Tom Nesbit | Simon Fraser University (original) (raw)
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Papers by Tom Nesbit
Academe, 2004
TIES PLACE The Commercialization of Higher Education DEREK BOK Is everything in a university for ... more TIES PLACE The Commercialization of Higher Education DEREK BOK Is everything in a university for sale if the price is right? In this book, one of America's leading educa- tors cautions that the answer is all too often "yes." Taking the first comprehensive look at the growing ...
Global Perspectives on Adult Education and Learning Policy, 2015
Canadian Journal For the Study of Adult Education, Sep 1, 2008
Journal of Vocational Education & Training, 2016
Journal of Adult Education, 2002
Canadian Journal of University Continuing Education, 2013
The theory of transformative learning, 'the process of making meaning of one's ... more The theory of transformative learning, 'the process of making meaning of one's experience' emerged as a concept in 1978, through the work of Jack Mezirow. This paper begins by providing an overview of transformative learning theory from Mezirow's perspective as well as two alternative ...
This paper examines the roles of various partnerships and local advocates in fostering union-init... more This paper examines the roles of various partnerships and local advocates in fostering union-initiated workplace literacy education programs in Canada. Literacy is generally promoted as one of the key attributes necessary for social and economic success in Canada. Specifically workplace literacy-that designed to improve the literacy skills of working adults-is commonly regarded as necessary for social mobility, getting a better job, and having a higher standard of living. Despite this, there exist different definitions of workplace literacy and competing notions about its role in workforce development. With several notable exceptions, the published research on workplace literacy tends to approach issues from either an assumed position of ideological neutrality or an avowedly business or government perspective. More specifically, it rarely considers the very different interests and concerns of working people and seldom includes their views or those of their unions. Yet, for labour, w...
Canadian Journal of University Continuing Education, 2013
Power in practice: adult education and the struggle for knowledge and power in society CERVERO Ro... more Power in practice: adult education and the struggle for knowledge and power in society CERVERO Ronald M., WILSON Arthur L., & Associates.
Canadian Journal of University Continuing Education, 2013
Canadian Journal For the Study of Adult Education, Mar 1, 2009
![Research paper thumbnail of [Proceedings of the] 20th Anniversary Conference of the Canadian Association for the Study of Adult Education (Quebec, Canada, May 25-27, 2001)](https://attachments.academia-assets.com/51235456/thumbnails/1.jpg)
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Journal of Adult Education, 2002
EJ665632 - What Is Adult Education? Perspective of Entering Graduate Students.
Canadian Journal For the Study of Adult Education, 2011
Canadian Journal For the Study of Adult Education, Apr 4, 2010
Canadian Journal For the Study of Adult Education, Nov 1, 2009
Canadian Journal of University Continuing Education, Jul 29, 2013
TIES PLACE The Commercialization of Higher Education DEREK BOK Is everything in a university for ... more TIES PLACE The Commercialization of Higher Education DEREK BOK Is everything in a university for sale if the price is right? In this book, one of America's leading educa- tors cautions that the answer is all too often "yes." Taking the first comprehensive look at the growing ...
European Journal for Research on the Education and Learning of Adults, 2014
. (Leicester, UK: NIACE, 2013). 288 pp., ISBN 978-1-86201-579-1 Popular education-a common enough... more . (Leicester, UK: NIACE, 2013). 288 pp., ISBN 978-1-86201-579-1 Popular education-a common enough term but often misunderstood or misappliedtakes a variety of forms and is a familiar strand in many countries' approaches to nonformal adult education. With its roots lying variously in the social movements of Nineteenth Century British and Nordic countries and, more latterly, in Latin American and several Third World countries, it generally refers to the educational tradition based upon and arising from ordinary peoples' aspirations and struggles for greater democracy and freedom from exploitation and oppression. As such it is avowedly political, seeking transformation rather than acceptance of or accommodation to, the status quo. Although manifesting differently in different parts of the world, its process tends to follow several general characteristics:
CITATIONS 2 READS 250 4 authors, including:
Inquiry: Critical Thinking Across the Disciplines, 2003
Academe, 2004
TIES PLACE The Commercialization of Higher Education DEREK BOK Is everything in a university for ... more TIES PLACE The Commercialization of Higher Education DEREK BOK Is everything in a university for sale if the price is right? In this book, one of America's leading educa- tors cautions that the answer is all too often "yes." Taking the first comprehensive look at the growing ...
