Review: Outside the Classroom: Researching literacy with adult learners

BY ELLAYNE FOWLER AND JANE MACE (EDITORS)National Institute for Adult and Continuing Education (NIACE) 2005, 21 De Montfort Street, Leicester, ISBN: 1 86201 223 7, 142 pages. http://www.niace.org.uk Outside the classroom: researching literacy with adult learners is another of those interesting publications from the National Institute for Adult and Continuing Education (NIACE) in the UK that take on the important task of linking the theory and practice of teaching and researching literacy with adult learners.

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An Intercultural Curriculum in a Leadership in Community Engagement Program: Linking Theory and Practice

Journal of Professional Continuing and Online Education ◽

10.18741/jpcoe40 ◽

2018 ◽

Vol 3 ◽

Author(s):

Lorraine Mercer ◽

Lorraine Carter

Keyword(s):

Adult Learners ◽

Continuing Education ◽

Community Engagement ◽

Theory And Practice ◽

Learning Needs ◽

Adult And Continuing Education ◽

Intercultural Learning ◽

Linking Theory And Practice ◽

Key Terms ◽

Adult And Continuing

AbstractStudent diversity in Canadian universities is rapidly increasing, and faculty and curriculum developers are challenged to transform programs and pedagogies to meet the learning needs of diverse students. While universities across Canada are actively attending to the need for interculturality and diversity in undergraduate education, this same need exists in continuing education units that serve diverse populations of adult learners. This paper explores the intercultural curricular experience in the context of adult education in two ways: (i) literature that reviews key terms and concepts related to culture, interculturality, and learning, and (ii) examples of intercultural learning based on a certificate program called Leadership in Community Engagement offered by the Centre for Continuing Education at McMaster University in Hamilton, Ontario, Canada. Recommendations for those working in adult and continuing education who strive for respectful and meaningful intercultural learning are also offered.

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Editorial

Journal of Vocational, Adult and Continuing Education and Training ◽

10.14426/jovacet.v2i1.27 ◽

2019 ◽

Vol 2 (1) ◽

pp. viii

Author(s):

Zelda Groener ◽

Shirley Walters

Keyword(s):

Adult Learners ◽

Continuing Education ◽

Education And Training ◽

Learning Opportunities ◽

School Education ◽

Special Issue ◽

Adult And Continuing Education ◽

Research Papers ◽

Adult And Continuing ◽

And Training

This special issue of the Journal of Vocational, Adult and Continuing Education and Training (JOVACET) presents a collection of research papers on adult learners’ access to learning opportunities in post-school education and training (PSET). It was prompted by a conference entitled, Access, barriers to participation and success for adult learners: Rethinking equity and social justice in post-school education, held in Cape Town on 24–25 November 2018, where early versions of the articles featured were presented.

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More than Artistry: The Integral Aspect of Autobiography

Canadian Journal of University Continuing Education ◽

10.21225/d5m59t ◽

2013 ◽

Vol 31 (1) ◽

Author(s):

Irene Karpiak

Keyword(s):

Adult Learners ◽

Continuing Education ◽

Life Writing ◽

Educational Practice ◽

Instructional Method ◽

Adult And Continuing Education ◽

Education Programs ◽

Adult And Continuing

Autobiography has generally been recognized for its literary and artistic aspects, and as a result has been largely overlooked as an instructional method in adult and continuing education. This paper argues for a wider use of autobiography in adult and continuing education programs, proposing that autobiography actually encompasses not only the artistic and literary aspects of life writing, but also the theoretical and philosophical. Based on the autobiographical writings of adult learners collected over a decade of teaching, the author suggests that in the course of bringing these dimensions of their lives together, these writers further not only their understanding of themselves and their world, but also their commitment to educational practice, action, and change.

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