Drama in the Dale: Transformation Through Community Drama

2013 ◽  
Vol 83 (1) ◽  
pp. 54-61
Author(s):  
Julie Ward ◽  
Helen Frances Mills ◽  
Alan Anderson
Keyword(s):  
Adult Education ◽  
Rural Area ◽  
Education Project ◽  
Personal Journey ◽  
Informal Adult Education ◽  
Professional Artists

During the winter of 2011-2012, Weardale, England, was the setting for an ambitious informal adult education project. In this rural area in the northeast part of the country, the local arts collective, Jack Drum Arts, established a community play project entitled The Bonny Moorhen. This dramatic undertaking aimed to retell the story of the infamous Battle of Stanhope, a local lead miners’ uprising. The project took place in a converted barn and involved a group of sixty learners of all ages and from all walks of life. The troupe formed the choir, band, backstage crew, and company of actors who, with the support of professional artists, built a temporary theater space. Each member of this collective made a personal journey. Here Helen Mills and Alan Anderson, in association with Julie Ward, cofounder and project producer at Jack Drum Arts, offer their personal testimonies from the project.

The Colombo Plan: an East- West Adult Education Project

1958 ◽  
Vol 9 (1) ◽  
pp. 36-40
Author(s):  
Margaret Gillett ◽  
Monika Kehoe
Keyword(s):  
Adult Education ◽  
Education Project ◽  
Colombo Plan ◽  
East West

Didactic Theatre in Africa

1981 ◽  
Vol 51 (1) ◽  
pp. 145-156 ◽  
Author(s):  
David Kerr
Keyword(s):  
Adult Education ◽  
Performing Arts ◽  
Critical Reflection ◽  
Dual Nature ◽  
Informal Adult Education

David Kerr examines how performing arts in Africa have been used as a tool for informal adult education. Focusing on their history and dual nature, he characterizes some performing arts as "spontaneous creations of the African masses" and others as plays whose "messages emerged not from a genuine popular viewpoint, but were imposed by an alien force." By analyzing the pedagogic and aesthetic features of didactic theatre,the author reveals the subtle distinctions between a theatre that reflects colonial values and one that encourages critical reflection.

scholarly journals CONCEPTUAL IDEAS AND ORIENTATORS OF THE NOTHERN AMERICAN MODEL OF ADULT EDUCATION

2019 ◽  
Vol 3 ◽  
pp. 38-43
Author(s):  
Olena Terenko
Keyword(s):  
Adult Education ◽  
Liberal Education ◽  
Social Role ◽  
Well Being ◽  
Political Movement ◽  
American Model ◽  
Self Actualization ◽  
John Watson ◽  
The Usa ◽  
Informal Adult Education

The article deals with conceptual ideas and orientators of Northern American model of adult education. It is substantiated, that Nothern American model of adult education is based on the following philosophical directions: liberalism, progressivism, behaviorism, humanism, radicalism, constructivism. Liberalism has ancient roots and comes from the fact that since man is the real source of progress in society, it is necessary to ensure his rights and freedoms, providing equal access to education regardless of social status and well-being. The basic principle of liberal education is singled out, in particular, to develop a personality that is consonant with the purpose of a liberal education in ancient times - the education of citizens who can become active participants in a democratic society. It is proved that non-formal adult education should be continuous, focus on the development of intellectual abilities, be accessible to all sections of the population, and its content must meet their needs. It was found out that the historical roots of the philosophy of progressivism associated with progressive political movement in society and education. Its basis is the concept of interaction between education and society, empirical theory of education democratization of education. It was found out that behavioral direction, whose founder was John Watson, appeared in the USA in the early XX century. Based on the theory of Pavlov's conditioned reflexes, his supporters (J. Watson, B. Sninner E. Thorndike) examined personality as a set of behavioral responses to stimuli of the environment. It is identified that the purpose of adult education - behavior modification adult-oriented changes in humans. It was proved, that unlike behaviorists, representatives of humanistic direction (J. Brown, Johnson, Maslow, M. Knowles, K. Rogers, etc.) considered man independent, active, open to change and self-actualization person. It was stressed, that the founders of the radical trend, based on theories of anarchism, marxism, socialism, considering education in general and adult education, in particular, as an important mechanism to achieve radical changes in society. It updates the social role of non-formal adult education, because it requires critical thinking and personal participation in these changes. It was found out, that according to philosophy of constructivism person is unique in his/her vision of the world, beliefs, outlook because he/she is able to construct his/her personal understanding of reality. A teacher is not just a transmitter of knowledge,he/she serves as the consultant, moderator, facilitator. The analysis of scientific literature showed that adult education in the USA has evolved with the development of society, and has a long history and some traditions, mainly seen as informal adult education, aimed at self-improvement of adult to meet his/her educational needs; mechanism of civil society formation.

scholarly journals Educação Ambiental crítica ou conservadora? Elementos para uma reflexão crítica acerca do projeto ECOA

