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Select the letter from the list above to jump to appropriate section of the Abstracts of Papers index. Abstracts are in alphabetical order by the first letter of the author's last name.
Select the letter from the list above to jump to appropriate section of the Abstracts of Roundtables index. Abstracts are in alphabetical order by the first letter of the author's last name.
Abstracts from symposia are listed in the order they appear in the published version of the proceedings. Jump to the beginning of the Abstract from Symposia.
Published
Conference Proceedings -
University of British Columbia
Information is available regarding the 2000 published version of the conference proceedings edited by University of British Columbia.
Aiken, Lolita
Chappel, Brenau
University, USA
Weathered by Their Experiences: Black Women
Returning to RN Completion Programs 
Abstract: The purpose of this study was to explain factors that affect the participation of Black women in RN completion programs.
Alfred, Mary V., University
of Wisconsin–Milwaukee, USA
The Politics of Knowledge and
Theory Construction in Adult Education: A Critical Analysis from an Africentric
Feminist Perspective
Abstract: The Eurocentric worldview has dominated research and practice in adult higher education at the exclusion of other worldviews. Using the contours of the Africentric tradition, this paper examines the philosophical assumptions of andragogy and self-directed learning for their applicability to understanding and facilitating learning and knowledge construction among members of African descent.
Andruske, Cynthia Lee,
University of British Columbia, Canada
Self-Directed Learning as a
Political Act: Learning Projects of Women on Welfare
Abstract: This paper explores self-directed learning of women on welfare in their transitions to paid work and education as political act, and expands the definition of self-directed learning to the political realm.
Armstrong, Paul, Birkbeck
College, University of London, UK
All Things Bold and Beautiful:
Researching Adult Learning Through Soaps
Abstract: This paper proposes that, globally, informal lifelong learning outside of education institutions is often neglected, and that cultures of learning must recognize and value a wide range of informal learning. In popular culture, soap operas have both intentionally and unintentionally been sites for learning, and their significance need to be more thoroughly researched. But this challenges conventional methodologies. Innovative approaches are needed, including the use of chat forums on the worldwide web, through the internet.
Baird, Irene C., Pennsylvania
State University at Harrisburg, USA
Violence Against Women: Looking
Behind the Mask of Incarcerated Batterers
Abstract: Addressing violence against women by sharing battered prison women's written accounts with incarcerated male abusers, in a Freirian/humanities adult education program, confirmed the feminist perspective of male entitlement, female subordination in a sociohistorical context.
Barlas, Carole; Kasl, Elizabeth;
Kyle,Roberta; MacLeod, Alec; Paxton, Doug; Rosenwasser, Penny and Sartor, Linda,
California Institute of Integral Studies, USA
Learning to Unlearn White Supremacist
Consciousness
Abstract: Using cooperative inquiry as a self-directed learning strategy, people of European-American descent learn to unlearn white supremacist consciousness. Facilitators of changed thinking and behavior include relationships of trust in the all-white inquiry groups and relationships with people of color in participants' daily lives.
Beckett, David,
The University of Melbourne, Australia
Morris, Gayle, Northern
Melbourne Institute of Technical and Further Education, Australia
Ontology At Work:
Constructing the Learner/Worker
Abstract: Constructing adult learners’ and workers’ identities starts with their embodied actions, and to do this we present a philosophical perspective, two fieldwork sites and a model for learning.
Beder, Hal; Medina, Patsy and
Eberly, Marian, Rutgers University, USA
The Adult Literacy Classroom as a Social System
Abstract: This presentation reports the results of a study of adult literacy education classroom behavior in which twenty adult literacy classes were observed twice in seven states. It was found that in adult literacy classes the predominant mode of instruction closely parallels the initiation, response, evaluation (IRE) mode that Mehan (1979) identified in his study of an elementary education classroom.
Bingman, Mary Beth,
The University of Tennessee, USA
Action Research on Documenting
Learner Outcomes: Can We Move Beyond the Workforce Investment Act?
Abstract: An action research project with three adult basic education programs focused on ways to document the invisible outcomes in learners’ lives. It has led to increased understanding of how programs might identify and measure those outcomes not captured by traditional assessments.
Boshier, Roger, University
of British Columbia, Canada
Voices From the Deep: What the
Pacific Charmer Tragedy Means for Preventing Fishing Accidents
Abstract: The CFV Pacific Charmer capsized, sank and two men died. Using interviews with survivors, associates of the deceased and rescuers, the author theorizes the incident and charts what needs to be done to prevent fishboat "accidents."
Brookfield, Stephen,
University of St. Thomas, USA
Contesting Criticality: Epistemological and Practical Contradictions in Critical
Reflection
Abstract: Being critical is not an unequivocal concept. It is, rather, a contested idea. How the terms critical or criticality are used reflects the ideologies of the users.
Brown, Angela Humphrey and Uhde,
Anna P., Piedmont College, USA
Making Mathematics Come Alive: The Effect of Implementing Recommended Teaching
Strategies in the College Classroom.
Abstract: This study examines the experiences of adult students during the implementation of recommended adult education practices in a mathematics methods course. The purpose of the study was to discover what effect utilizing adult education teaching strategies had on graduate students who perceived themselves as uncomfortable or inadequate in mathematics.
Butterwick, Shauna,
University of British Columbia, Canada
Selman, Jan, University of
Alberta, Canada
Telling Stories and Creating Participatory Audience: Deep Listening in a
Feminist Popular Theatre Project
Abstract: Combining the understandings of popular theatre as praxis, with feminist scholarship on the struggles and power within the various women’s movements, this paper reports on a community-based project which has created new opportunities for story telling and listening. Through this initiative, different understandings about creating coalitions for social justice have developed.
Carré, Prof. Philippe,
Université Paris X Nanterre, France
Motivation in Adult Education: From Engagement to Performance
Abstract: This paper will focus on recent developments on the theme of adult motivation for education and training. It is based on the results of a large empirical research project conducted in France between 1997-99 .
