Subjects -> EDUCATION (Total: 2569 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2208 journals)
    - HIGHER EDUCATION (153 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (2208 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
21st Century Pedagogy     Open Access   (Followers: 9)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 12)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 78)
Academic Psychiatry     Full-text available via subscription   (Followers: 33)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 66)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 67)
Accounting & Finance     Hybrid Journal   (Followers: 59)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 23)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 14)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access   (Followers: 1)
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 80)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 44)
Action Research     Hybrid Journal   (Followers: 52)
Active Learning in Higher Education     Hybrid Journal   (Followers: 375)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 15)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 253)
Adult Education Quarterly     Hybrid Journal   (Followers: 247)
Advanced Education     Open Access   (Followers: 16)
Advances in Building Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 37)
Advances in High Energy Physics     Open Access   (Followers: 26)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 12)
Africa Education Review     Hybrid Journal   (Followers: 30)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 10)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 11)
African Journal of Teacher Education     Open Access   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 3)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Akademos     Open Access   (Followers: 1)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 3)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 3)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 4)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 1)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 8)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 19)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 232)
American Journal of Business Education     Open Access   (Followers: 16)
American Journal of Distance Education     Hybrid Journal   (Followers: 33)
American Journal of Education     Full-text available via subscription   (Followers: 275)
American Journal of Educational Research     Open Access   (Followers: 72)
American Journal of Health Education     Hybrid Journal   (Followers: 36)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access   (Followers: 1)
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 9)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 8)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 12)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access   (Followers: 1)
Arrancada     Open Access   (Followers: 1)
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 30)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 47)
Arts Education Policy Review     Hybrid Journal   (Followers: 7)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 3)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 24)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 15)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 28)
Asian Journal of Distance Education     Open Access   (Followers: 4)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 17)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 2)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 16)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 244)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 16)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 48)
Assessment Update     Hybrid Journal   (Followers: 6)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access   (Followers: 6)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 21)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 2)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 6)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Researcher     Hybrid Journal   (Followers: 31)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 4)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 44)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 11)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 476)
Australian Journal of Teacher Education     Open Access   (Followers: 28)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 7)
Australian Screen Education Online     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 348)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 9)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 5)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 9)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 7)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioeduscience     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 13)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 257)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Australian Journal of Adult Learning
Journal Prestige (SJR): 0.297
Number of Followers: 15  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 1443-1394
Published by RMIT Publishing Homepage  [387 journals]
  • Volume 60 Issue 3 - Practice in the social space of Neighbourhood Houses:
           Community, relationships and adult learning
    • Abstract: Harrison, Ursula; Ollis, Trace; Ryan, Cheryl
      Neighbourhood Houses are significant sites of community-based adult learning spaces that are empowering, supportive and caring. They embody inclusive community development processes and adult learning practices that facilitate formal, informal, and incidental learning. Practices in these sites of social inclusion support relationships and shared learning. This paper uncovers the relational practices in Neighbourhood Houses as people develop knowledge, skills and new ways of knowing through their participation. Many participants in this research lacked confidence as learners and were reengaging with learning following former negative and/or incomplete education experiences. They came to learn new skills following personal interests, to re-engage with learning for employment, seeking involvement in the community and reconnecting with others following periods of isolation and loneliness.

      Drawing on Bourdieu's Theory of Practice we interpret the dispositions, practices and habitus in the Houses that support learner relationships and learning. We argue it is the Houses' intimate and nurturing relational practices that transform learners' lives, families and their local communities. This qualitative case study research involved adult and life-long learners in Neighbourhood Houses across Victoria. In-depth interviews were conducted with 87 diverse participants and from a mixture of rural, regional and urban Neighbourhood House locations.

      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Sixty years of adult learning in Aotearoa New Zealand:
           Looking back to the 1960s and beyond the 2020s
    • Abstract: Amundsen, Diana
      This article offers a historical analysis of the past sixty years of adult learning in Aotearoa New Zealand and critically appraises events which have shaped today's context. Drawing on a substantial body of research by key adult educators, researchers and scholars, the review assesses historical, socio-cultural, and political factors that influenced adult learning policies and practices. First, a brief discussion is given of traditional Māori education, colonisation, bi-culturalism and multiculturalism for relevance to the Aotearoa New Zealand context. Next, a historical analysis is offered in a decade-by-decade review. Looking back over the past sixty years, this historical analysis exposes key influences which have shaped adult learning in Aotearoa, and discusses trends emerging as significant future directions going into and beyond the 2020s.

