic CALD students from refugee backgrounds: A case study from an
           Australian Regional University
    • Abstract: Kong, Eric; Harmsworth, Sarah; Rajaeian, Mohammad Mehdi; Parkes, Geoffrey; Bishop, Sue; AlMansouri, Bassim; Lawrence, Jill
      Culturally and linguistically diverse (CALD) is used broadly and inclusively to describe communities with diverse language, ethnic background, nationality, dress, traditions, food, societal structures, art and religion characteristics. Domestic CALD people are either refugees or voluntary migrants and have obtained permanent residency or citizenship. This paper identifies the key issues, challenges and needs of first year domestic CALD students from refugee backgrounds at a multi-campus regional university in Queensland, Australia. The term refugee background is used in the paper as the students are no longer refugees having successfully transitioned from refugee status to being permanent residents. Qualitative data was collected through one-on-one semi-structured interviews and focus groups with domestic CALD students from refugee backgrounds, and from key informants including teaching, administrative, and senior management staff members. Other than language and differences in education styles, this cohort of students faced other challenges, particularly in a regional setting, including socio-cultural issues, technology issues, family and health challenges and limited staff awareness of refugee needs. The findings provide insights into how Australian regional university policy makers could develop effective strategies, practices, procedures and policies to support CALD students from refugee backgrounds and to improve their retention and progression.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - Opportunity through online learning: Experiences of
           first-in-family students in online open-entry higher education Cathy
           Stone, Sarah O'Shea, Josephine May, Janine Delahunty and Zoe Partington
    • Abstract: Stone, Cathy; O'Shea, Sarah; May, Josephine; Delahunty, Janine; Partington, Zoe
      Online learning has an important place in widening access and participation in higher education for diverse student cohorts. One cohort taking up online study in increasing numbers is that of mature-age, first-in-family students. First-in-family is defined as those who are the first in their immediate family, including parents, siblings, partners and children, to undertake university studies. This paper looks at the experience of 87 first-in-family students, for whom the opportunity to study open-entry, online undergraduate units through Open Universities Australia made it possible for them to embark on a university education. Using a qualitative methodology, in-depth interviews and surveys were conducted with these students as part of a wider study into first-in-family students (O'Shea, May and Stone, 2015). Findings include the important role that opportunity plays in providing the impetus for study, as well as the importance of support and encouragement from family, friends, colleagues and institutions in being able to continue the journey.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - Staying power: The effect of pathway into university
           on student achievement and attrition
    • Abstract: Chesters, Jenny; Watson, Louise
      The expansion of the higher education sector in Australia opened up new pathways into university increasing the diversity of the student population. For non-traditional students, those who did not successfully complete secondary school, barriers to gaining entry into university have been dismantled, however, previous research suggests that non-traditional students are more likely than traditional students to drop out of higher education. This paper analyses administrative data for a cohort of first year undergraduate students attending an Australian university to examine the association between pathway to university and student retention and academic progression. Our findings show that after controlling for grade point average, students who completed an enabling course on campus prior to commencing their undergraduate program were less likely than students admitted on the basis of completing secondary school to discontinue their university studies. This suggests that enabling programs provided on campus may assist students who do not meet the minimum requirements for university entrance to complete a university degree.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - 'OnTrack' to university: Understanding mechanisms of
           student retention in an Australian pre-university enabling program
    • Abstract: Lisciandro, Joanne G; Gibbs, Gael
      University-based enabling programs have become an important pathway to university for non-traditional students. There is increasing interest in understanding the mechanisms that facilitate retention and success of enabling pathway students, with the aim of developing effective strategies for maximising opportunities for university access and participation. The current study focuses on an Australian enabling program that has achieved and sustained high retention rates, with three-quarters of its 2115 students that enrolled during the last seven years (2008 - 2014) retained until the end of the program. Further, 90 per cent of retained students were successful in receiving an offer to university; and 94 per cent of students that received an offer subsequently enrolled in an undergraduate course. Multivariate regression analysis revealed that demographic and prior educational factors explained little about student retention in the program. The main reasons cited for withdrawal were medical or emotional issues, and family problems or responsibilities. Overall, this data suggests that-both pre-program conduct and in-program practices may enhance student retention outcomes. Specifically, practices that support the development of strong peer and tutor-student relationships, and that foster community connections, are thought to provide a significant and positive influence on student retention in enabling programs.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - Popular Culture as Pedagogy: Research in the field of
           adult education
    • Abstract: Speldewinde, Chris
      Popular Culture as Pedagogy: Research in the field of adult education, by Kaela Jubas, Nancy Taber and Tony Brown (Eds.) (2015) Rotterdam: Sense Publishers, ISBN978-94-6300-272-1 paperback, ($32.00), vii+160 pages, index.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - Transformative learning challenges in a context of
           trauma and fear: An educator's story
    • Abstract: John, Vaughn M
      After more than three decades of development, transformative learning theory is currently a major theory of adult learning. It has also attracted substantial critique, leading to further development, application and differentiation. Recent contributions to this vast scholarship show a quest for a more unified theory.