Castleden, Heather and Kurszewski,
Denise, University of Alberta, Canada
Re/searchers as Co-learners: Life Narratives on Collaborative Re/search in
Aboriginal Communities
Abstract: Our goal is to share our lived experience of the unanticipated learning that occurred during our inquiry into educational issues in Aboriginal communities. What stems from this inquiry is a recognition that re/searchers are co-learners rather than experts. Consequently, we are endeavouring to increase awareness of ethical considerations regarding re/search.
Clark, M. Carolyn,
Texas A&M University, USA
Women’s Development at the Margins:
Incarcerated Women’s Search for Self
Abstract: This study examines how one group of marginalized women, the incarcerated, construct their sense of self. Using the notion of nonunitary subjectivity to analyze life history narratives, I demonstrate how multiple positionings within available discourses serve to disadvantage these women.
Clarke, Julia; Edwards, Richard
and Harrison, Roger, Open University, UK
Is There Madness in the Method? Researching Flexibility in the Education of
Adults
Abstract: This paper explores the process of formulating research questions for an ongoing empirical study of conceptions of flexibility and lifelong learning in the context of further education in the UK. The process is represented in three parallel versions: an algorithmic tale, a tale of improvisations and a reflexive tale.
Daley, Barbara J.,
University of Wisconsin – Milwaukee, USA
Road Map or Mosaic: Relationships among Learning, Context and Professional
Practice
Abstract: This qualitative interpretivist study analyzed the interrelationships among professional practice, the knowledge gained in continuing professional education programs, and the context of employment. Social workers, lawyers, adult educators and nurses participated in this study.
Ebert, Olga and Bingman, Mary
Beth, The University of Tennessee, Knoxville
One Year After Enrollment in Literacy Programs: A Study of Changes in Learners'
Lives
Abstract: The study examined changes in the lives of 450 Tennessee adults one year after they enrolled in literacy programs. Among the findings were: increase in rate of employment, in participants’ self-esteem, in their involvement in community organizations, and in some literacy practices.
Edwards, Richard, Open
University, UK
Usher, Robin, Royal Melbourne
Institute of Technology, Australia
One Year After Enrollment in Literacy Programs: A Study of Changes in Learners'
Lives
Abstract: In this paper, we argue that moves to reconfigure the education of adults as a dimension of lifelong learning signify a postmodern condition of education. In particular, we suggest that lifelong learning contributes to performativity and a loss of mastery, while at the same time opening up different possibilities for adult learners. This poses complex challenges to adult educators.
Egan, John, University
Of British Columbia, Canada
Interdictions & Benedictions–AIDS
Prevention Discourses in Vancouver Canada
Abstract: AIDS education has brought discourses regarding (homo)sexuality into the mainstream. This study of prevention-related artifacts from Vancouver analyzes key discursive aspects of local AIDS prevention programs.
Ellinger, Andrea D.,
The Pennsylvania State University–Harrisburg,
USA
Yang, Baiyin,
University of Idaho Boise, USA
Ellinger, Alexander E.,
Villanova University, USA
Is the Learning Organization for Real? Examining the Impacts of the Dimensions
of the Learning Organization on Organizational Performance
Abstract: Despite the controversial nature of the learning organization concept, few empirical studies have examined the relationship between the learning organization concept and firm performance. An exploratory study was conducted using the DLOQ© along with objective measures of firm financial performance to assess this association. Findings suggest positive associations between the learning organization concept and firm performance.
Fenwick, Tara, University
of Alberta, Canada
Hutton, Susan, University of
Calgary, Canada
Women Crafting New Work: The Learning of Women Entrepreneurs
Abstract: This report presents findings of a cross-Canada qualitative study examining learning processes of new women business-owners, to explore the emergence and nature of women’s experiential or ‘informal’ learning in work they invent.
Fleming, Jean E. A. and Caffarella,
Rosemary S., University of Northern Colorado, USA
Leadership for Adult and Continuing Education
Abstract: This paper reviews findings from a study of the perceptions of adult educators of leadership for the field of adult and continuing education. Findings are ultimately organized according to the contexts and dimensions of leadership.
Fragoso, A., Universidade
do Algarve, Portugal
Lucio-Villegas, E., Universidad
de Sevilla, España
Adult Education in the End of the Century: A Reflective Review from Portugal
Abstract: In this paper we review adult education policies in Portugal from 1974 until 1999, and we also try to provide a realistic portrait of the current situation. Our main aim is to give suggestions to guide researchers in this field of work.
Gorman, Rachel, Ontario
Institute for Studies in Education/University of Toronto, Canada
Research That Hurts Or Research That Helps? A Critical Framework for Adult
Education Inquiry and People With Intellectual Disabilities
Abstract: This study provides two important caveats to educators involved in work with adults with intellectual disabilities: we must pay close attention to the structures we operate within, and we must carefully interrogate our purpose and our methods.
Gouthro, Patricia A.,
Mount Saint Vincent University, Canada
Grace, André P., University of
Alberta, Canada
Feminist Pedagogies and Graduate Adult and Higher Education for Women Students:
Matters of Connection and Possibility
Abstract: This essay examines the disconnection between the homeplace and the university in graduate education for women students. It explores the ways that positional models of feminist pedagogies can be used to develop more inclusive and transformative forms of graduate education.
Grace, André P., University
of Alberta, Canada
Feminist Pedagogies and Graduate Adult and Higher Education for Women Students:
Matters of Connection and Possibility
Abstract: This essay examines the disconnection between the homeplace and the university in graduate education for women students. It explores the ways that positional models of feminist pedagogies can be used to develop more inclusive and transformative forms of graduate education.
Grudens-Schuck, Nancy,
Iowa State University, USA
Extension and Grassroots Educators’ Approaches to Participatory Education:
Interrelationships among Training, Worldview, and Institutional Support
Abstract: This paper focuses on development of adult educators' commitment to participatory education through the presentation of empirical results from a study of a Canadian sustainable agriculture program. The author argues for an account of professional development that integrates institutional and historical dimensions.
Hawke, Geof, University
of Technology, Australia
Factors Influencing Active Learning in Small Enterprises
Abstract: Small enterprises are not large users of structured training. However, they are often actively engaged in learning. Is there a framework that identifies the sorts of learning they engage in and can this be useful to guide government support? This paper proposes a possible model.