2018 ◽  
Vol 23 (1) ◽  
pp. 100-121
Author(s):  
Tauan Sousa ◽  
Horácio Antunes de Sant'Ana Júnior
Keyword(s):  
Environmental Education ◽  
Present Article ◽  
Rural Area ◽  
Critical Reflection ◽  
Theoretical Frameworks ◽  
Environmental Conflicts ◽  
Education Project ◽  
Local Populations ◽  
Bibliographical Survey

O presente artigo propõe a reflexão acerca de um projeto de Educação Ambiental realizado por um empreendimento siderúrgico na Zona Rural do município de São Luís-MA. A partir de levantamento bibliográfico e de páginas eletrônicas e de entrevistas com moradores "atendidos” pelo projeto, busca caracterizar tal projeto dentro dos marcos teóricos da contemporânea reflexão acerca da Educação Ambiental: ou seria movido por uma educação ambiental caracterizada como conservadora ou por uma educação ambiental crítica. A pesquisa conclui que o referido projeto compõe o primeiro grupo e, dentro do quadro de conflitos ambientais existentes nesta região, não contribui para o fortalecimento do processo de resistência das populações locais. Critical or conservative environmental education? Elements for a critical reflection on the ECOA project The present article proposes the reflection about an Environmental Education project carried out by a steel enterprise in the Rural Area of the municipality of São Luís-MA. From a bibliographical survey and electronic pages and interviews with residents "attended" by the project, it seeks to characterize such a project within the theoretical frameworks of the contemporary reflection on Environmental Education: or it would be moved by an environmental education characterized as conservative or by an education The study concludes that this project is the first group and, within the framework of environmental conflicts in this region, does not contribute to the strengthening of the resistance process of the local populations. Keywords: Critic Environmental Education, Conservative Environmental Education, ECOA, Resex de Tauá-Mirim.

scholarly journals INFORMAL ADULT EDUCATION IN KEDAINIAI REGION: EXPLICIT LINKS BETWEEN CAREER AND EDUCATION, CAREER CHANGES

2009 ◽  
Vol 1 (1) ◽  
pp. 9-28
Author(s):  
Žydronė Smulskienė ◽  
Vincentas Lamanauskas
Keyword(s):  
Adult Education ◽  
Informal Education ◽  
Modern Society ◽  
Career Changes ◽  
Motivation For Learning ◽  
Informal Adult Education ◽  
Market Needs ◽  
Teaching Learning ◽  
Personal Career ◽  
Trade Market

Due to rapid changes in the dynamics of trade market needs, learning and career as life-long pro-cesses have become the burning issues of modern society. Knowledge and skills acquired in comprehensive school, college or university cannot guarantee a strong position in the trade market. An important point is the latest information on the situation in different regions of Lithuania. In October - December 2008, a qualitative research was carried out. 29 respondents participated in the survey based on the structural interview providing a possibility of establishing the main conditions for informal adult education including available information, motivation for learning, evaluation in terms of usefulness and an aspect of career changes. Theoretical analysis puts emphasis on the links between informal adult education and career oppor-tunities. Informal education positively determines a further successful development of a personal career. Learning greatly expands the field of individual opportunities and choices and creates preconditions for making a decision on the development of a personal career. The carried out assessment of the situation on informal education in Kedainiai region disclosed that: • all establishments of informal education in Kedainiai region offer a possibility of and create the re-quired conditions for taking part in the process of life-long learning; • a local database of adult education services (training courses, seminars etc.) and organized pro-grammes provided by different institutions has been established; • the problem of financial support (lack and inadequacy of resources necessary to accomplish the mission established by the institutions of informal education) has been noticed. Obvious positive career changes of the learners who attended the institutions of adult informal educa-tion in Kedainiai region have been established. The majority of the surveyed participants found personal career changes successful and effective. An assessment of positions (opinions and evaluations) taken by the learners reveals that along the factors having impact on motivation such as aspirations, quality-based orien-tation and intentions of learning, other factors increasing students’ motivation for learning exist: • wish for conforming to constantly changing situation; • intention to remain competitive in the labour market; • wish for having means of support; • doubtful future possibilities. An analysis of employer’s positions (opinions and evaluations) indicates a positive attitude towards in-formal employees’ education. In seems to be clear that the prestige of informal adult education is increasing and the importance of understanding this phenomenon is gaining more weight in society. An assessment of the executives (opinions and evaluations) of the organizations arranging the sessions of informal teaching discloses that informal learning helps with increasing personal and professional compe-tencies, offers the possibility of self-realization, assists in retaining work places, determines the rise of new professional competencies and ensures successful changes in personal careers. Key words: career changes, informal adult education, teaching, learning.

Adult education project — Thailand

1982 ◽  
Vol 6 (1) ◽  
pp. 53-81 ◽  
Author(s):  
Viboonlak Thongchua ◽  
Nonglak Phaholvech ◽  
Kanjani Jiratatprasoot
Keyword(s):  
Adult Education ◽  
Education Project
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