      This article examines transformative learning theory via a case study of an adult education project in rural KwaZulu-Natal, South Africa. Drawing on life and pedagogical experiences of an educator, it focusses on aspects of the theory subjected to critique and raises questions about attempts to foster transformative learning in oppressive contexts involving trauma and fear. The article calls for greater attention to the life and experiences of the educator in the learning process while responding to calls for theoretical examination in more diverse contexts. It thus illustrates how more varied, situated accounts of transformative learning attempts may challenge and improve our understandings of adult learning encounters.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 2 - The juxtaposition of STEPS to the undergraduate arena:
           The lived experience of transitioning into undergraduate study
    • Abstract: James, Trixie
      Australia wide, universities are offering tertiary education to the broader socio-economic cohort; however, alongside this educational reform, there is a concern that students who have been away from the formal education context for many years may not cope with the rigors of university. Consequently, prior to and conditional to admission to undergraduate studies, many universities have placed a greater emphasis on pre-skilling such students through pre-university programs known interchangeably as Enabling, Preparatory, Transition or Access programs. The research findings reported on in this article explore the lived experiences of eight first year undergraduate students, who upon the completion of an Enabling program, successfully articulated into and completed the first year of their university degree. Using a theoretical framework of social-efficacy (Bandura, 1997) and the application of existential phenomenology, commonalities in these experiences of the participants emerged. Four key themes were: (i) a sense of preparedness, (ii) fear of the unknown, (iii) university as an anchor, and (iv) a sense of certainty and rightness. In combination, the degree of self-efficacy demonstrated by each of the eight students can be said to have contributed to the successful completion of their first year of undergraduate studies.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Opening the learning process: The potential role of
           feature film in teaching employment relations
    • Abstract: Lafferty, George
      This paper explores the potential of feature film to encourage more inclusive, participatory and open learning in the area of employment relations. Evaluations of student responses in a single postgraduate course over a five-year period revealed how feature film could encourage participatory learning processes in which students re-examined their initial perspectives on a series of employment relations topics and debates. Over time, the course became increasingly characterised by a pluralism in which all participants became more open to a range of different views, including those of students from diverse political, cultural and religious backgrounds. Of particular note was how the fictional situations depicted in feature films could expand the opportunities for participation and more complex, multidimensional approaches to learning. Following on from a discussion of how more open learning processes require a reconfigured conceptual framework, the paper concludes with some open-ended questions on the use of film in learning processes.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - University-based enabling program outcomes: Comparing
           distance education and internal study
    • Abstract: Bookallil, Cheryl; Rolfe, John
      Enrolment in university enabling programs has expanded dramatically in the last decade as universities strive to increase enrolments, particularly of students from low socioeconomic backgrounds. Offering enabling study by distance education has been part of this expansion with the benefit of providing access to a wider enrolment base. The purpose of this study was to compare enabling program completions and articulations to undergraduate study as well as student academic performance between those students who undertook enabling by internal mode and those who opted for distance education. Archival data from the host university student records system was extracted covering the time period from 2001 to 2011. Statistical analysis found significant differences existed in both course completion and articulation for students enrolled in online learning versus face-to-face teaching. Analysis also revealed academic achievement in the enabling programs, as measured by Grade point Average (GPA), to be higher among internal students compared to distance students.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Unlocking the potential within: A preliminary study of
           individual and community outcomes from a university enabling program in
           rural Australia
    • Abstract: Johns, Susan; Crawford, Nicole; Hawkins, Cherie; Jarvis, Lynn; Harris, Mike; McCormack, David
      Many rural communities have a pool of mature-aged local people seeking a career change or better lifestyle, which inevitably involves reskilling or upskilling. These people have strong local ties and are committed to their community. University enabling programs provide a bridge to higher education. This longitudinal study explores the impact on rural mature-aged people of participation in a university enabling program, in terms of further study and employment outcomes. The benefits of enabling programs extend beyond individuals, to family and friends, and beyond. These broader benefits include an enhanced local skills base in key industry areas, and an increased awareness of the value of higher education within the community. Enabling programs are a powerful but under-valued tool in helping to unlock and harness the potential within rural communities, both in the medium and longer term.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Learning to swim using video modelling and video