      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Esmonde Higgins and the lost history of Australian
           adult education
    • Abstract: Boughton, Bob
      When the Australian Association of Adult Education (AAAE) was established in 1960, Australia was locked into a global conflict between capitalism and communism, known as the Cold War. With anticommunism at fever pitch, AAAE's founders who were fighting to retain some influence with Australian universities and with government funding authorities needed an origin story which would appeal to these prejudices. Not surprisingly, therefore, histories of 'the profession' produced in the first decades largely dismissed the role of the many radical adult educators and left-wing organisations which had been instrumental in extending adult education to the working class in the first half of the twentieth century. One of the main sources for these early histories was a memoir of David Stewart, founder of the Workers Education Association, written in 1957 by a university adult educator, Esmonde McDonald Higgins. In this paper, I tell a different story, through a close examination of Higgins' own role in this early history, to show how 1960s 'official' adult education lost touch with its own roots in radical working class politics, roots which are only now re-emerging, through the study of popular education and social movement learning.

      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Educating Australian adults in an era of social and
           economic change
    • Abstract: Billet, Stephen; Dymock, Darryl
      The origins and focuses of adult education across Western countries are often about meeting adults' needs, and for purposes they have nominated, not those compelled by others. Unlike other sectors (e.g. schools, vocational colleges and universities) that were mainly initiated and sustained by church or state, adult education has long been grounded in communities and provided through hybrid institutions. Across Western countries, the term 'movement,' is often associated with adult education's origins, and it is sometimes regarded as a 'fourth sector' of education, apart from schools, vocational education and training and university studies. In recent times, the concept has expanded and diversified, however, making it more amorphous and less distinctive as an educational 'sector'. Nevertheless, one of the continuing features of 'adult education' has been its concern for adults' learning needs and preferences. This paper proposes that the formation and continuity of adult education have been based particularly on three key premises: i) meeting adults' specific but heterogeneous learning needs; ii) educational purposes and purposes being understood in the local context; and iii) the enactment of adult education being shaped by local considerations. Furthermore, the values underpinning 'traditional' adult education have not only been sustained in what is now more commonly known as Adult and Community Education (ACE) but have expanded into other educational contexts. Informed by considerations of selected research projects the authors have been involved with in recent years, this paper identifies how the three premises have emerged as features of other educational provisions for adults.

      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Getting serious: The national 'vision splendid' for
           adult education 60 years on
    • Abstract: Golding, Barry
      This paper poses three research questions, based primarily on evidence from six decades of the Australian Journal of Adult Education (AJAL, 2000-present) and its antecedent journals dating back to 1961. Firstly, it asks what was the context for establishing a national adult learning association, Australian Association of Adult Education (AAAE) in 1960, renamed the Australian Association for Adult and Community Education (AACE) in 1989, and Adult Learning Australia (ALA) in 1998' Secondly, it asks how the association, the research in its journals and the field of adult education adapted to the rapidly changing context, opportunities and needs for lifelong learning in Australia' In doing so, the paper critically examines evidence of ongoing tensions and difficulties delivering on ALA's 2020 vision of 'lifelong and lifewide learning for all Australians'. It also asks what the current situation is for Australian adult education, and what possible new courses for the future ALA and AJAL might take. The first two research questions are addressed in the body of this paper. The third question is addressed primarily within the Discussion.

      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Guest editorial
    • Abstract: Foley, Annette; Townsend, Robert
      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Foreword to the Special Edition
    • Abstract: Ollis, Trace
      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Reflective teaching in further, adult and vocational
           education (fifth edition) [Book Review]
    • Abstract: Lavender, Peter
      Review(s) of: Reflective teaching in further, adult and vocational education (fifth edition), by Maggie Gregson and Sam Duncan, with Kevin Brosnan, Jay Derrick, Gary Husband, Lawrence Nixon, Trish Spedding, Rachel Stubley and Robin Webber-Jones (2020), Bloomsbury Academic AU$59.99 (pback); $65.99 NZD (pback) 504 pages; ISBN (HB) 978-1-3501-0201-9; (PB) 978-1-3501-0200-2; (ePDF) 978-1-3501-0203-3; (ePub) 978-1-3501-0202-6.

      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Sixty year ALA history, including the broader
           Australian adult and community education (ACE) context: Time line
    • Abstract: Golding, Barry
      This timeline focuses on the main developments in the field of Adult and Community Education (ACE) in Australia from the formation of the first national association, Australian Association of Adult Education, (AAAE) in 1960 to the present association, Adult learning Australia (ALA). It is based primarily on documentary evidence available in the association journals. The timeline starts in the early 1900s to provide the context for the formation of AAAE and includes several developments internationally, nationally and within states that affected the development of ACE in Australia as well as the association as it transformed over time to become AAACE and more recently ALA. It is necessarily selective and partial but provides references to other sources for those seeking a more detailed history.

