Our Field is Changing: So is CJUCE (original) (raw)
Related papers
Canadian Adult Education: Still a Movement
Canadian Journal of University Continuing …, 2010
Writing recently in this journal, two of Canada's veteran adult educators contemplated the "death" of the Canadian adult education movement. I disagree and argue Forum / Tribune 2
The Life and Death of the Canadian Adult Education Movement
Canadian Journal of University Continuing Education, 2009
Adult education in the Western tradition goes back at least to the craft guilds of the Middle Ages; however, the adult education movement, that is, organized attempts to promote and gain support for the practice, had its origins in Canada, at least, in the late 1920s and petered out in the 1990s. Part I of this article traces the development of that movement and includes brief references to the pre-movement years and comments on the periods identified as the Idealistic Period (the late 1920s to 1950) and the Professionalized Period (the early 1950s to the end of the 1980s). Part Two explores the causes of the movement's demise and speculates about its revival.
Canadian Adult Education: Still Moving
adulterc.org
Two of Canada's veteran adult educators have recently discussed what they claim as the "death" of the Canadian adult education movement. In this paper, we challenge this claim and provide evidence to show that adult education in Canada remains vigorous and vital, expanding in some areas and overall still deserving of being called a movement. Two of Canada's long-standing adult educators have recently contemplated what they claim as the "death" of the Canadian adult education movement. Specifically, they state, "in the span between the late 1920s and the mid-1990s, the Canadian adult education movement grew and flourished for a time but is now no more" (Selman & Selman, 2009, p. 15). We disagree. Certainly, since the demise of the Canadian Association for Adult Education in the 1980s, adult educators' influence on government policy-at both national and provincial levels-has waned and, despite the recent flurry of energy created by the Canadian Council of Learning and its Adult Learning Knowledge Centre, it has not proved viable to found another organisation that reflects the full breadth and diversity of Canadian adult education or the extent of its reach. Despite this, we feel that announcing the death of Canada's adult education movement seems not only premature but highly inaccurate. From our perspective, adult education in Canada remains a vigorous and vital activity and one that still fully justifies being called a movement. We're not alone in our assessment. In 2001, a team from the Organisation of Economic Development conducted a survey of Canadian adult learning. As their report (OECD, 2002) makes clear, almost 30% of Canadians participate in some form of adult education: Canada has many programs to be proud of, and many models in adult education that could provide inspiration both to other providers within Canada and to other countries. The sheer size of the country, the variations among provinces, and presence of both provincial and federal initiatives means that the country has a vast amount of experimentation and innovation. (p. 8) This view is supported by the latest background report on the development and state of adult learning and education in Canada (Council of Ministers of Education Canada, 2008) which documents Canada's enduringly rich tradition of adult education and learning and the wide range of learning opportunities for adults. And for the past 10 years, Canada has celebrated International Adult Learners' Week (IALW) with events from coast to coast showcasing a stunning tribute to the continuing vitality of adult learning in Canada. (Canadian Commission for UNESCO, 2010). As these reports indicate, more Canadians than ever are engaging in some form of organized adult education in a wide variety of courses and programs. Indeed, areas such as indigenous adult education and the HIV/AIDS movement are showing exciting growth through the work of new activists, practitioners and scholars.
CJSAE Book Review BUILDING ON CRITICAL TRADITIONS: ADULT EDUCATION AND LEARNING IN CANADA
cjsae rcééa la revue canadienne pour l' étude de l' éducation des adultes Volume 27 Issue 3 The Canadian Journal for the Study of Adult Education/ La revue canadienne pour l' étude de l' éducation des adultes Editor-in-Chief: Donovan Plumb www.cjsae-rceea.ca 27,3 June/juin 2015 ISSN1925-993X (online) © Canadian Association for the Study of Adult Education/ L' Association canadienne pour l' étude de l' éducation des adultes www.casae-aceea.ca CJSAE Book Review The Canadian Journal for the Study of Adult Education/ La revue canadienne pour l' étude de l' éducation des adultes 27,3 June/juin 2015 ISSN1925-993X (online) © Canadian Association for the Study of Adult Education/ L' Association canadienne pour l' étude de l' éducation des adultes
Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA): Mobilities and Transitions: Learning, Institutions, Global and Social Movements Conference Proceedings. Glasgow Caledonian University, Scotland, UK. , 2013
Canada can claim one of the most varied adult education provisions in the industrialised world with more Canadians than ever engaging in some form of organized adult education (Council of Ministers of Education Canada, 2008; Organisation for Economic Co-operation and Development, 2011). With this exciting reality in mind, we begin this paper by describing the broad and diverse practice of adult education in Canada, highlighting the challenges and complexities of this practice. Following that, we address the questions: How to make sense of such a diverse, multifaceted and sometimes contradictory set of activities and approaches? Why does such disparity exist between levels of participation and the vitality of many local adult education initiatives and the comparative lack of any overarching organisational structures?
Adult Education Research in Saskatchewan 1
Sites of adult education research in Saskatchewan were surveyed to identify the origins, goals and methodologies of recent research and factors which influenced its production. Research was found to be produced by a broad range of institutions and The University of Saskatchewan was the major site of research activities. Two research traditions existed at the two university sites surveyed; adult education for social change and adult education to meet multifunctional, including technical-rational societal goals. Human resource development and economic adjustment were not the focus of the majority of studies conducted. The possibilities for a future narrow economic agenda to dominate adult education research was recognized. Une enquete a ete menee dans divers lieux de recherche en Saskatchewan afin d'identifier les origines, les buts, les methode utilisees dans les recherches recentes en education des adultes et les facteurs qui ont influence" leur production. Les recherches i...
1992
The revised edition of the AERC '92 Proceedings differs from the original version in four respects: 1) a paper presented by Margaret A. Shaw, NW, which arrived too late for inclusion in the original Proceedings has been inserted into the revised edition; 2) five papers presented at the International Graduate Student pre-conference have been included as Appendix I; 3) a resolution approved by the AERC '92 attendees, regarding the book by John M. Peters, Peter Jarvis and Associates (Eds.) Adult Education: Evolution and Achievements in a 12eyeloging.field_of Study. San Francisco: Jossey-Bass, 1991, is included as Appendix II; and 4) some typographical and reference errors were corrected.