           feedback within a self-management program
    • Abstract: Lao, So-An; Furlonger, Brett E; Moore, Dennis W; Busacca, Margherita
      Although many adults who cannot swim are primarily interested in learning by direct coaching there are options that have a focus on self-directed learning. As an alternative a self-management program combined with video modelling, video feedback and high quality and affordable video technology was used to assess its effectiveness to assisting an adult to develop and practice swimming skills. The participant was a 36 year-old non-swimmer who had previously attempted unsuccessfully to learn to swim on previous occasions. A single subject design with baseline, intervention and 12-month post-intervention phase were conducted. Dependent variables included a continuous 25-metre swimming distance goal using the freestyle stroke. After a 13-week intervention phase the continuous swimming distance had increased to 25 metres. For this adult participant, self-managed learning proved to be an effective way to learn to swim and greatly improved her confidence around deep water.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - A survey on the influence of titles on the visitor's
           interpretation and learning in art galleries: An Iranian context
    • Abstract: Samanian, Kouros
      As previous studies suggest, titles of works of art have generally proven to be influential elements in reading and interpretation of the artworks. In the exhibition context, titles can be considered as a physical component of the museum or art gallery's space. According to the relatively new approaches, learning, being a subcategory of interpretation, occurs as a result of the dialogue between the personal background of the visitor and the context of museums. The present study takes shape on the ground of general studies on titles to account for titling role in the interpretation, hence the learning process of visitors. It also attempts to show whether the artistic background of visitors would influence the role they assign to titles in the process of interpretation. The results of this study can inform art galleries of how visitors regard titles and how titling can be a potential learning element. It may also suggest designing titling manuals to inform the artists of how titles can act as a medium between the artwork and audience. By following a survey method, 243 questionnaires were obtained from visitors of five painting exhibitions in the art galleries of Tehran. The data was analysed using SSPS software. The results suggested that interaction of visitors with titles can be categorised by two indicators of importance and functionality, both of which received high value by visitors to art galleries in Tehran. The most significant function of title for visitors was communicative function. Also, there was a significant, inverted relationship between the amount of artistic background and considering function and importance for titles.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Formative reflections of university recreation science
           students in South Africa as catalyst for an adapted service-learning
           program
    • Abstract: Goslin, Anneliese; van der Klashorst, Engela; Kluka, Darlene A; van Wyk, Johannes GU
      Community-university partnerships through service-learning have progressively developed as part of institutions of higher education's mission statements. This paper explores the qualitative reflections of 410 undergraduate students enrolled in an academic recreation science course on a first time service-learning experience in South Africa. The study asks the question: 'how can pre-service and formative reflections used in a social constructive approach impact on collaborative, in-depth learning'' Students were tasked to keep reflective journals to express concerns as pre-service-learning and formative reflections over a four week, twenty hour service-learning experience. The service-learning program aligned with the social constructivism principles of collaborative learning, which occurred under the guidance and supervision of a lecturer, was embedded in a realistic problem, required collaborative problem solving and collaboration with the community partner and involved self-direction and self-management of students. Both pre-service and formative reflection themes changed over the three year study period. Results suggested that the initial service-learning experience did not contribute to a positive attitude towards community engagement and did not contribute to skill development. Results of the study confirmed the value of reflection as a tool in service-learning and commensurate with the overall aim and purpose of service-learning in institutions of higher education.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 56 Issue 1 - Teaching in the VET sector in Australia [Book Review]
    • Abstract: Stehlik, Tom
      Review(s) of: Teaching in the VET sector in Australia, by Ros Brennan Kemmis and Liz Atkins (eds.), David Barlow Publishing, Australia, 2014, 159 pages.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - From the guest editors' desk
    • Abstract: Charman, Karen; Ryan, Maureen
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - People who have reviewed for AJAL in 2015
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - A space for memory
    • Abstract: Charman, Karen
