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Authors:Lisa R. Merriweather, Edith Gnanadass, Dianne Ramdeholl, Ralf St. Clair, Jacob Frankovich Pages: 335 - 338 Abstract: Adult Education Quarterly, Volume 72, Issue 4, Page 335-338, November 2022.
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Authors:Kaela Jubas Abstract: Adult Education Quarterly, Ahead of Print. In this article, I explore the pedagogical function of #MeToo, highlighting what it might teach about gender-based mistreatment and mainstreamed feminism. I begin by reviewing linkages between adult education and social movements, then trace the development of #MeToo, drawing on both media and scholarly texts. Next, I apply the concepts of feminist snap and neoliberal feminism, layered on top of Foucault's thoughts on confession, to examine how #MeToo has been shaped by the newer phenomena of neoliberalism and social media, and the older phenomena of feminism and social inequities. The role of confession in social ideals of the feminine, feminist activism, and neoliberalism becomes a steady consideration. My analysis illuminates tensions in globalized feminist activism, and possibly other types of equity-seeking movements, and the adult learning and education that it fosters. Citation: Adult Education Quarterly PubDate: 2022-10-28T06:34:46Z DOI: 10.1177/07417136221134782
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Authors:Anna Caroline Bernhardt, Katrin Kaufmann-Kuchta Abstract: Adult Education Quarterly, Ahead of Print. International research on adult education systems reaches certain limitations when explaining differences between and within countries. Often, research within the multilevel system of adult education examines issues located at the macro-level, meaning policy and legal frameworks, and at the micro-level, dealing with impacts on learners. This article focuses on the meso-level of adult education in two sample countries, referring to providers and their educational offers of publicly financed basic and community education. Guided by the theoretical approaches of educational governance and neo-institutionalism, we identify governance regimes and organizational fields and analyze the impacts of legal and financial regulation on providers and their provision. Based on document review and expert interviews, relations at the national and regional levels are analyzed. We find a decentralized system supporting the regional provision of basic adult education in Spain and a mixture of national and regional regulations leading to regional provision based on learners’ needs in England. Citation: Adult Education Quarterly PubDate: 2022-10-19T01:43:05Z DOI: 10.1177/07417136221132779
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Authors:Mehdi Moharami, Anne Keary, Alex Kostogriz Abstract: Adult Education Quarterly, Ahead of Print. Iranian authorities view English language learning as a disturbing influence on national identity. They are concerned about its impact on learners’ identities. Despite the political concern, there is growing interest in learning English in Iranian private schools for personal and social development. This article reports on a study in which six male and two female adult English language learners in Iran were interviewed. The semi-structured interviews provided insights into learners’ identity formation and social practices. The data showed developments in learners’ perceptions of national identity, cultural, and religious practices. The globalization of English has amplified learners’ level of access to the discourse of others, while the level of investment in learning is indispensable in their identity formation. This research argues that English language learning and its associated everyday practices lead to learners’ identity work. This has significant implications for language education in cultures with adverse views toward learning English. Citation: Adult Education Quarterly PubDate: 2022-09-28T05:06:38Z DOI: 10.1177/07417136221129625
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Authors:Trisha Barefield, Aliki Nicolaides Abstract: Adult Education Quarterly, Ahead of Print. This paper uses Vygotsky's cultural-historical development theory to examine the theoretical lineages that influenced Marsick and Watkins’ (1990) model of informal and incidental learning. After discussing the context of each influence, the paper applies cultural-historical development theory to the many updates that Marsick, Watkins, and collaborators have contributed, moving the model into a theory. In 1990, Marsick and Watkins named the work of Dewey, Lindeman, Lewin, Knowles, Polanyi, and Argyris and Schön as primary influences for the formation of their informal and incidental learning model. By focusing on the context of each of the theorists who influenced the original Marsick and Watkins model and sketching the connections between the theorists' ideas and experiences, this paper fulfills the twofold purpose of exploring the context of Marsick and Watkins' model-turned-theory and providing a model for Vygotsky-informed literature reviews. Citation: Adult Education Quarterly PubDate: 2022-09-15T04:00:32Z DOI: 10.1177/07417136221125462
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Authors:Francesco Marcaletti, Tatiana Íñiguez-Berrozpe, Carmen Elboj-Saso, Emma Garavaglia Abstract: Adult Education Quarterly, Ahead of Print. Adult training is a fundamental strategy for the improvement of workers’ skills and employability. However, as workers age and remain in the same company, the risk of losing motivation for learning may grow. In a sample of 1,452 workers from 17 Spanish companies, we analyzed to what extent the training factor increases their quality of employment and the assessment they make of their organization, despite the negative effect of the passing of time. To do so, we implemented a structural equation model that considered the effects of the variables “seniority in the company” and “training” on quality of employment. We tested this model through multigroup analysis by differentiating between workers aged under 50 and those aged 50 years and older, showing that the positive effect of training is stronger in older workers and reduces the negative effect of seniority in the company for those aged under 50. Citation: Adult Education Quarterly PubDate: 2022-08-25T04:34:17Z DOI: 10.1177/07417136221121594