      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Call for papers: Special edition - Australian Journal
           of Adult Learning Adult Learning, Paulo Freire, and critical pedagogy
           possibilities
    • PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Community learning through adversity and disaster: An
           
    • Abstract: Golding, Barry; Foley, Annette; Weadon, Helen
      Our paper uses a qualitative, case study approach to critically examine the role of community involvement in learning to adapt and develop resilience in the face of disaster. Within a decade, the already disadvantaged, small, Australian rural community of 'Bellbird' faced three catastrophic, human induced disasters: the Millennial Drought (1996 to 2010), a March 2013 bushfire and the COVID-19 epidemic of 2020. Our interviews were conducted during late 2019 and early 2020 with men and women shedders as well as their significant others in the usually vibrant and unusually gender inclusive 'Bellbird Men's Shed'. For at least six months following the interviews, the Bellbird Men's Shed was shut as a consequence of the COVID-19 lockdowns.

      We opportunistically reflect on the data from our interviews and emerging literature on the impact of the COVID-19 pandemic to critically interrogate the role local community learning plays in responding to and developing resilience in the face of locally experienced global disasters. We conclude that Bellbird is a good example of a small, rural community where formal, top down decision making approaches to adult and community education in 2020 in Australia are sometimes impossible or inappropriate. Bellbird in effect exercised agency to create its unique, place and needs-based form of lifelong and lifewide learning 'bottom up' at its atypical community Men's Shed. The practices and commitments the Shed adopted have provided the community with opportunities for developing personal and collective wellbeing and the necessary resilience for adapting to likely future shocks.

      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 3 - Wyndham City: A tale of steady progress towards a
           sustainable learning community
    • Abstract: Wheeler, Leone; Tabbagh, Diane
      The purpose of this paper is to explore the development of a learning community/city approach within Wyndham City, Victoria, Australia. The journey commences with a discussion of the demographic and economic context in which Wyndham has established its Learning Community Strategies. The development of Wyndham's Learning Community is placed in the context of a history of other learning community/city approaches within greater Melbourne, Australia and internationally. This history includes learning community and learning city frameworks such as the Australian Learning Community Framework and UNESCO's Key Features of Learning Cities, which have influenced Wyndham's Learning Community Strategies. Further, an in-depth examination of the journey of Wyndham City Council in developing successive Learning Community Strategies identifies critical incidents that have led to steady progress towards a sustainable learning community. Also, the development and evaluation of the Wyndham Learning Community are examined, including some vignettes of successful case studies. In conclusion, the implications for adult education and theory, including avoiding the use of the label 'learning city' as a marketing tool rather than a 'social process of participation and negotiation' is examined with pointers given for further research.

      PubDate: Wed, 30 Dec 2020 04:32:10 GMT
       
  • Volume 60 Issue 2 - 'Maestras': Exploring dialectical relationships in an
           Aboriginal literacy campaign
    • Abstract: Williamson, Frances; Durnan, Deborah; Edwards, Tannia; Waites, Mary
      Previous studies have documented the personal transformation that many low literate adults undergo when they engage in literacy campaigns. In particular, research has captured how improved literacy leads to a greater willingness and capacity to speak out, or what is often referred to as voice. This paper focusses on the impact of an adult Aboriginal literacy campaign on those responsible for implementing it. Through the words of these 'maestras', we reveal how the teachers and trainers of the campaign, both Aboriginal and non-Aboriginal, experience a similar trajectory of transformation to the literacy students. This transformation, we argue, is the result of the pedagogic relationship between students, local campaign staff and national trainers. This dialectical relationship in which teacher is learner and learner teacher is at the heart of the literacy campaign model and is part of what Giroux (1988) characterises as a radical theory of literacy and voice. We further argue that the impacts of the literacy campaign at the individual and collective levels and crucially, the sustainability of these impacts depend largely on this pedagogic relationship and the new, shared understanding of the world which results.

      PubDate: Sat, 19 Sep 2020 00:09:01 GMT
       
  • Volume 60 Issue 2 - From the Editor's desk
    • Abstract: Ollis, Trace
      PubDate: Sat, 19 Sep 2020 00:09:01 GMT
       
  • Volume 60 Issue 2 - Post-qualitative research and innovative methodologies
           [Book Review]
    • Abstract: Malloch, Margaret
      Review(s) of: Post-qualitative research and innovative methodologies, by Matthew Krehl Edward Thomas and Robin Bellingham (Eds), Bloomsbury Academic, 2020, ISDN 9781350062061, 232 pp.