      In this article I examine the possibilities of reparation in an era of privatisation and de-industrialisation. I examine the effect of a recent project Sunshine Memory Space, a space, designed to evoke memories of a de-industrialised urban Melbourne suburb Sunshine. This project offered the opportunity for the effects of industrial change to be publically represented, remembered and valued. I offer an analysis of the significance of relational localised curatorial work.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Reaching for the arts in unexpected places: Public
           pedagogy in the gardens
    • Abstract: Pelosi, Ligia
      What constitutes public pedagogy' The term is broad and can be applied in so many situations and settings to the learning that occurs outside of formal schooling. In this article, the author explores how a community event - a painting competition held in a Melbourne suburb's botanic gardens - constitutes public pedagogy. The event centres on appreciation of the gardens, and on fostering the arts in the community. Local schools and residents have shown their appreciation of the competition through increased participation over the past five years. However, there is much learning that is unexpected and far less tangible, which flourishes beneath the surface of the event. Capturing a collective memory of the suburb is one aspect of such learning that is historically significant. The author argues that the event can also be seen as activist in a political sense, through the way it has restored the arts to the community in a way that education in a neo-liberal climate is currently unable to do.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Visual communication design as a form of public
           pedagogy
    • Abstract: Kelly, Meghan
      This paper identifies visual communication design as a form of public pedagogy. Communication design practices aim to achieve the successful transmission of a message to a recipient in a visual mode. Understanding the theories and practices of visual communication design can assist in enhancing the reception of the communication, as these practices become a tool to increase the effectiveness of learning in a public space. To demonstrate this, I will use the example of museums as an informal place of public learning, and argue design, and in particular visual communication design strategies, are extremely important in the creation of successful learning. If participants are not engaged or entertained, their capacity for learning will diminish. Engagement depends on the representation of the information and the successful interpretation of that information by the visitor. Further, this paper will emphasise the vital role communication design plays in all forms of public pedagogy, not just within the museum context. However, non-designers create many public learning environments and although this paper argues the benefits of communication design to increasing the effectiveness of learning, it recognises the narrow opportunities of applying this knowledge.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Memories in motion: Learning, process, history and art
           in public space
    • Abstract: Qadri, Debbie
      This essay presents an art project as an example of two aspects of public pedagogy. The first, is that the project critically examined how history is made, and through art-making and installation it performed an alternative publishing of history. Secondly, the art project was utilised as both a process and outcome within public space, and through this contributed to raising awareness for both participants and audience about the politics of public space. Through both aspects the project shed light on acts of public pedagogy as a process of questioning our normal relationships with history and public space. Memories in Motion was a project where learning took place within a particular public space by moving through, documenting and researching it. This learning was generated into artworks, which were then taken and placed back into that space. These actions disrupt the normal conventions of learning about history and of public space, and shift the agency of telling history and using public space to the students.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - "Come in and look around." Professional development of
           student teachers through public pedagogy in a library exhibition
    • Abstract: Hickling-Hudson, Anne; Hepple, Erika
      This paper describes a public pedagogy project embedded into The Global Teacher, a subject within the Bachelor of Education program for student teachers at an Australian university. The subject provides a global perspective on socio-political issues that shape education. In 2013, The Global Teacher introduced an approach that asked student teachers to create a museum-style exhibition depicting six global education themes. This exhibition was displayed in the State Library and the public were invited to engage with the installations and the student teachers who created them.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Protest music as adult education and learning for
           social change: A theorisation of a public pedagogy of protest music
    • Abstract: Haycock, John
      Since the 1960's, the transformative power of protest music has been shrouded in mythology. Sown by musical activists like Pete Seeger, who declared that protest music could "help to save the planet", the seeds of this myth have since taken deep root in the popular imagination. While the mythology surrounding the relationship between protest music and social change has become pervasive and persistent, it has mostly evaded critical interrogation and significant theorisation. By both using the notion as a theoretical lens and adding to scholarship in the field, this article uncovers understandings of the public pedagogical dimensions of protest music, as it takes place as a radical practice and critical form of contemporary mass culture. In doing this, this article provides a theorisation of public pedagogy as it encapsulates protest music, and those who are conceptualised as the critical and radical public pedagogues who produce this mass cultural form.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Problematizing public pedagogy [Book Review]