Hayes, Elisabeth and Way, Wendy,
University of Wisconsin-Madison, USA
Low-income African American Women’s Cultural Models of Work: Implications
for Adult Education
Abstract: This study investigated how African American women from low-income, single-parent female-headed households conceptualize work and transitions to work, and how these conceptualizations relate to the dominant discourse of work underlying policies and practices in adult education. The findings challenge some prevalent assumptions and approaches in work-related education for low-income women.
Heald, Susan, University
of Manitoba, Canada
Horsman, Jenny, Spiral
Community Resource Group, Canada
Rethinking Violence and Learning: Moving Research into Practice
Abstract: Drawing on focus groups, interviews and participant observation, we explore the ways discourses of violence and of schooling impede efforts to develop literacy programs which respond to the violence and trauma women learners have experienced.
Heaney, Tom,
National-Louis
University, USA
The Unpaid Piper Calls the Tune: Popular Education in the Face of Bureaucracy
Abstract: Reflecting on possibilities for realizing social change through popular education, this study examines the promise and reality of Paulo Freire’s legacy in the context of an urban literacy center for Latino immigrants.
Hill, Lilian H.,
Virginia Commonwealth University, USA
Organization Development Practitioners
Abstract: This study describes changes in human consciousness, characterized by a move to holistic thinking informed by ecology, social justice, and spirituality, and were people-centered and purpose-driven.
Hill, Robert J.,
PennState Capital College, USA
Menacing Feminism, Educating Sisters
Abstract: Transsexuals are engaged in a profusion of learning dynamics, critical education, oppositional practices and sense making. Male to female transsexuals (MTFs) especially struggle to define the boundaries of what it means to be a "woman." The result is an emerging new feminism, called transfeminism that challenges the institutionalized gender system in a way that other discourses cannot. Transfeminism is part of a social movement that is taking up trans/gressive acts and constructing learning communities built on gender-identity difference.
Home, Alice and Hinds, Cora,
University of Ottawa, Canada
Life Situations and Institutional Supports of Women University Students with
Family and Job Responsibilities
Abstract: This empirical study focuses on Canadian women studying adult education, social work, and nursing, while managing paid work and family roles. Qualitative data illustrate survey findings on the contribution of life situations and institutional supports to role strain and stress experienced by these non-traditional university students.
Hunt, Cheryl, University
of Sheffield, UK
Wyrd Questions: Re-framing Adult/ Community Education
Abstract: There is a growing body of popular literature associated with ‘new paradigm’ research, the development of the Gaia hypothesis, and the meaning of ‘spirituality’ in today’s society. This paper suggests why adult/ community education should be re-framed within this context; and looks at some implications for model-building.
Hunt, Ian, University
College of the Fraser Valley, Canada
Edge of Empire: The Civilizing Mission of Adult Education in Vancouver and
Early British Columbia, 1858-1918
Abstract: Throughout the British Empire, an educational mission was established under imperialism's patronage, to study and categorize the new world, and to bring civilization and culture to the colonies. Nineteenth and early 20th century British Columbia was no exception. The civilizing mission of colonizers was to bring to British Columbia some of the finest of British and European cultural sensibilities--to make British Columbia British.
(no listing)
Jarvis, Christine,
University of Huddersfield,UK
Researching Adult Learners’ Reading Histories and Practices.
Abstract: This paper presents the results of an empirical study which explored the reading histories and practices of mature women students on a UK Access to Higher Education course. Such courses provide an alternative route to Higher Education for adults who left school without achieving University entry qualifications. The paper considers a relatively neglected aspect of research in adult education – research into students’ reading practices. It argues that such research can enable us to support more effectively adult returners whose approaches to texts may be dramatically different from those of individuals who have experienced a conventional education.
Johnson-Bailey, Juanita and
Cervero, Ronald M., The University of Georgia, U.S.A.
Race and Adult Education: A Critical Review of the North American Literature
Abstract: The paper critically evaluates the North American literature showing how race has been treated historically and presents three perspectives on race that inform contemporary research.
Jones, David J.,
University of Nottingham, School of Continuing Education, UK
Towards A Generic Approach to Assessment in Adult And Continuing Education
Abstract: This paper offers a theoretical model for the assessment of student learning which centres on the nature of the evidence we use in order to carry out these assessments. It addresses questions of how we can identify what learning has taken place and what evidence is acceptable for such an identification.
King, Kathleen P.,
Fordham University, USA
Educational Technology that Transforms: Educators' Transformational Learning
Experiences in Professional Development
Abstract: Research conducted among 175 teachers engaged in learning educational technology reveals that transformational learning provides insights into their experiences of learning to use technology in their teaching. As facilitators and themes of perspective transformation are presented, recommendations for faculty development in educational technology are discussed.
Kritskaya, Olga V., Dirkx, John
M., Michigan State University, USA
Mediating
Meaning-Making: The Process of Symbolic Action in Transformative Pedagogy
Abstract: Conditions for fostering transformative learning within the formal learning setting were examined. The paper focused on the role of the text and the use of symbols and images in construction of meanings associated with the content being studied.
Kuhn, Michael, Institut
for Technology and Education, University of Bremen
Comparison of national E&T-cultures: findings of a transnational research
project in UK, Germany, Italy, France and Portugal
Abstract: The paper presents the findings of a transnational project shedding some light on the role of national VET-cultures in 5 EU-member-states performing joint labour market policies. In focus group interviews with the main social actors in VET, trainees, industrialists and trainers, both intra-cultural between the groups and inter-cultural differences between the countries will be investigated.
Lander, Dorothy Agnes,
St. Francis Xavier University, Canada
A Critical Autobiography of Moral Learning across Four Generations of the
Woman’s Christian Temperance Union: A Feminist Genealogy
Abstract: This qualitative evaluation of the intergenerational moral learning related to the activist work of the Woman’s Christian Temperance Union (WCTU) constitutes a critical re-membering of growing up in a WCTU home and community. I trace the public and private continuities and discontinuities of moral learning across four generations of Ontario WCTU families in the 20th century.
Lange, Elizabeth,
University of Alberta, Canada
Beyond Transformative Learning: Work, Ethical Space and Adult Education
Abstract: This study concludes that transformative learning must be dialectically related to restorative learning given the progressive loss of ethical efficacy in the workplace and loss of organic connections to time, space, body and human relations.