Global Perspectives on Adult Education and Learning Policy, 2015
Canadian Journal For the Study of Adult Education, Sep 1, 2008
Journal of Vocational Education & Training, 2016
Journal of Adult Education, 2002
Canadian Journal of University Continuing Education, 2013
The theory of transformative learning, 'the process of making meaning of one's ... more The theory of transformative learning, 'the process of making meaning of one's experience' emerged as a concept in 1978, through the work of Jack Mezirow. This paper begins by providing an overview of transformative learning theory from Mezirow's perspective as well as two alternative ...
This paper examines the roles of various partnerships and local advocates in fostering union-init... more This paper examines the roles of various partnerships and local advocates in fostering union-initiated workplace literacy education programs in Canada. Literacy is generally promoted as one of the key attributes necessary for social and economic success in Canada. Specifically workplace literacy-that designed to improve the literacy skills of working adults-is commonly regarded as necessary for social mobility, getting a better job, and having a higher standard of living. Despite this, there exist different definitions of workplace literacy and competing notions about its role in workforce development. With several notable exceptions, the published research on workplace literacy tends to approach issues from either an assumed position of ideological neutrality or an avowedly business or government perspective. More specifically, it rarely considers the very different interests and concerns of working people and seldom includes their views or those of their unions. Yet, for labour, w...
Canadian Journal of University Continuing Education, 2013
Power in practice: adult education and the struggle for knowledge and power in society CERVERO Ro... more Power in practice: adult education and the struggle for knowledge and power in society CERVERO Ronald M., WILSON Arthur L., & Associates.
Canadian Journal of University Continuing Education, 2013
Canadian Journal For the Study of Adult Education, Mar 1, 2009
Journal of Adult Education, 2002
EJ665632 - What Is Adult Education? Perspective of Entering Graduate Students.
Canadian Journal For the Study of Adult Education, 2011
Canadian Journal For the Study of Adult Education, Apr 4, 2010
Canadian Journal For the Study of Adult Education, Nov 1, 2009
Canadian Journal of University Continuing Education, Jul 29, 2013
TIES PLACE The Commercialization of Higher Education DEREK BOK Is everything in a university for ... more TIES PLACE The Commercialization of Higher Education DEREK BOK Is everything in a university for sale if the price is right? In this book, one of America's leading educa- tors cautions that the answer is all too often "yes." Taking the first comprehensive look at the growing ...
European Journal for Research on the Education and Learning of Adults, 2014
. (Leicester, UK: NIACE, 2013). 288 pp., ISBN 978-1-86201-579-1 Popular education-a common enough... more . (Leicester, UK: NIACE, 2013). 288 pp., ISBN 978-1-86201-579-1 Popular education-a common enough term but often misunderstood or misappliedtakes a variety of forms and is a familiar strand in many countries' approaches to nonformal adult education. With its roots lying variously in the social movements of Nineteenth Century British and Nordic countries and, more latterly, in Latin American and several Third World countries, it generally refers to the educational tradition based upon and arising from ordinary peoples' aspirations and struggles for greater democracy and freedom from exploitation and oppression. As such it is avowedly political, seeking transformation rather than acceptance of or accommodation to, the status quo. Although manifesting differently in different parts of the world, its process tends to follow several general characteristics:
CITATIONS 2 READS 250 4 authors, including:
Inquiry: Critical Thinking Across the Disciplines, 2003
Most observers regard both adult and higher education as key for citizenship and democracy yet th... more Most observers regard both adult and higher education as key for citizenship and democracy yet the worldwide contexts, appearance and expression of adult education and lifelong learning have changed significantly during the past 20 years. Focusing on ten countries (Scotland, Czech Republic, USA, Brazil, Mexico, Botswana, Ghana, Palestine, South Korea and India) and five international organisations, this book explores recent changes in their overall contexts and policies about adult education, how such policies intersect with developments in higher education and how they may contribute to debates on citizenship and democracy. It highlights several significant shifts: increased awareness of the role of adult education/lifelong learning in enhancing economic growth and social cohesion and mobility, challenging economic and social exclusion and inequality, and developing human and social capital; increased involvement of transnational bodies; pressure for increased global and national co-operation and competition between educational sectors and institutions; and demand for more integrated, accessible, relevant and accountable educational systems and processes.