    • Abstract: Charman, Karen
      Review(s) of: Problematizing public pedagogy, by Jake Burdick, Jennifer A. Sandlin and Michael P. O'Malley (Eds.), Routledge, New York, 2014, 212 pages.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Remaking education from below: The Chilean student
           movement as public pedagogy
    • Abstract: Williams, Jo
      This article considers the Chilean student movement and its ten-year struggle for public education as an example of public pedagogy. Secondary and university students, along with the parents, teachers, workers and community members who have supported them, have engaged in the most sustained political activism seen in Chile since the democratic movement against the Pinochet military dictatorship between 1983 and 1989. The students have successfully forced a nationwide discussion on education, resulting not only in significant educational reform, but also a community rethinking of the relationship between education and social and economic inequality in a neoliberal context. Framed through Giroux's conceptual definition of public pedagogies and drawing on field research conducted throughout 2014 as well as existing literature and media sources, this article considers the role of the student movement in Chile in redefining the concept of 'public' and the implications for radical perspectives on learning and teaching.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Literacy mediation in neighbourhood houses
    • Abstract: Thompson, Sally
      Interactions between staff in Neighbourhood Houses, and the socially and educationally disadvantaged community members who visit Neighbourhood Houses, have been viewed through many lenses, including community development, social support, caring and compassion. This paper looks at Neighbourhood Houses as sites of pedagogical practice. More specifically, it explores the role of Neighbourhood House administrative staff as literacy mediators - as people who assist others with reading and writing.

      Literacy mediation has gained attention as part of a focus amongst New Literacy Studies researchers on the social uses of literacy. In this case study of four staff members working across two neighbourhood houses, I identify that literacy mediation in the neighbourhood houses is common, complex and growing in demand.

      A further area of focus of the paper is the invisibility of the literacy mediation in Neighbourhood Houses - to funding bodies, committees of management and even to other staff. It also identifies the role of emotional labour in both facilitating mediation but also as a contributing factor to the lack of recognition of informal literacy work in Neighbourhood Houses.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 3 - Older adult education: New public pedagogy in 21st
           century Taiwan
    • Abstract: Lee, Ya-Hui
      The lifelong learning concept of "never too late to learn" advocated by Confucius has gradually become rooted in the lives of Taiwanese adults and seniors. In response to the impact of population ageing and low fertility rates, numerous elementary schools, junior high schools, and universities have allocated resources and space to establish learning centers and learning camps for senior citizens, providing them with the opportunity to learn. Older adult education extends beyond the classroom and into society, forming a new public pedagogy in Taiwan. Its important elements include: (1) the changes in population structure and the rising number of older adults, (2) the government's formulation of older adult education policies based on learning enhancement, (3) the joint promotion of older adult education activities by numerous academic institutions, and (4) the theoretical bases of program design to help senior citizens achieve active ageing and popularise older adult education in communities. Future challenges to older adult learning becoming the new public pedagogy include (1) the public's skepticism concerning the necessity of older adult education and its efficiency, (2) the need to establish diverse sources of funding to ensure the sustainable development of older adult education, (3) the necessity to develop various program designs to satisfy senior citizens' needs due to the heterogeneity of senior citizens, and (4) the urgent necessity for research to confirm the effectiveness of older adult education.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Developing and using green skills for the transition
           to a low carbon economy
    • Abstract: Brown, Mike
      One of the strategies being advocated in response to climate change is the need to transition to a low carbon economy. Current projections show that within this transition, new jobs will be created, some eliminated and most others subjected to change. This article reports findings from interviews with a selection of twenty participants who are involved in the formation and/or deployment of green skills. The participants were asked about their perceptions of (1) how jobs are changing in the transition to a green economy (2) how are adult learners developing and using green skills, and (3) what are some of the main drivers and blockers to the development and use of green skills. The data are presented as vignettes from various positions of supply and demand within the emerging green economy. The findings of this study report that the organisations and the training providers are motivated to develop and/or deploy green jobs and green skills for a range of different reasons. These include the making of a favourable business case, environmental beliefs about conserving the finite resources of the planet and, for health and wellbeing reasons. Some blockers that have been identified are the initial capital outlay for any changes, and the need to address some inconsistencies that arise over time in the financial arrangements when trying to work out the business case. This has led the designers and contractors working in renewable energy to call for a level playing field with those who provide and utilise finite resources and non-renewable energy. Overall transition to a low carbon and green economy is shown to be supported and occurring with some limited success. However there is a need for further larger scale research into this area of skill formation and deployment.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Adult education and radical habitus in an