Law, Michael and Piercy, Gemma,
University of Waikato, New Zealand
"Training and the New Industrial Relations": New Zealand Research
that Explores Streeck’s Thesis
Abstract: This New Zealand research finds some support for Wolfgang Streeck’s thesis that education and training offer unions strategic possibilities in a neo-liberal environment. But it also finds that political strategies are necessary when unions’ quasi-constitutional status has been substantially diminished.
Lawler, Patricia A.,
Widener University, USA
King, Kathleen P., Fordham
University, USA
Refocusing Faculty Development: The View from an Adult Learning Perspective
Abstract: The Adult Learning Model of Faculty Development draws from the research, theory and practice of adult learning and adult education program planning. This new model recognizes faculty as adult learners and faculty development as adult education. It offers strategies for effective initiatives.
Malcolm, Janice and Zukas,
Miriam, University of Leeds, UK
Constructing pedagogic identities: versions of the educator in AE and HE
Abstract: This paper analyses the relationships between pedagogic identities in HE and AE, suggesting that HE could build its social purpose orientation and reclaim pedagogy by learning from the AE community.
Mancuso, Susan, Western
Washington University, USA
Adult Learner-centered Institutions: Best Practices for the 21st Century
Abstract: Adult student enrollment in higher education is approaching 50%, yet most college practices have been designed for younger, traditional age students. This study uses a benchmarking research methodology, including surveys and site visits, to identify best practices at selected adult centered institutions. The findings were distilled into one overarching theme and thirteen related themes.
Martin, Ian, University
of Edinburgh, Scotland
Reconstituting the Agora: Towards an Alternative Politics of Lifelong Learning
Abstract: The paper proposes an explicit politicisation of the idea of lifelong learning as learning for democracy – as distinct from the dominant but implicit account of it as learning to labour. This requires that adult education as an agent of lifelong learning reoccupies the political and curricular space in which citizens make democracy work.
McIntyre, John & Solomon,
Nicky, University of Technology Sydney, Australia
Questioning Research as a Contextual Practice
Abstract: Authoritative texts on research in adult education rarely question how research practice is shaped by its context of application. This paper attempts to develop a knowledge production perspective on research as contextualised practice, one that highlights the relationship between researcher understandings and the situations, participants, processes and texts of research.
Miller, Nod, University
of East London, UK
Lifelong Learning Goes to the Movies: Autobiographical Narratives as Media
Production
Abstract (Pitch 1): A blockbuster of a paper (nominated for Best Foreign Contribution) in which the heroine describes a perilous path through the territory of narrative theory and text construction. She encounters the threshold guardians of writer’s block and self-doubt, wrestles with shapeshifters, tricksters and shadows, rallies after encounters with mentors and allies and returns to the ordinary world with the elixir of lifelong learning (or, at least, a completed conference paper).
Milton, Judy; Watkins; Karen,
Spears Studdard, Scarlette and Burch, Michele, The
University of Georgia, USA
The Ever Widening Gyre: Factors Affecting Change in Adult Education Graduate
Programs
Abstract: The purpose of this survey study was to understand the factors that have influenced recent changes in the size of adult education graduate programs. We found that integration has a significant effect on changes in student enrollment while leadership, innovation, and integration all significantly predict variance in faculty growth.
Moore, Allen B.,
University of Georgia, USA
Hill, Lilian H., Virginia
Commonwealth University, USA
Models of Community Development Practice
Abstract: We address two models developed in a research project that explored community development practice. We begin with a brief introduction of our research, continue with the presentation of the models, relate them to existing theory, and conclude with why the introduction of new models is justified.
Mott, Vivian W.,
East Carolina University, USA
The Promise – and Peril – of Web-Based Course Delivery in Adult and
Continuing Education
Abstract: Much has been argued about the advantages and pitfalls of computer technology in the delivery of adult education. This research examined the use of web-based instruction in terms of learner attitudes, students’ differential use of computer technology, and the impact on learning outcomes and technological competency.
Muhamad, Mazanah,
Universiti Putra Malaysia, Malaysia
Merriam, Sharan B., The
University of Georgia, USA
Aging and Learning in a Non-Western Culture: The Case of Malaysia
Abstract: A case study on older Malaysian men and women revealed that from their perspective, aging is seamless and a period of contentment. They are concerned about their health, spiritual, and community. They learn informally to meet the changing demands of their life. The learning is shaped by their cultural value.
Narushima, Miya,
Ontario Institute for Studies in Education/University of Toronto, Canada
Transformation Toward What End? Exploring Later Life Learning in Community
Volunteering
Abstract: A qualitative study of 15 older volunteers in Toronto details how informal learning takes place in community volunteering, and urges the expansion of the concept of later life education during an era of increasing longevity and languishing welfare support.
Nesbit, Tom, Simon
Fraser University, Canada
Cultures of Teaching
Abstract: This paper explores some of the hidden regularities of classroom practices in adult education and examines possible explanations towards developing a clearer understanding of the social practice of teaching.
Newman, Michael,
University of Technology, Sydney, Australia
Control, Learning, and Resistance
Abstract: This paper argues that learning can be a tool for social and political change. It proposes a theoretical framework for educators and learners living out part or all of their lives in struggle. And it examines a moral dilemma for educators who see learning as indivisible from action.
Nicoll, Katherine,
The Open University, UK
Lifelong Learning as Metaphor: Researching Policy in the Education of Adults
Abstract: Analysts of policy have hitherto not paid much attention to how policy language acts to build up representations of reality. This paper agues for the usefulness of a discursive approach to policy analysis, and illustrates it in the context of emerging policies for ‘lifelong learning’.
Nolan, Robert E.,
Oklahoma State University, USA
Lessons from Central America: Action Research in an Adult English as a Foreign
Language Program
Abstract: Analysts of policy have hitherto not paid much attention to how policy language acts to build up representations of reality. This paper agues for the usefulness of a discursive approach to policy analysis, and illustrates it in the context of emerging policies for ‘lifelong learning’.