      PubDate: Sat, 19 Sep 2020 00:09:01 GMT
       
  • Volume 60 Issue 2 - Developing a case-based experiential learning model at
           a program level in a regional university: Reflections on the developmental
           process
    • Abstract: Patil, Tejaswini; Hunt, Michelle; Cooper, Kimberlea; Townsend, Rob
      This article reflects on the developmental process of a case-based experiential learning model: the Federation University model, in an undergraduate community and human services program at a regional university. There is abundant literature that addresses the use and need for introducing experiential learning at the subject/unit level in community and human services/social work content. However, despite the expansion of research on experiential learning, there is limited literature that bridges the gap between course/program level teaching philosophy and using experiential learning activities in individual subjects. The article will demonstrate how Kolb's four stage cycle (Kolb, 1984) and case-based experiential learning were integrated to develop curriculum at a program level. It will also demonstrate how a move to experiential learning facilitated better alignment with face-to-face and online learning. As a way of argument, we suggest that case-based experiential learning is very relevant and useful to human services/ social work education because of its emphasis on bridging the theory and praxis nexus and providing graduates with an opportunity to work effectively in a complex, fluid and ever-changing sector.

      PubDate: Sat, 19 Sep 2020 00:09:01 GMT
       
  • Volume 60 Issue 2 - Emerging adulthood and its effect on adult education
    • Abstract: Meier, David
      It is during their late teens and early twenties that most students attend a university or other institution of higher education. Biologically, these students are adults. However, studies show that there is a delay in maturing. Arnett (2000) introduced the term "emerging adulthood" in reference to the stage of life between adolescence and adulthood. Adolescent behaviour can be observed well into the twenties, as confirmed by this study. In total, 118 participants, aged 21 to 65, from a statistics course were asked about their need for adult learning methods. The results show that there is a strong positive correlation between age and the need for methods of adult education, and that students younger than 28 are not necessarily ready for adult education.

      PubDate: Sat, 19 Sep 2020 00:09:01 GMT
       
  • Volume 60 Issue 2 - Support matters: Predictors of intrinsic motivation in
           older learners in Taiwan
    • Abstract: Lin, Yi-Yin
      Previous research has made it clear that older learners are mainly learning for learning's sake. However, few studies have explored the intrinsic aspects of older learners' motivation in detail; also, the factors that influence their learning motivation remain under-researched and under-theorised. To address this gap, this survey-based quantitative study investigated the learning motivations of 816 older learners from an intrinsic-motivation viewpoint, and explored the predictors of these motivations, including institutional as well as personal factors. The results indicated that these older learners rated their intrinsic motivations highly (3.97/5 overall), and that such motivations could be differentiated into cognitive-oriented and social-oriented motivations. The most important predictors of intrinsic motivations for the respondents were institutional variables, especially teacher support and peer support. Importantly, institutional predictor variables were found to diminish the negative impacts of both self-reported poor health and age on these older adults' overall intrinsic motivation to learn. These findings imply that, in Taiwan, providing more teacher- and peer support is likely to increase the intrinsic motivation to learn for vulnerable older adults who are disadvantaged by health problems and old age.

      PubDate: Sat, 19 Sep 2020 00:09:01 GMT
       
  • Volume 60 Issue 2 - How positive is positive psychology in an enabling
           program': Investigating the transformative power of positive
           psychology for enabling students
    • Abstract: James, Trixie; Walters, Vikki
      Positive psychology is one of the newest branches of psychology to emerge, and there is a growing research base of scientific study to validate the significance of this psychological approach in people's lives. This research investigates a unit of study that was developed for students entering university through an enabling program in order to introduce them to proactive solutions and strategies to develop their strengths, capacity and virtues rather than focusing on past weaknesses. Currently, only anecdotal evidence exists indicating that this unit is having a positive impact on the students who have completed the unit. As this research wants to identify the effectiveness of this unit in facilitating change in a student's life, the core tenets of Appreciative Inquiry guided the overall process of formulating the research approach and designing the questions for the survey. Past students became the change actors and their voice and experiences became the data.

      PubDate: Sat, 19 Sep 2020 00:09:01 GMT
       
  • Volume 60 Issue 2 - Adult community education: Australian environmental
           scan
    • Abstract: Devlin, CatherineAdult Learning Australia
      Adult community Education (ACE) is a recognisable education sector that offers accessible lifelong learning opportunities that are learner-centred and needs based.