           environmental campaign: Learning in the coal seam gas protests in
           Australia
    • Abstract: Ollis, Tracey; Hamel-Green, Michael
      This paper examines the adult learning dimensions of protestors as they participate in a campaign to stop coal seam gas exploration in Gippsland in Central Victoria, Australia. On a global level, the imposition of coal seam gas exploration by governments and mining companies has been the trigger for movements of resistance from environmental groups. They are concerned about the impact of mining on their land, food and water supplies. In central Gippsland a group of 'circumstantial activists' comprised of farmers, tree changers and other local residents are campaigning against coal seam gas exploration. This unlikely coalition of environmental action groups has made effective use of a variety of community education strategies. This paper commences by outlining some of the key literature on learning and activism drawing on the education tradition of adult learning. We then draw on key concepts from Bourdieu's writing on 'habitus' and 'field' to analyse the data from this research. We outline some of the learning practices of activists; through their involvement in this campaign, and the knowledge and skills they gain as they develop a feel for the game of protest. We argue circumstantial activists learn both formally and informally in the social environment of campaigning. Of particular interest is the role of more experienced activists from Friends of the Earth (FOE), a non-government organisation (NGO), as they pass on knowledge, experience, tactics and strategies to the novice and less experienced activists in this community campaign. We explore some of the contradictions of the protestors' identification as activists using Bourdieu's concepts of 'doxa' and 'Ilusio'. The paper concludes by arguing learning in activism is a rich tradition of adult education and practice. However, Bourdieu's writing on field and habitus makes an added contribution to interpreting the learning that occurs in the social space of a campaign or social movement.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Men learning through life [Book Review]
    • Abstract: Wallace, Heather
      Review(s) of: Men learning through life, by Barry Golding, Rob Mark and Annette Foley (Eds.), NIACE, Leicester, England 2014.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - The meaning of learning on the Camino de Santiago
           pilgrimage
    • Abstract: Im, Kyung-Mi; Jun, JuSung
      The purpose of this study was to explore the lived experience of travellers on the Camino de Santiago in order to find out the pattern of their travel lived experience and the meaning of learning experience. For this purpose, eight Korean travellers were selected for the study; the study was performed using the hermeneutic phenomenological method. The findings are as follows: First, the pattern of lived experience -'the four Existentials, lived time, space, body and human relation'- on the Camino de Santiago was summarized into 'slow and composure', 'meditation and spirituality', 'companionship', and 'the dance of self-mortification through physical pain' in the four existential aspects of time, space, relationship, and body. Second, the lived experience of participants had profound meaning as a learning experience in terms of biographical learning, the theory of autopoiesis, and spiritual learning.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Motivating and enabling adult learners to develop
           research skills
    • Abstract: McCarthy, Grace
      Adult learners undertaking a coursework masters are understandably nervous about undertaking research projects. However if done well, such projects represent a way to encourage the quantity and quality of practitioner research, which is important in all management disciplines, not only the emerging discipline of coaching. This paper offers an alternative to the individual master-apprentice model to which many research students are still exposed. Addressing the motivational needs identified in self-determination theory (autonomy, competence and relatedness) as well as self-efficacy and incorporating good practices in feedback, it outlines a way to make the process of learning how to do research more engaging than sitting listening to lectures. The paper reports the findings of a survey of the participants in the 2012 cohort who were asked if their competence and confidence in undertaking a research project had changed before and after undertaking the class, and if so, to list what they, their peers or staff had done to contribute to this change. The paper concludes that the approach offers a useful way to help adult learners develop research skills.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Work-based researchers and communities of practice:
           Conceptual and gestational dilemmas
    • Abstract: Sense, Andrew