Norman, Ron, Castlegar,
British Columbia, Canada
Cultivating Imagination in Adult Education
Abstract: The purpose of this paper is to examine the role of imagination in teaching and learning, and to explore how Kieran Egan’s (1992) concept of "imaginative learning" contributes to adult education theory and practice.
Ntseane, Gabo Peggy,
University of Botswana, Botswana.
A Botswana Rural Women’s Transition to Urban Small Business Success:
Collective Struggles, Collective Learning
Abstract: Although (75%) of women who move from rural areas to urban areas engage in small businesses, most of these small businesses never grow due to problems related to patriarchal structures. Context, non-competitive networking, and experiential learning are necessary to negotiate patriarchy for Botswana women’s business success.
Odoch, Paschal, Centre
for Community Enterprises, Uganda
The Role of Adult Education and skills Training in promoting Planned Change
and Localization: The Case of ACORD-NEBBI Community Development Programme in
Uganda
Abstract: The study explored the ways in which adult education and skills training programs can contribute to the achievement of equitable, self-reliant, and sustainable community development. Using a case study design, the research investigated the factors that support or hinder the ability of adult education programs to achieving equitable, self-reliant, and sustainable communities.
Plumb, Donovan, Mount
Saint Vincent University, Canada
Postmodern Morality in Adult Education: A Cross-Cultural Study
Abstract: Drawing on the recent work of Zygmunt Bauman, this paper explores the evolution of new moral sensibilities in postmodernity. It then reports on research that seeks to understand the meaning and implications of postmodern morality for adult educators in Nova Scotia, Canada and Kingston, Jamaica.
Pomerantz, Shauna and Benjamin,
Amanda, University of British Columbia, Canada
"When
You Act Like an Adult, I’ll Treat You Like One . . .": Investigating
Representations of Adulthood in Popular Culture
Abstract: Our paper critiques the traditional "What is an adult?" debate. Using television as text, we examine untraditional representations of adulthood in order to keep the term "adult" in constant play. We suggest the need to move away from fixed notions of maturity in lieu of a fluid understanding that is mediated by social and historical specificities.
Pratt, Daniel D. and Collins,
John B., University of British Columbia, Canada
The Teaching Perspectives Inventory (TPI)
Abstract: The teaching of adults is a complex, pluralistic, and multi-faceted enterprise, but there have been no published studies that beyond identification and description of perspectives toward measurement and quantitative forms of validation. This paper traces our progress toward developing and operationalizing five common perspectives on teaching adults with a new instrument called the Teaching Perspectives Inventory (TPI)
Preece, Julia, University
of Surrey, UK
Making the Curriculum Culturally Relevant:
Relations between the Global and Local
Abstract: This paper analyses findings from action research which explored the impact of devising higher education curricula which are culturally and socially relevant to marginalised adult learners. The theoretical framework draws on the relationship between globalisation and local identity.
Puigvert, Lídia; Sordé, Tere,
Universitat de Barcelona, Spain
Soler, Marta, Harvard
University, USA
La Tertulia: A Dialogic Model of Adult Basic Education in the New Information
Age
Abstract: In the new information age dialogue and dialogic projects are increasingly becoming a social requirement. La Tertulia Literaria is a learning experience in which adults with non-academic background read Joyce, among other classics, crossing cultural barriers and transforming the horizons of their lives and environments.
Pyrch, Timothy, University
of Calgary, Canada
Introducing the Community Development Concept in Ukraine: Facilitating
Trans-cultural Learning
Abstract: This critical description of efforts to introduce community development processes in Ukraine to prepare the ground for civil society challenges our ability to "walk" our "talk." Development efforts are impeded by controlling behaviours by Canadians and Ukrainians which are more in keeping with centralised control and antithetical to the liberatory tradition in the adult education movement.
Quigley, B. Allan,
St. Francis Xavier University, Canada
Beyond Participation and Stereotypes:
Towards the Study of Engagement in Adult Literacy Education
Abstract: Mainstream adult education framed the critical issues of literacy non-participation within its normative participation models creating a serious setback for literacy. Research. Through a review of the literacy literature and an analysis of the IALS and NALL studies, this paper discusses how undereducated adults refuse to participate in formal education, yet how they engage in informal and incidental learning. It concludes with an argument for research into how and why the undereducated engage in learning rather than participate in education.
Reeve, Fiona, The
Open University, UK
Gallacher, Jim, Glasgow
Caledonian University, UK
Researching the Implementation of
Work-based Learning within Higher Education: Questioning Collusion and
Resistance
Abstract: This paper develops a framework for characterising the range of work-based learning practices within higher education. It suggests some directions for research in the context of competing discourses.
Reich, Ann, University
of Western Sydney, Australia
Researching Neoliberal Reforms in Child Protection Agencies: A Quest for the
New Century
Abstract: This study highlights the usefulness of a different mode of analysis to foreground the connections between neoliberal reforms in education and training and public sector organisations, and the practices of new technologies of training – in this case the "learning organisation."
Ribeiro, Vera Masagão,
Ação Educativa – Assessoria, Pesquisa, Informação; Brazil
Literacy and Attitudes: Research among Adults in the City of São Paulo,
Brazil
Abstract: The research includes a quantitative and a qualitative stage. Profiles of groups with higher and lower literacy levels are described and explanatory factors of this condition are suggested. Derived from the results, some adult education guidelines are given.
Rocco, Tonette S.,
The Ohio State University,USA
Making Assumptions: Faculty Responses to Students with Disabilities.
Abstract: (none provided)
Rosenwasser, Penny,
California Institute of Integral Studies, USA
Tool for Transformation: Cooperative Inquiry as a Process for Healing from
Internalized Oppression
Abstract: This paper documents how cooperative inquiry can be a transformative tool for groups – in this case, a diverse group of Jewish women – to make meaning from their experience of internalized oppression and to create healing strategies.
Rubenson, Kjell,
University of British Columbia
Revisiting the Map of the Territory
Abstract: The purpose of this study was to revisit the article The Map of the Territory, written twenty years ago. The analysis is based on a review of major journals, conference proceedings and some key books. The review reveals how the landscape is being shifted by paradigmatic changes in the social sciences and the broadening of the boundary of adult education practice. The separation of empirically and normatively informed arguments is seen as a major problem for the drawing of the map.