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Authors:Alexis Cherewka, Esther Prins Abstract: Adult Education Quarterly, Ahead of Print. Adult basic education (ABE) scholars, practitioners, and policymakers have long debated the purpose and outcomes of federal ABE policy. Although the current policy, the Workforce Innovation and Opportunity Act (WIOA), became law in 2014, there is no comprehensive analysis of the diverging perspectives on WIOA implementation. This integrative literature review generates a synthesis of WIOA-Title II implementation and suggests implications for future research. Based on a thematic analysis of 35 publications (2014–2021), the paper elaborates on four themes: limited ABE funding and the need to use funds efficiently, WIOA-mandated coordination between ABE providers and workforce development partners, increased accountability requirements that narrowly focus on economic outcomes, and framing adult education for economic purposes. Future research on WIOA-Title II implementation should build on this foundation to inquire for whom WIOA works, where it works, and under what conditions it is or isn’t successful in helping learners to flourish. Citation: Adult Education Quarterly PubDate: 2022-07-25T05:19:20Z DOI: 10.1177/07417136221105884
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Authors:Ilya Korshunov, Sergei Lubnikov, Maxim Miroshnikov, Arkadii Tyunin Abstract: Adult Education Quarterly, Ahead of Print. Using the PIAAC data, we show how exposure to various dimensions of nonformal and informal learning relates to the problem-solving capacity in a technology-rich environment for working adults. The sample included permanent staff from various economic sectors, self-employed individuals, and casual employees doing fixed-term contracts (n = 1248) between 16 and 65 years, 38% of participants were males. A regression analysis showed that managerial practices such as degree of autonomy, frequency of interaction with coworkers, participation in training and counseling, and handling of routine and complex in-job problems are important factors associated with problem-solving scores for the respondents at every level of educational attainment. Underdevelopment of managerial practices can be connected to the lingering transition to the market system which hinders the flexible transition of skills and training in the workplace and lowers problem-solving scores in Russia compared to OECD countries. Citation: Adult Education Quarterly PubDate: 2022-07-14T08:01:53Z DOI: 10.1177/07417136221113577
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Authors:Mary Baxter Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Eric A. Sader Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Annalisa L. Raymer Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Lyn Tett Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Leona M. English Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Susan M. Yelich Biniecki Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Thiri Soe Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Daphne W. Ntiri Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Tyechia Veronica Paul Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Nadim Mirshak Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Pushpa Kumbhat Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Ajima Olaghere Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Avery M. D. Davis Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Tetyana Hoggan-Kloubert, Chad Hoggan First page: 3 Abstract: Adult Education Quarterly, Ahead of Print. Contemporary society is experiencing an epistemic crisis, evidenced by such “post-truth” phenomena as “alternative facts.” Traditional notions related to knowledge and Truth have been under continual, partly justifiable, attack under the eclectic banner of postmodernism, and alternative epistemic foundations (essential for democracy to function) have not been provided. Drawing on the European and North American literature of political theory, philosophy, and adult education, this article offers an update and defense of three core epistemic concepts: rationality, autonomy, and pluralism. To address the epistemic crisis, adult education needs to develop epistemically responsible learners, promote diverse public learning spaces (agoras), and teach learners how to engage in meaningful dialogue outside of their own echo chambers. Citation: Adult Education Quarterly PubDate: 2022-02-14T02:56:12Z DOI: 10.1177/07417136221080424
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Authors:Yong Zhang, Douglas D. Perkins First page: 21 Abstract: Adult Education Quarterly, Ahead of Print. We define community education as organized lifelong learning through voluntary participation in collective efforts to critically address both individual and community needs. Community education has roots in European folk schools, United States participatory democracy, and Latin American “popular education.” Community education developed more recently in China in response to Learning Society and Lifelong Education policy. We present a new framework of community education that includes a theoretical component, emphasizing learning and participation principles. The organizational component includes traditional and nontraditional schools and other local organizations engaged in community education. The program component includes community service, empowerment, and combined models. We also apply the framework to an ecological-psychopolitical model of community education, which considers multilevel (individual, organizational, community/societal) processes of liberation or empowerment across four environmental domains or forms of capital: sociocultural, physical, economic and political. We conclude by examining two brief ethnographic case studies of community education in Shanghai, China. Citation: Adult Education Quarterly PubDate: 2022-01-04T04:17:35Z DOI: 10.1177/07417136211062252