      The Australian ACE scan profiles the sector in terms of its programs, features and provider types. The scan outlines ACE program participants, outcomes and the policy areas they support. It also explores the challenges facing the sector in terms of sustainability. This scan builds on the work completed in Adult Learning Australia's previous ACE scans (2014; 2015; 2016a; 2017).

      Comprehensive analysis of ACE is impacted by the lack of complete data on all of the work that ACE does. However, this report provides a contemporary profile of the sector through desktop research and analysis of existing data.

      PubDate: Sat, 19 Sep 2020 00:09:01 GMT
       
  • Volume 60 Issue 2 - Promoting quality learning and teaching pedagogy:
           Evaluating a targeted localised Academic Induction Program (AIP) for the
           impact on continuing professional development
    • Abstract: Weuffen, Sara; Andrews, Tulsa; Roberts, Kate
      Despite their position as providers of tertiary education, universities sit beyond normalised discourses of education where qualifications, registration, and continuing professional development are concerned. In this case study, we explore how participation in an academic induction program (AIP) builds foundational andragogy knowledge and skills and fosters individual commitment to continuing professional development (PD) for the critical engagement, maintenance, and enhancement of quality teaching practices. Through a poststructuralist lens, we gathered triangulated evidence via surveys (n=32) and attendance data (n=190). Our findings indicate a positive correlation between AIP attendance and initial PD engagement but identifies a 35% decline in PD uptake six-month post-AIP. Survey responses indicate that while an AIP is a valuable tool for prompting initial engagement in learning and teaching PD, the role and function of teaching within universities needs to be elevated in order to support a career-long commitment to academic enhancement.

      PubDate: Sat, 19 Sep 2020 00:09:01 GMT
       
  • Volume 60 Issue 1 - An age of endarkenment': Can adult education still
           make a difference'
    • Abstract: Brown, Tony
      Adult education has the power to change lives, and in Australia has always been made up of educators and providers capable of adapting to the changing environments around them. Today, however, there is declining support for adult education at a time when there is growing public disenchantment with the political system, an uncivil public discourse, technological disruption and well-grounded fear for our environmental sustainability. This makes the challenge for adult education to meet the varying needs of adult learners more difficult. How might we think of adult education and learning for today's challenging times'

      PubDate: Tue, 7 Jul 2020 18:35:08 GMT
       
  • Volume 60 Issue 1 - From the editor's desk
    • Abstract: Ollis, Trace
      PubDate: Tue, 7 Jul 2020 18:35:08 GMT
       
  • Volume 60 Issue 1 - Opportunities for change: What factors influence
           non-traditional students to enrol in higher education'
    • Abstract: McCall, Deanna; Western, Deborah; Petrakis, Melissa
      In recent years, the Australian federal government has sought to increase the diversity of students attending higher education through supporting students that have traditionally been under represented. This is due to a perception that the attainment of a higher education can enhance a graduate's life as they have greater access to professional positions, which may also lead to higher wages and better career stability. Most of the existing research is focussed on the student's process of deciding to enrol, and how to support students to succeed once they are enrolled, but fails to explore in-depth narratives of students' stated reasons of why they enrol, and if they consider these preconceptions to have been met or challenged.

      The current research contributes knowledge by investigating factors that lead students to enrol in higher education. The study aimed to examine how the Australian federal government's 'Widening Participation' agenda has affected Australians' perception of higher education. It is important to examine how enrolment of non-traditional students has changed throughout the last fifty years, whether and how the Widening Participation agenda influenced enrolment of students and students' perceptions of the factors that led to their enrolment post completion of an enabling program. The research argues that the concept of a 'traditional' student enrolled in higher education is outdated and that 'non-traditional' students are now the majority.

      PubDate: Tue, 7 Jul 2020 18:35:08 GMT
       
  • Volume 60 Issue 1 - Misconceptions in the knowledge of vocational fitness
           students and graduates
    • Abstract: Jolley, Daniel J; Davis, Melissa; Lavender, Andrew P
      The use of non-academic sources of health information is popular among both the public and exercise professionals. However, the quality of this information varies and without the application of critical thinking skills, may lead to misconceptions forming. This research aimed to compare the knowledge, presence of misconceptions, and critical thinking ability of vocational education and training (VET) fitness students at the beginning and end of their training, and qualified personal trainers (PTs). It also examines differences in the sources of information used by students and professionals. An Exercise Science Knowledge Survey was developed to assess knowledge and misconceptions about ten areas of exercise and nutrition. VET students were assessed at the beginning and end of a personal training qualification and PTs were surveyed once. Though VET students' knowledge improved and misconceptions decreased from pre- to post training, PTs did not differ from post-VET students in knowledge, misconceptions, or critical thinking ability. PTs reported using more varied sources of information and were more likely to trust reliable sources. Critical thinking ability correlated with higher knowledge scores and lower misconception scores. Instruction in critical thinking should be embedded at lower levels of VET, and exercise professionals should be encouraged to undertake higher levels of study.