St.Clair, Ralf, University
of British Columbia, Canada
Passing the Buck: Transferring Social and Cultural Capital in an Employment
Preparation Program
Abstract: This case study examines influences on curriculum in the employment preparation provision of a trade union in British Columbia. Analysis illustrates the importance of forces external to the immediate educational setting, the most pervasive being the requirement to function as an effective means of transferring cultural and social capital to unemployed people.
Salling Olesen, Henning,
Roskilde University, Denmark
Life Long Learning and Collective Experience
Abstract: The paper examines two aspects of collective experience and lifelong learning and invites a cross cultural discussion. The first theme concerns the historical conditions for Life Long Learning, especially in work. The second deals with the conceptual differences between German critical theory and post-modern discourses of lifelong learning.
Schenck, Jeb, University
of Wyoming, USA
Before the Memory Fades: Measuring Long Term Memory in Older Adults
Abstract: An instrument was designed to measure visual memory span, a common form of memory used by adult learners. The instrument tested 239 older adults, using color photographs of household objects, which were later recalled. A number of significant variables were found and the instrument is believed suitable for examining the efficacy of adult instructional methods.
Schugurensky, Daniel,
Ontario Institute for Studies in
Education/University of Toronto, Canada
Citizenship Learning and Democratic Engagement: Political Capital Revisited
Abstract: This paper attempts to contribute to the debates on adult citizenship education, particularly regarding the connections between citizenship learning and the redistribution of political power.
Shore, Sue, University
of South Australia, Australia
"White Practices" in Adult Education Settings: An Exploration
Abstract: This paper draws together literature from the newly emerging areas of studies about Whiteness, and postcolonial theory to provide an alternative analysis of the Inquiry processes into adult community education undertaken in Australia over the last decade.
Sparks, Barbara,
University of Nebraska-Lincoln, USA
Informal Learning in Community: The Role of Subjectivity and Intersubjectivity
Abstract: This paper, representing a subset of data from a larger study, provides a preliminary social analysis of a specific site of informal learning with welfare mothers in a job readiness program and the role of subjectivity and intersubjectivity in meaning making. As the women came together to talk about their experiences with each other, they were listened to, taken into account, and validated in their past experiences, current circumstances, and feelings; they also had an opportunity to learn from each other thus illuminating informal learning. The informal learning of women on welfare can assist us in understanding how subjugated knowledges are constructed and how we might facilitate learning.
Spencer, Bruce; Briton, Derek
and Gereluk, Winston, Athabasca University, Canada
Crediting Adult Learning
Abstract: This paper reports on the uncertainties and dilemmas experienced by three researchers as they continue to explore how informal and non-formal union-sponsored learning can be translated into college and university credits.
Stalker, Joyce, University
of Waikato, Hamilton, New Zealand Aotearoa
The Third Way and Feminist Imaginings
Abstract: The Third Way purports to be a new way which merges the best elements of social democracy and neo-liberalism. Although it is an extremely ambiguous concept, it clearly exhibits androcentric characteristics. Its ambiguity offers adult educators the opportunity to influence its direction and operationalisation in order to improve the dis-location of women.
Stroobants, Veerle and
Wildemeersch, Danny, Katholieke Universiteit Leuven,
Belgium
“Work? I have learned to live with it.” A Biographical perspective on
Work, Learning and Living... ...More than Just a Story
Abstract: A biographical perspective on living and learning is more than an outgrowth or continuation of current individualisation processes. Stories of women about work and life, show that the notion of biography holds possibilities to create other meaningful connections between individual and society than those nowadays judged problematic or at loss.
Sumner, Jennifer,
University of Guelph, Canada
Civil Capital, Adult Education and Community Sustainability: A Theoretical
Overview
Abstract: As communities struggle to overcome the negative impacts of corporate globalization, they are searching for ways to maintain or achieve sustainability in an era that values economic efficiency above community life and interests. Adult educators can support communities in their search for sustainability by helping to resist corporate globalization and by building civil capital.
Taylor, Edward, PennState
University, USA
Tisdell, Elizabeth J., National
Louis University, USA
Stone Hanley, Mary, Antioch
University – Seattle, USA
The Role of Positionality in Teaching for Critical Consciousness: Implications
for Adult Education
Abstract: This paper examines how differences in positionality of the three co-authors (as a white man, a white woman, and an African-American woman) informs both the theorizing and the differences in practice of education for critical consciousness in adult higher education settings.
Taylor, Maurice C.,
University of Ottawa, Canada
Partners in the Transfer of Learning: A Qualitative Study of Workplace
Literacy Programs
Abstract: This study investigated the common types of transfer strategies used by the key stakeholders in 11 Canadian workplace education programs. Results indicated that the Role Time Model was a useful classification system: to understand the dimensions of a transfer partnership; to document the transfer of learning strategies and to identify the barriers influencing the transfer of learning.
Tennant, Mark, University
of Technology, Sydney, Australia
Adult Learning and Self Work
Abstract: The purpose of this paper is to theorize adult education as a vehicle for self change and to explore how such theorizing has consequences for practice as an adult educator.
Tisdell, Elizabeth J.,
National-Louis University, USA
Spiritual Development and Commitments to Emancipatory Education in Women Adult
Educators for Social Change
Abstract: This paper discusses the results of a qualitative research study of the spiritual development of a multicultural group of women adult educators for social change, and its relationship to their current commitment to emancipatory adult education practice.
Tunmer, D. Ann,
University of Georgia, USA
Practicing Citizens: Adult Stories of Cocooning and Taking Flight
Abstract: This qualitative study concerns how a specific vehicle for social intervention programs impacts upon the civic behavior of targeted individuals. The crux of the problem is whether individuals can learn citizenship, and, if provided the skills and opportunities, will citizens utilize their knowledge to participate politically.
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van der Veen, Ruud,
Katholieke Universiteit Nijmegen, The Netherlands; Columbia University, USA
The Deeper Layers of Learning
Abstract: The literature on adult education stresses often a shift from traditional reproductive learning towards communicative learning. This paper explores a further shift in late modernity towards ideosyncratic, aesthetic learning. Is there such a shift? If so, why? And what is it exactly? How would facilitation looks like?