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Authors:Lorenzo Bowman First page: 102 Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Carrie B. Kisker First page: 104 Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Joni Schwartz-Chaney First page: 106 Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Patrick Filipe Conway First page: 361 Abstract: Adult Education Quarterly, Ahead of Print. This article synthesizes literatures relating to the fields of andragogy and prison education. It is a key moment to reflect on teaching practices inside carceral settings. As Pell Grant availability for incarcerated students is set to expand dramatically, many college and university faculty are soon likely to be entering prisons as instructors for the first time. This article contends that the tenets of andragogy provide a useful framework for structuring prison education course syllabi, activities, assignments, and evaluation methods. With the aim of valuing students’ life experiences and assisting in the process of self-direction, andragogy can help combat some of the most harmful dynamics inside prisons, encouraging students to maintain an important degree of agency over their own learning. Citation: Adult Education Quarterly PubDate: 2022-05-10T06:09:14Z DOI: 10.1177/07417136221100481
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Authors:Rebecca Ye, Margarita Chudnovskaya, Erik Nylander First page: 380 Abstract: Adult Education Quarterly, Ahead of Print. It is well established that participation in formal adult education varies by individual background characteristics. However, less attention has been paid to examining inequality in participation as a consequence of policy changes, such as educational expansion. This paper examines the process of tremendous expansion in Swedish Higher Vocational Education (HVE), a vocationally oriented postsecondary educational segment driven by labor market needs. Using a demographic approach with a sociological lens on educational participation, we analyze administrative data from registers, uncovering who has been served by this expanding adult educational form. Our results indicate that expansion of HVE has led to growth in participation for policy-prioritized groups, although the rate of growth in enrollment between groups varies and corresponds to population changes. We also locate the extent of cumulative advantages in participation and discuss these results in relation to social (in)equality in formalized HVE. Citation: Adult Education Quarterly PubDate: 2022-03-07T09:51:57Z DOI: 10.1177/07417136221080423
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Authors:Teresa Alves Martins, João Arriscado Nunes, Isabel Dias, Isabel Menezes First page: 401 Abstract: Adult Education Quarterly, Ahead of Print. Despite the increase in life expectancy and the intensification of research with older populations, little is known about the relation between adult learning and engagement in social, civic, and political participation experiences. In this study, we interviewed 18 older adults involved in a diversity of contexts, from senior universities to civic associations or political organizations to explore whether and how these were perceived as learning experiences. Our findings reinforce the vision of social, civic, and political participation as learning experiences with a strong intergenerational component, where teaching and learning coexist. Participants recognize gains in a variety of knowledge and skills, from the more technical to the more interpersonal/social and political. Previous educational background and the lack of learning opportunities in old age are recognized as barriers to participation. Therefore, social, civic, and political participation clearly seems to transcend the strictly feel good and/or recreational perspective, emerging as valid adult education experiences. Citation: Adult Education Quarterly PubDate: 2022-02-15T07:36:59Z DOI: 10.1177/07417136221080432
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Authors:J. Adam Perry First page: 422 Abstract: Adult Education Quarterly, Ahead of Print. Grounded in an analysis of interviews with migrant farm workers in Canada, this article explores how learning in the everyday contexts of temporary transnational labor migration is implicated in both migrant identity formation and the social reproduction of an established and growing labor migration regime. The article focuses on thinking through how workers negotiate the intergenerational workplace tensions that permeate life in Canada's Seasonal Agricultural Worker Program. The findings suggest that through their sustained participation in the everyday social practices that develop through dormitory-living, transnational laborers learn to become migrant workers. This formation of migrant worker identities in turn contributes to the reproduction of the social relations that support the ongoing practice of circulatory labor migration in the Canadian agricultural industry. Citation: Adult Education Quarterly PubDate: 2022-04-19T05:55:20Z DOI: 10.1177/07417136221095480
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Authors:Sara Carpenter First page: 439 Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Judy Danley First page: 442 Abstract: Adult Education Quarterly, Ahead of Print.
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Authors:Mark Oromaner First page: 444 Abstract: Adult Education Quarterly, Ahead of Print.
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