      Drawing on a presumption that a Community of Practice (COP) can add significant value to the situated learning development of adults in any context, this paper exposes and analyses the challenges faced in facilitating the development of a COP involving part-time work-based researchers. Using an empirical case example involving a collaborative research network of five industry organisations and a university, the specific purpose (and outcomes) of this paper are to (a) conceptualise a researcher COP involving part-time work-based PhD and Masters of Philosophy candidates (b) examine the pragmatic dilemmas these part-time researchers face in seeking to develop such a supportive social learning construct in respect to their research activities (c) tentatively indicate some challenges that higher education institutions and industry organisations confront in facilitating and nurturing such learning structures which span industry and academia contexts. Through its analysis, this paper draws attention towards the complex issues involved in developing a functioning rather than the often idealised COP in the part-time work-based researcher space.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Listening to hear: Critical allies in indigenous
           studies
    • Abstract: McGloin, Colleen
      This paper reflects on a particular class in an undergraduate seminar in Australian Indigenous Studies where anecdote played a crucial role and where both the teacher and learners were challenged to consider their implication as racialised subjects in the teaching and learning process. The paper argues that student anecdote can be a vital bridge between theory and practice in adult learning. It suggests that all learners in Indigenous Studies, and also in studies of race and difference more generally, need to undertake effective listening and hearing practices in order to consider, imagine and engage with experiences and worldviews other than their own. Drawing from work dealing with critical alliances, discomfort in pedagogical contexts, and effective listening practices, this paper provides a conceptual analysis of the seminar in question extrapolating from this to engage critically with broader issues concerning Indigenous Studies and non-Indigenous critical allies.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - What are the key ingredients for an effective and
           successful tertiary enabling program for Aboriginal and Torres Strait
           Islander students': An evaluation of the evolution of one program
    • Abstract: Hall, Lisa
      Tertiary enabling programs have become an increasingly important part of the post-secondary schooling landscape. In recognition of the need for increased access for certain under-represented groups within the university population, enabling, bridging or foundational programs are offered by a large number of universities in Australia as alternative entry pathways. This paper explores the outcomes of an enabling program being offered to Aboriginal and Torres Strait Islander adults who are arguably one of the most under-represented groups within the university system in Australia. It explores, in two parts, the combination of factors that are resulting in these positive outcomes. Part one explores the 'data story' of the course and the factors that support retention and completion. Part two explores the 'stories of transformation' as told by the students themselves, providing insider accounts of richness and depth about the things that truly enable success in a tertiary learning environment for Aboriginal and Torres Strait Islander students. While not ignoring the limitations of evaluating a course that is still in its infancy, the students undertaking this course are completing and moving on into higher education courses at an impressive rate, empowered by the skills, strategies and confidence they have developed through the course.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Assessing the Kha Ri Gude Mass Literacy Campaign: A
           developmental evaluation
    • Abstract: Romm, Norma RA; Dichaba, Mpho M
      In this article we explicate our way of assessing the South African Kha Ri Gude Mass Literacy Campaign, and in particular its impact in the Eastern Cape. We provide an account primarily of focus group sessions conducted in 2013 and again in 2014 with volunteer educators and past learners in the campaign. We concentrate on the way in which relationships with these participants and with coordinators in the province were established towards the creation of findings. We outline how our evaluative purpose could be seen as incorporating a social justice agenda (as in developmental evaluation) in that it was aimed at strengthening literacy initiatives as a human right. We conclude with some considerations around catalytic validity as a criterion for judging research practices. We reflect upon how this notion of validity can justify our research as being directed towards potentially activating further options for literacy initiatives to contribute to personal and community development.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 2 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Self-advocacy and its impacts for adults with
           developmental disabilities
    • Abstract: Ryan, Thomas G; Griffiths, Sarah
      The following review of literature illuminates self-advocacy from a North American transformational learning perspective via meaningful impacts, which arise for adults with developmental disabilities, as well as various communities and their members. For adults with developmental disabilities, increased leadership capabilities and the evolution of new self-concepts continue to be powerful examples of the impact of self-advocacy. For communities, a more prominent voice and personable research within the academic community, increased awareness for some boards and committee members, and the acknowledgement and support of local or online community members are broad examples of the impacts self-advocacy has on us.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Putting transformative learning theory into practice