Webb, Sue, University
of Sheffield, UK
Questions for the Adult Educator on a Virtual Odyssey: An Analysis of Internet
and Web-based Learning
Abstract: This paper examines the argument that lifelong learning should become increasingly dependent on education technology because this will alleviate many of the barriers to learning adults face. Lifelong learning is diverse, and so caution is needed when generalising from case specific research. The premise that new learning technologies promote social inclusion is still relatively untested.
Welton, Michael R.,
Mount St. Vincent University, Canada
Beyond Coady: Adult Education and the End of Utopian Modernism
Abstract: (none provided)
West, Linden, University
of Kent, UK
A Gendered Edge: Auto/biographical Research into Doctors and Lifelong Learning
in the Inner-city
Abstract: This paper considers "lifelong learning" among a group of doctors within the "male" medical profession. It explores their struggle to be effective and reflective practitioners, in a world where subjective knowledge and cultural understanding are often derided, and yet "success" may depend on the integration of medical with cultural and emotional literacy.
Wilson, Arthur L.,
Cornell University, USA
Place Matters: Producing Power and Identity
Abstract: "Place" plays a significant role in producing power relations in continuing professional education. Where we "locate" our CPE programs influences not only their purposes and processes but also produces the identities of the participating professionals and professions as well as the power professionals and professions exercise in society.
Wise, Meg; Yun, Gi Woong and
Shaw, Bret, University of Wisconsin – Madison, USA
Mapping Use of a Self-directed On-line Heart Disease Education Program onto
Health Learning Outcomes: A Study of Post-Heart Attack Learners
Abstract: We correlated 25 heart patients’ changes in four behaviors to usage of behavior themes and three on-line learning activities. Information correlated negatively; communications correlated positively; and interactive planning showed a positive trend with changing behaviors. These findings challenge on-line educators to transcend information provision and offer more opportunities that integrate social interaction and planning.
Xu, Gongli, University
of British Columbia, Canada
Analyzing Worker Education: An Integrated Approach to Studying Participation
Abstract: By focusing on enterprise ownership, workplace situation, and conventional demographic factors, important differences are found between the Swedish public and private sectors in the changing patterns of participation in employer-sponsored adult education and training. The study provides strong empirical evidence for further integrated approaches to studying participation that distinguishes social-demographic groups and educational sponsorships.
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Aggarwal, Pramila; Fallis, Bill
and Luker, Bob, George Brown College, Canada
Adult Education for a Civil Society: Starting Over
Abstract: To "start over" adult educators need to reexamine the present practice of adult education and community development in Canada, as compared to our earlier ideals for the field that included the promotion of greater democracy, social equality and equitable economic opportunities for all Canadians. In this reassessment, we need to consider the broader potential of our community agencies, as sites for revitalizing our civil society.
Ashworth, Joanna, University
of British Columbia, Canada
Creating Private Spaces to Learn Public Participation
Abstract: Conceptions of private and public inform educational research and planning for labour market transitions in a small resource-based town in British Columbia. Laid-off forestry workers, women on social-assistance and underemployed youth seek inclusion in a community dialogue on educational planning, yet require support to participate.
Atleo, Marlene R.,
University of British Columbia, Canada
James, Achaessa, King County
Dependency CASA, USA
Oral Tradition - A Literacy for Lifelong Learning: Native American Approaches
to Justice and Wellness Education.
Abstract: Native American oral tradition provides a literacy for lifelong learning that promotes perspective transformations. This approach is particularly suited to justice and wellness education because participants engage multiple ways of being and knowing: sensory, philosophical, serious, humorous, etc. Oral traditions can be understood in the context of transformative learning that has implications for adult education.
Barg, Rose, University
of Toronto/Ontario Institute for Studies in Education, Canada
Experiential Subsistence Learning: Researching the Transformative Moments in
Motherwork
Abstract: In this paper I explore the learning and knowledge creation that takes place within the lived experience of motherwork through artful inquiry that includes storytelling, narrative and poesis.
Baumgartner, Lisa M.,
University of Georgia, USA
Narrative Analysis: Uncovering the Truth of Stories
Abstract: The use of narratives as a data source has come under scrutiny (Phillips,1994, 1997). The purpose of this session will be to discuss "truth" as it relates to narratives and to demonstrate methods of narrative analysis using data from a study concerning identity formation in HIV-positive adults.
Bell, Brenda and McGuire, Peggy,
University of Tennessee, USA
Assessing Student Progress toward the Equipped for the Future Standards:
Issues and Lessons to Date
Abstract: Equipped for the Future (EFF), the national standards-based system reform initiative for adult education, has developed sixteen content standards that define the core knowledge and skills adults need to effectively carry out their primary roles. The current stage of EFF research is focused on development of performance standards for these content standards. This roundtable will discuss issues and findings from this field-based research.
Brockett, Ralph G.,
University of Tennessee–Knoxville, USA
Is it Time to Move On? Reflections on a Research Agenda for Self-Directed
Learning in the 21st Century
Abstract: Self-directed learning has been one of the most studied areas of adult education over the past three decades. Instead of abandoning this line of inquiry, more research is needed that explores the topic from new perspectives.
Browne, Ronald K.,
Charles Sturt University, Australia
Lamb, Ainslie, University of
Wollongong, Australia
Linking Theory to Practice in the
Workplace
Abstract: (none provided)
Champagne, Marie-France and
Walter, Pierre, Asian Institute of Technology, Bangkok,
Thailand
A Bourdieuian Perspective on Differences in Adult Learning Styles:
Deconstructing Asian Learners
Abstract: (none provided)
Chivers, Geoff, University
of Sheffield, UK
Cheetham, Graham, Department
for Education and Employment, UK Government
Towards an Holistic Approach to Professional Learning and Development
Abstract: This paper outlines research conducted by the authors between 1994 and 1999 into the nature of professional competence and how it is acquired. It discusses some of the key results which appear to suggest partiality both in existing models of professional competence and approaches to professional development.