      PubDate: Tue, 7 Jul 2020 18:35:08 GMT
       
  • Volume 60 Issue 1 - Transformative learning through mindfulness: Exploring
           the mechanism of change
    • Abstract: Morris, Thomas Howard
      Making appropriate perspective transformations as we age is necessary to meet the demands of the rapidly changing conditions within our world. Accordingly, there has been a growing interest in the role of mindfulness in enabling transformations. Still, how mindfulness may facilitate perspective transformations is not well understood. The present paper draws from empirical evidence from psychology and cognitive science to discuss the theoretical possibility that mindfulness may facilitate perspective transformations. A theoretical model is presented that depicts an incremental transformative learning process that is facilitated through mindfulness. Mindfulness affords the adult enhanced attention to their thoughts, feelings, and sensations as they arise in the present moment experience. This metacognitive awareness may moderate the expression of motivational disposition for the present moment behaviour, enabling a more objective assessment of the conditions of the situation. Nonetheless, in accordance with transformative learning theory, an adult would have to become critically aware of and analyse the assumptions that underlie the reasons why they experience as they do in order to convert behaviour change to perspective transformation. Further empirical studies are necessary to test this assumption of the theoretical model presented in the present paper.

      PubDate: Tue, 7 Jul 2020 18:35:08 GMT
       
  • Volume 60 Issue 1 - A vocational stream for social care workers: A case
           study
    • Abstract: Thompson, Sally
      This article is a case study of an attempt by a team of VET teachers, researchers and users of social services to develop a more effective, knowledge rich, vocational stream qualification in the Health Care and Social Assistance industry. Health Care and Social Assistance is one of the fastest growing industries in Australia, adding entry-level jobs at a time when other industries are shedding them. Entry to this industry requires a Certificate 3 qualification from the relevant national Training Package.

      Training Packages have been designed to facilitate flexible points of entry to an industry for early school leavers and other disadvantaged groups, and then pathways to further study and careers. However, a growing body of research has pointed to the weaknesses of the training package model and competency based training more generally, to achieve these aspirations. Vocational streams and enhanced attention to knowledge in VET have been suggested as alternative ways forward. This case study draws on this research, and on the voices of service users, to build a more effective program for entry-level learners, while still working within the Training Package system. It highlights the limitations of Training Package Qualifications to provide accessible points of engagement for disadvantaged learners and provide them with the skills and knowledge required to pursue further education and build meaningful careers.

      PubDate: Tue, 7 Jul 2020 18:35:08 GMT
       
  • Volume 60 Issue 1 - Contemporary theories of learning: Learning
           theorists... in their own words [Book Review]
    • Abstract: Ryan, Cheryl
      Review(s) of: Contemporary theories of learning: Learning theorists... in their own words, by Knud Illeris (ed.), Routledge, Abingdon, Oxon, 2012, ISBN 978-0415473446, 265 pp.

      PubDate: Tue, 7 Jul 2020 18:35:08 GMT
       
  • Volume 60 Issue 1 - Making the intangible, tangible: Assessment design
           that fosters curiosity, confidence and collaboration during international
           short-term study tours for Australian students
    • Abstract: Pennings, Mark William; Cushing, Debra Flanders; Gomez, Rafael; Dyson, Clare
      A distinctive characteristic of study tours is their immersive nature, and the type of learning developed in such circumstances often relies on instinctive skills related to confidence, flexibility, curiosity, resilience and risk taking. To discover more about these learning experiences for adult undergraduate students studying varying disciplines in the creative industries at an Australian University, the researchers employed educational action research and developed assessment modules to foster student awareness of intangible skills and personal characteristics during short-term international study tours. On the completion of the tours, participating staff and students provided feedback, via a questionnaire and focus group discussions, that assessed the value of these modules in promoting learning and their contribution to personal growth and cultural sensitivity. Findings show that these modules were highly effective at enabling adult students to become aware of the skills they employed while being actively engaged in international study tours. This study highlights the potential significance of immersive assessment modules that provide specific ways for students to engage with their host country and the cultural differences to which they are exposed.