    • Abstract: Christie, Michael; Carey, Michael; Robertson, Ann; Grainger, Peter
      This paper elaborates on a number of key criticisms of Mezirow's transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow's theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make meaning of their experiences in various ways which influence the sort of value systems they develop and that disorienting dilemmas often challenge the validity of one's values and the assumptions that underpin them. It exemplifies how Mezirow's theory can be put into practice in Adult and Higher Education via three case studies undertaken by the authors in different places, at different times and with different sets of learners. These include mature aged women returning to study, PhDs at a Swedish Engineering University, and domestic and international students studying at an Australian regional university. The case studies make use of a values survey, interviews and subsequent focus groups. Data from the survey and interviews are analysed and used to argue that transformative learning (Mezirow, 1991) can be practiced, to good effect, in university staff development

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Connecting in rhizomic spaces: Peer-assisted learning
           (PAL) and e-learning in teacher education
    • Abstract: Bone, Jane; Edwards, Susan
      A PAL (Peer-Assisted Learning) project supported research that focused on e-learning and Web 2.0 technologies as part of a pedagogical approach in the context of a tertiary institution. This project responded to a call for a rejuvenation of conventional approaches to pedagogy while teaching an early childhood unit in a large Australian university. In the project a variety of methods, qualitative (interviews and focus groups) and quantitative (on-line survey), were used in order to explore the possibilities involved in learning together in innovative ways. The PAL project is connected here to a 'rhizome' (Deleuze & Guattari, 1987). A rhizome is a form of network; it is multiple; and, it is capable of producing surprises. This is reflected in the findings that support the use of technology to create an effective collaborative space and also show that there are advantages to destabilising conventional student/lecturer positions. Finally, this narrative account contributes to a growing literature that connects Deleuze and Guattari's (1987) philosophical ideas to education.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Targeting assessment for developing adult lifelong
           learners: Assessing the ability to commit
    • Abstract: Su, Ya-hui
      In this article, I propose that neither traditional assessment nor alternative, competence-based assessment is adequate to meet the challenges of uncertain change. Existentialist assessment that focuses on developing learners' commitment, rather than their competence, may be more decisive in empowering learners who are facing adversity. Existentialist assessment shifts the focus from impersonality, achievement, and universalism to the inclusion of the adult learner's commitment to making meaningful connections between learning and his or her existence (being). These committed meanings are willed and produced by the learner, not only to bring to an end a disturbing situation and uncertainty but also to develop a sense of significance and sustainability when facing uncertainty and processes of change. To ascertain a learner's ability to commit, self-assessment, with its first-person perspective, must be taken into account. Implications include the alignment of assessment with pedagogy that facilitates the adult learner's commitment to connecting his or her existence with the world.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Notes for intending contributors
    • PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Teaching international students in vocational
           education: New pedagogical approaches [Book Review]
    • Abstract: Tyner, Jonathan
      Review(s) of: Teaching international students in vocational education: New pedagogical approaches, by Ly Thi Tran, ACER Press, Camberwell, Victoria, Australia, 2013.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
  • Volume 55 Issue 1 - Learning cities on the move
    • Abstract: Kearns, Peter
      The modern Learning City concept emerged from the work of OECD on lifelong learning with streams of Learning Cities and Educating Cities having much in common but having little contact with each other. While the early development of Learning Cities in the West has not been sustained, the present situation is marked by the dynamic development of Learning Cities in East Asia - especially in China, the Republic of Korea, and Taiwan. In this context, the paper discusses the evolution of three generations of Learning Cities since 1992 and speculates on the future. The experience of the first generation is discussed in terms of development in the UK, Germany, Canada, and Australia where initiatives, with some exceptions, have not been sustained. Beijing and Shanghai are discussed as examples of the innovative second generation in East Asia, which is seen as a community relations model in response to the socio-economic transformation of these countries. International interest in Learning Cities has now been enhanced following a major UNESCO International Conference on Learning Cities in Beijing in October 2013, which is to be followed by a Second International Conference in Mexico City. The Beijing Conference adopted the Beijing Declaration on Learning Cities supported by a Key Features document. The paper speculates on possible future development post Mexico City, including the situation in Australia, which is seen as opening opportunities for innovative initiatives.

      PubDate: Thu, 2 Nov 2017 11:47:31 GMT
       
 
 
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