Cooper, Linda, University
of Cape Town, South Africa
The Use of Oral History Methodology as a Means of Researching the Shifting
Meanings of Worker Education in South Africa
Abstract: (none provided)
Dirkx, John M., Michigan
State University, USA
Kushner, Jennifer, University
of Wisconsin-Madison, USA
Slusarski, Susan B., Kansas
State University, USA
Are We Walking the Talk? Questions of Structure and Agency in the Research on
Teaching in Adult Education
Abstract: Despite current prevalence of constructivist epistemologies, the practice of teaching adults continues to reflect representational approaches to meaning. In this roundtable discussion, we explore the use of Giddens’ theory of structuration as a framework for deepening our understanding of the lack of change in teaching.
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Fisher, R. Michael, University
of British Columbia, Canada
Learning Under Fire: Adult Education in the Heat of Conflict
Abstract: A critical review of the discourses on ‘conflict’ in conflict management education literature revealed an ideological bias and "hidden curriculum" of propaganda, which is heavily influencing social conflict conceptualizations and practices. Workers with adults have an emerging 'conflict' pedagogy to develop and draw upon as counterhegemonic. Conflict is re-examined as a critical site of learning.
Gough, Jenny, National
Ageing Research Institute and Royal Children’s Hospital, Melbourne,
Australia
Darzinsm, Peteris, Faculty of
Medicine, University of Melbourne, Australia
Beckett, David, Faculty of
Education, University of Melbourne, Australia
Measuring Outcomes of Continuing Professional Education
Abstract: Continuing professional education (CPE) should improve performance, yet ways of establishing evidence of improvement are hard to identify. We propose a systematic review of the outcomes of various CPE strategies. To do this we need to establish how the effectiveness of CPE can be measured and explore this in the health-care professions.
Harper, Lynette; Niks, Marina
and Tom, Allison, The University of British Columbia,
Canada
Collaboration Anxiety: What Do We Do About It?
Abstract: The growing momentum of collaborative and participatory research initiatives is raising new issues in social science research. Collaborative research projects differ dramatically in their theoretical and methodological approaches, but they all involve personal risk-taking by the researchers as well as the researched. We believe that the most critical topic in collaboration is the commitment to changing the power dynamics in a research relationship.
Healy, Mike, University
of Georgia, USA
Collaboration Anxiety: What Do We Do About It?
Abstract: This roundtable will discuss a recent study of the transformational learning process within Insight Meditation and compare this process with Mezirow’s and Boyd’s views.
Illeris, Knud, Roskilde
University, Denmark
Learning Theory and Adult Education
Abstract: Today a majority of the participants in adult education are unskilled or unemployed adults who must combine acquiring a professional qualification with a change of identity and way of life. As a foundation of such education, staff and planners need a comprehensive learning theory that includes the cognitive, psychodynamic and social-societal dimensions of learning.
Jarvis, Peter; Holford, John,
and Griffin, Colin, University of Surrey, UK
Problems of Mapping the Field of Education for Adults through the Literature
Abstract: The education of adults is a modernity project and as we come to the end of the era, adult education, as we knew it, has been transformed into lifelong learning. We are producing a 5 volume set of books reflecting significant contributions to the field in the English language throughout the era. In this discussion paper we highlight and illustrate some of the problems of this on-going project.
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Laiken, Marilyn E.,
Ontario Institute for Studies in Education/University of Toronto, Canada
Creating a Centre for University Faculty Learning and Teaching: Adult
Education in the Academy of the Second Millennium
Abstract: Although numerous attempts have been made to establish a centre for excellence in teaching and learning at the University of Toronto, none have been sustained. The author suggests that a more systemically-focused approach which uses wide consultation and collaborative planning with key stakeholders may help achieve the goal.
Lange, Elizabeth; Mayo, Peter;
Miles, Angela and Schugurensky, Daniel, Ontario Institute
for Studies in Education/University of Toronto, Canada
New Research Directions in Popular Education: Towards a Reconceptualization of
the Field
Abstract: In this roundtable, departing from traditional popular education theory and practice, four panelists share findings of their research in progress, and pose questions to stimulate the current debates on popular education.
Lawrence, Randee Lipson and
Mealman, Craig A., National-Louis University USA
Unleashing the Artist
Within: New Directions for Research in Adult Education
Abstract: The potential for using various art forms (drama, poetry, music, literature, visual art) in the collection and analysis of data, and in the expression of research findings is explored in this roundtable discussion.
Lee, Moira, Biblical
Graduate School of Theology, Singapore
Collaborative Learning in Three British Adult Education Schemes
Abstract: This qualitative case study research is located in three British adult education schemes. The focus of the research is on the values of collaborative learning and the roles of facilitators and participants in collaborative learning communities.
Lyon, Carol R., National-Louis
University, USA
Cultural Mentors: Using Transformative Learning Theory to Examine Adaptation
and Supporting Relationships of Women Educators in Cross-Cultural Settings
Abstract: The purpose of the roundtable is to discuss a qualitative study-in-progress, which examines how women educators who have worked abroad for six months or more view the role of supporting relationships in facilitating transformative learning.
Malvicini, Peter G.,
Cornell University, USA
Whose Questions Count?
Fostering Pedagogies of Action Research in Adult Education
Abstract: Prevailing modes of instruction and inquiry privilege knowledge generated by academic elites. How might curriculum based on critical pedagogy and participatory research transform conventional educational institutions? Ongoing research challenges the relationship of educational institutions to social action.
Mincey, Rosemarie,
University of Tennessee, USA
Issues of Action Research and Adult Basic
Education
Abstract: A three-state action research (AR) project with adult basic education (ABE) instructors led to the development of new approaches for documenting outcomes and new insights about the process of conducting AR.
Mojab, Shahrzad; Ng, Roxana and
Mirchandani, Kiran, Ontario Institute for Studies in
Education/University of Toronto, Canada
Immigrant Women and Labour
Flexibility: Resisting Training through Learning
Abstract: This research roundtable focuses on the lives and experiences of immigrant women in the context of the casualisation of labour and job deskilling. The presenters document the failure of training programs to challenge the ghettoisation of immigrant women in contingent and peripheral jobs and focus on the ways in which women learn to resist racialized and gendered exclusion in state approaches to training.
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