Authors:Bruno de Oliveira Jayme Abstract: The Handbook of Adult and Continuing Education, (2020). Rocco, T. S., Smith, M. C., Mizzi, R. C., Merriweather, L. R., & Hawley, J. D. (Eds). American Association for Adult and Continuing Education & Stylus Publishing. PubDate: 2021-11-10 Issue No:Vol. 33, No. 2 (2021)
Authors:Robert Mizzi, Nancy Taber, Leona English, Donovan Plumb, Scott MacPhail Abstract: Five editors reflect on their experiences as being editors of the Canadian Journal for the Study of Adult Education (CJSAE). One thread that emerges from this conversation is that leading the journal requires a broad effort involving many people who are deeply committed to academic work and social change. A second thread is that the CJSAE does more than publish articles. It builds community, provides a vital knowledge resource, and advances adult education and social development in Canada. PubDate: 2021-11-10 Issue No:Vol. 33, No. 2 (2021)
Authors:Welly Sousa Abstract: This content analysis aims to explore how community development has been conceived in Canadian adult education based on publications of the Canadian Journal for the Study of Adult Education from 2009 to 2019. This article is motivated by the understanding that community development is an intrinsic part of the Canadian adult education history and is also a way to celebrate the 40th anniversary of CJSAE. I suggest that there are five ways to conceive community development within Canadian adult education in the period analyzed: classroom-based and research-based community development, transnational feminist radical community-led development, feminist empowerment focused community development, film festivals as community development, and queer activism and community development. I conclude by saying that despite community development being a terminology seldom explored in the articles, the commitment to building communities to liberate and transform society is still the driving force that moves us forward in our field. PubDate: 2021-11-10 Issue No:Vol. 33, No. 2 (2021)
Authors:Shauna Jane Butterwick, Suzanne Smythe, Jing Li Abstract: Informed by critical feminisms, we undertook a cartography of publications in the Canadian Journal for the Study of Adult Education (CJSAE) from 2009 to 2019. We focused on two sets of publications: those that reported on community-based research (CBR) methods and those that aimed to address marginalization as a mode of oppression, with a particular interest in those articles in which CBR and marginalization intersect. Our explorations led us to reflect on important shifts in CBR reported in CJSAE in the decade of study, as well as persistent tensions surrounding the recognition of this research within mainstream academia. We also observed that the theorization of marginalization, and how this concept is taken up with respect to researcher positionality and the politics of research, requires more attention in adult education research. We interpret adult education research as an institution, a regime of truth (Smith, 1987) that opens and/or forecloses possibilities for social transformation, with implications for academic practices and the democratization of knowledge. PubDate: 2021-11-10 Issue No:Vol. 33, No. 2 (2021)
Authors:Rusa Jeremic Abstract: For 40 years, the Canadian Journal for the Study of Adult Education has been instrumental in promoting debate on critical pedagogy and sharing best practices in transformative education. In 2020, it became clear that we were in a new digital age, as the threat of the coronavirus resulted in a paradigmatic global shift in how we do “all the things.” This paper argues that it is no longer useful for critics to simply reject the digital through drawing three conclusions: (a) it is crucial to build the new with the old, by complimenting decades of critical pedagogical theorization; (b) the moment to deepen our critical analysis is a moment to accept the digital era in an “it’s here, it’s now—what’s next'” framework; and (c) articulating digital critical pedagogy as an approach about both doing—equipping learners with agility and fluency —and thinking—developing and applying a critical analytical social justice lens. Adopting critical digital pedagogy in contemporary democratic societies is vital to ensure future generations are not only digital but fluent and, importantly, critical. PubDate: 2021-11-10 Issue No:Vol. 33, No. 2 (2021)
Authors:Stacey Crooks, Paula Elias, Annie Luk Abstract: In our paper, we examine the ways academic writers have taken up the concept of literacy in the pages of CJSAE since 2011. We discuss key policy events from the last decade to provide a broad context for how adult literacy has been conceptualized and researched in CJSAE. We then review publications that discuss adult basic literacy in CJSAE as well as articles that we describe as ‘adjacent’ to adult literacy: their interests or sites of study overlap, but are not explicitly linked, with adult basic literacy. Finally, we interrogate the tension between these two groups of publications and consider the implications of an absence of adult basic literacy in CJSAE for adult learners and practitioners. PubDate: 2021-11-10 Issue No:Vol. 33, No. 2 (2021)
Authors:Judith Potter Abstract: This study, University-Based Approaches for Older Adults: Adapting Universities for the 100-year Lifespan,uses the McGill Community for Lifelong Learning (MCLL) as a case study to probe issues related to seniors’ learning within university contexts, including demographics, effects of learning on the lives of older adults, mutual benefits and expectations for learners and the university community of which they are members. The intention of this research is to enable the continuous improvement of MCLL and, given national and international demographic shifts, to add new perspectives to the literature on the increasingly vital topic of continuing to learn throughout the lifespan. This study adds to the literature regarding seniors’ learning and the role of universities by providing an important case study that highlights the voices of older adults. The work provides observations and recommendations that can help to inform other universities and their practices regarding this demographic. PubDate: 2021-11-10 Issue No:Vol. 33, No. 2 (2021)
Authors:Lorraine Carter, Diane Janes Abstract: In this conceptual paper, the authors consider how select themes found in the Canadian Journal for the Study of Adult Education from 2010-2020, other theoretical principles and practices from the broader education literature, and the lived experiences of adult and continuing education units in 2020 will shape the future of adult and continuing education practice for years to come. Attributes of adult and continuing education units that will thrive and assist Canada in re-building in a post-2020 world include sustained investment in on-line educational technologies; programming that enables displaced workers to re-enter the workplace expeditiously through alternate pathways and credentials as well as health- and socially-focused programs given Canada’s aging population and the social consequences of 2020; recognition of the prior achievements of adult learners including those from immigrant backgrounds; and tighter bonds between adult and continuing education units and the larger Academy including its teaching, learning, and scholarship communities. PubDate: 2021-11-10 Issue No:Vol. 33, No. 2 (2021)
Authors:Shibao Guo, Jingzhou Liu Abstract: This article takes stock of research on immigration and adult education in Canada between 1981 and 2020. Drawing on intersectionality theory, the analysis focuses on how race, gender, class, and sexual orientation intersect to shape the experiences of adult immigrant learners in producing social inequality. The findings reveal that although Canadian adult educators have progressively adopted an intersectional approach to the study of immigrant experiences in Canada, this shift is insufficient for building inclusive learning spaces that are capable of assisting marginalized immigrants in overcoming multifaceted challenges in the host society. In light of this, we propose an integrative intersectional framework that goes beyond the existing triple analysis embracing racialized immigrants as actors and agents of change with reference to the specifics of everyday reality through the struggle for identity and social equality. This approach also allows adult educators to examine the internal and external layers of complexity between social categories and structural power, constructing a more integrative landscape to capture social and power relations. PubDate: 2021-11-10 Issue No:Vol. 33, No. 2 (2021)
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