      PubDate: Tue, 7 Jul 2020 18:35:08 GMT
       
  • Volume 59 Issue 3 - Here we stand: The pedagogy of occupy wall street
    • Abstract: Webb, Darren
      Social movement learning is now an established field of educational research. This paper contributes to the field by offering a critical case study of Occupy Wall Street (OWS). The paper surveys the claims made by the movement's supporters that transformed utopian subjectivities emerged in and through the process of participation, the prefigurative politics of the movement becoming an educative process of dialogic interaction and a moment of self-education through struggle. Drawing on the extensive range of first-hand accounts, and analysing the anarchist and autonomist ideas animating the movement's core activists, the paper highlights the pedagogical lacunae in OWS and reflects on what we as educators, working in and with social movements, might learn from these. What the experience of OWS points to, the paper argues, is the need to avoid romanticising the creation of alternative spaces of learning and overstating the pedagogical possibilities opened up when people gather together and occupy a space.

      PubDate: Wed, 1 Jan 2020 02:47:10 GMT
       
  • Volume 59 Issue 3 - Learning by participating in social movements:
           Ethnographic research in Madrid (Spain)
    • Abstract: Melero, Hector S; Gil-Jaurena, Ines
      Learning in social movements has been studied using different approaches, such as critical pedagogy, public pedagogy and adult education (Ollis, and Hamel-Green, 2015). While in the field of formal education, the focus is usually on 'education for citizenship' or 'citizenship education' (Schugurensky, 2006, 2010; Schulz, Ainley, Fraillon, Losito, and Agrusti, 2016; Tawil, 2013), educational studies that focus on social movements can be classified into two large unrelated groups (Niesz, Korora, Walkuski, and Foot, 2018). One explores the influence of social movements in formal education, with diverse approaches and little connection among them. The other studies learning in social movements, mostly inserted in the field of adult education and that form a corpus of interrelated and expanding knowledge. However, there are still few works that arise from an idea of complementarity or that have a double focus on citizen education that leads to activism, and activism as an educational process (Davies, Evans, and Peterson, 2014). Our previous studies1 arose from the idea of complementarity and an understanding that in order to formulate proposals for citizenship education, the object of study must be how citizenship and participation learning happens. That is, trying to understand the learning experiences of activists and the learning that takes place in spaces of participation, such as social movements, to formulate educational proposals (Gil-Jaurena, Ballesteros, Mata and Sanchez-Melero, 2016; Melero, 2018).

      PubDate: Wed, 1 Jan 2020 02:47:10 GMT
       
  • Volume 59 Issue 3 - Close, yet so far apart: Bridging social movement
           theory with popular education
    • Abstract: Heidemann, Kai A
      This special issue of the Australian Journal of Adult Learning is a great opportunity to bridge two areas of scholarship that are in close proximity to one another, but have generally failed to establish systematic dialogues and exchanges. These domains, of course, are comprised of educational scholarship devoted to the study of 'adult' and 'popular' education on the one hand, and sociological scholarship on 'social movements' on the other. While the study of popular education1 has thematic proximity to the social movement literature, it is not a terrain of systematic research and theorising by social movement scholars. A recent search of the terms 'popular education', 'community education' and 'adult education' in both the titles and keywords of two leading social movement journals over the past two decades, for example, yielded zero hits2. On the other side of the equation, while scholars of popular education may frequently invoke terms such as 'social movement' and 'activism', the tools of social movement theory are rarely put to use within this literature (cf. Kilgore, 1999). That these two literatures are so close, but so far apart is rather astonishing given their overlapping concerns for issues of resistance, solidarity, democratisation and social transformation. In this essay, I briefly address the gap between social movement studies and popular education studies, and then proceed to engage in some initial bridge-building work by discussing the concept of 'free space' (Groch, 2001; Polletta, 1999; Polletta, and Kretschmer, 2013). In particular, I suggest that by theorising community-based sites of popular education as 'free spaces', scholars can better investigate the ways in which the participants within these sites engage in educational practices that actively promote the reproduction of movement-based strategies, tactics, meanings and identities. From such a conceptualisation, researchers can explore the question of how local-level sites of popular education bolster the broader-level influence of social movements in society, thus shedding important light on the socio-political outcomes of popular education programs.

      PubDate: Wed, 1 Jan 2020 02:47:10 GMT
       
  • Volume 59 Issue 3 - Call for papers for a special issue on: Adult
           learning: Transforming individuals and communities over the decades
    • PubDate: Wed, 1 Jan 2020 02:47:10 GMT
       
  • Volume 59 Issue 3 - From the guest editor's desk
    • Abstract: Earl, Cassie
      PubDate: Wed, 1 Jan 2020 02:47:10 GMT
       
  • Volume 59 Issue 3 - Spaces of political pedagogy occupy!: And other
           radical experiments in adult learning [Book Review]
    • Abstract: Rawolle, Shaun
      Review(s) of: Spaces of political pedagogy occupy!: And other radical experiments in adult learning, by Cassie Earl, Routledge, Abington and New York, 2018, 195 pp.

      PubDate: Wed, 1 Jan 2020 02:47:10 GMT
       
  • Volume 59 Issue 3 - Exploring the power of the media in promoting lifelong
           learning and popular mobilisation drive against 'Galamsey' in Ghana
    • Abstract: Biney, Isaac Kofi
      This paper explores the power of media in promoting lifelong learning in mobilising the citizenry against 'galamsey' activities in Ghana. 'Galamsey' connotes 'an illegal process of gathering mineral resources, especially gold, and selling them'. It is an activity engaged in by young adults resulting in destroying water bodies and posing water-related challenges to the citizenry. This qualitative study sought to ascertain what informed practitioners in the media space to mount a sustained lifelong learning drive against 'galamsey' in Ghana. The study used in-depth interview and focus group discussions to collect data from 15 participants purposively selected. Six male and female participants also shared their experiences on the 'galamsey' menace and the fight against it. Their thought, views and insightful ideas lie at the heart of this study. It emerged that the 'galamsey' activities were complex and engaged in by both Ghanaians and foreigners using heavy earth moving machines destroying forest vegetation cover and water bodies. The players involved bribe their way for protection. This paper recommends that the Government of Ghana and media houses involved in the fight against 'galamsey' sustain the lifelong learning drive to save water bodies, arable lands, and forest vegetation cover in Ghana.

      PubDate: Wed, 1 Jan 2020 02:47:10 GMT
       
  • Volume 59 Issue 3 - Student voice and agency for Indigenous Maori students
           in higher education transitions
    • Abstract: Amundsen, Diana
      This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Maori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Maori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Maori students enrolled in a wananga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wananga, participants felt their Maori cultural identity was highly valued; within polytechnics, there was a sense that Maori culture is included but more could be done; within universities, a need for more inclusive practices to support Maori learner requirements was identified. This empirical research outlines learning for Maori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

      PubDate: Wed, 1 Jan 2020 02:47:10 GMT
       
  • Volume 59 Issue 3 - Reconceptualising activism for a pedagogy of struggle:
           Occupying education, the power of the empty signifier for the future of
           education
    • Abstract: Earl, Cassie
      The global Occupy! actions gave some pause for thought. At first, some thought that this was a global movement that could change the way politics was conducted and maybe see the end of capitalism as we knew it. The hopes for Occupy! were high, but the highest hopes for the movement were short lived. This paper examines Occupy!'s legacy; what potential remains and where educators might go with it. An argument is presented that Occupy! became an empty signifier: a 'bucket' of discontent into which thousands of disjointed, dissenting voices and discontents were poured, ranging from the original Wall Street encampment to the Umbrella revolution in Occupy Central. The paper looks at the power of the 'empty signifier' as a galvanising mechanism and explores what this could mean for education. The notion of occupying the curriculum in HE will be explored as a unifying mechanism for multidisciplinary teaching and learning.

      PubDate: Wed, 1 Jan 2020 02:47:10 GMT
       
  • Volume 59 Issue 3 - Learning in social movements: Emotion, identity and
           Egyptian diaspora becoming 'logically and emotionally invested' in the
           continuing struggle
    • Abstract: Underhill, Helen
      This article explores the implications of learning in social movements on diaspora activists' engagement with struggle. Focussing on emotions within social movement learning and the connection to activists' multiple identities, the paper examines the complex terrain of learning as embodied and rooted in emotionally situated beliefs and values. The theoretical framework that informs this enquiry brings diaspora and identity into conversation with emotions in social movement learning and Boler's 'Pedagogy of discomfort'. Developing these connections contributes a new approach to understanding the emotional dynamics of activism and the implications of learning in this context on social movement participation. Based on qualitative research with diasporic accounts of participating in activism related to the continuing Egyptian revolution, the analysis contributes a deeper understanding of how learning in struggle shapes multiple forms of connectedness and the implications learning in this context can have for activists' engagement with struggle. The findings add to existing knowledge of learning in social movements through a framework where cognition and emotion are 'inextricably linked' (Boler, 1999, p. xix) and to diaspora studies by highlighting that engagement is underpinned by situated and embodied identities that shape possibilities for learning.

      PubDate: Wed, 1 Jan 2020 02:47:10 GMT
       
 
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