Disrupting Adult and Community Education

Description

Honorable Mention, 2017 Phillip E. Frandson Award for Literature in the Field of Professional, Continuing, and/or Online Education presented by the University Professional and Continuing Education Association

This groundbreaking book critiques the boundaries of where adult education takes place through a candid examination of teaching, learning, and working practices in the social periphery. Lives in this context are diverse and made through complex practices that take place in the shadows of formal systems: on streetscapes and farms, in vehicles and homes, and through underground networks. Educators may be family members, friends, or colleagues, and the curriculum may be based on needs, interests, histories, and cultural practices. The case studies presented here analyze adult education in the lives of sex workers, LGBTQ activists, undocumented migrants, disabled workers, homeless youth, immigrants, inmates, and others. Focusing on learning at the social margins, this book challenges readers to reconceptualize local, national, and transnational adult education practices in light of neoliberalism and globalization.
Foreword
John Field

Acknowledgments

Introduction
Starting Somewhere: Troubling Perspectives of Periphery and Center in Adult and Community Education
Robert C. Mizzi, Sue Shore & Tonette S. Rocco

Rethinking Locations of Adult Education Practice

1. Lifelong Learning as Critical Action for Sexual and Gender Minorities as a Constituency of the Learner Fringe
André P. Grace

2. Youth Development in Context: Housing Instability, Homelessness, and Youth “Work”
Naomi Nichols

3. A Synergy of Understanding: Intimidation Technologies and Situated Learning in United States and Jamaican Prisons
Joshua C. Collins, Lincoln D. Pettaway, Chaundra L. Whitehead & Steve J. Rios

4. Listen Carefully, Act Thoughtfully: Exploring Sex Work as an Adult Education Context
Shannon Deer & Dominique T. Chlup

5. Using Democratic Deliberation in an Internationalization Effort in Higher Education
Hilary Landorf & Eric Feldman

Educators’ Work with “Peripheral” Spaces of Engagement

6. Beyond Death Threats, Hard Times, and Clandestine Work: Illuminating Sexual and Gender Minority Resources in a Global Context
Robert C. Mizzi, Robert Hill & Kim Vance

7. Invisible Women: Education, Employment, and Citizenship of Women with Disabilities in Bangladesh
Shuchi Karim

8. Moving Beyond Employability Risks and Redundancies: New Microenterprise and Entrepreneurial Possibilities in Chile
Carlos A. Albornoz & Tonette S. Rocco

9. Shopping at Pine Creek: Rethinking Both-Ways Education through the Context of Remote Aboriginal Australian Ranger Training
Matthew Campbell & Michael Christie

10. Vocational Teacher Education in Australia and the Problem of Racialized Hope
Sue Shore

Immigrant Experiences of Work and Learning in the New World Order

11. Unauthorized Migrant Workers: (L)Earning a Life in Canada
Susan M. Brigham

12. Shifting the Margins: Learning, Knowledge Production, and Social Action in Migrant and Immigrant Worker Organizing
Aziz Choudry

13. Making the Invisible Visible: The Politics of Recognition in Recognizing Immigrant’s International Credentials and Work Experience
Shibao Guo

14. How Welcome Are We?: Immigrants as Targets of Uncivil Behavior
Fabiana Brunetta & Thomas G. Reio, Jr.

Transnational Adult Education and Global Engagement

15. The Sputnik Moment in the Twenty-First Century: America, China, and the Workforce of the Future
Peter Kell & Marilyn Kell

16. Radical International Adult Education: A Pedagogy of Solidarity
Bob Boughton

17. From Generation to Generation: Teaching Adults to Teach about the Holocaust
Mark J. Webber with Michael Brown

18. Study Abroad Programs, International Students, and Global Citizenship: Colonial-Colonizer Relations in Global Higher Education
Korbla P. Puplampu & Lindsay Wodinski

19. Teaching, Learning, and Working in the Periphery: Provocations for Researchers and Practitioners
Sue Shore, Robert C. Mizzi & Tonette S. Rocco

List of Contributors
Index

Sujets

• Continuing education
• Adult education

Informations

• Publié par: State University of New York Press
• Date de parution: 12 mai 2016
• Nombre de lectures: 0
• EAN13: 9781438460932
• Langue: English

Extrait

Disrupting Adult and Community Education
Disrupting Adult and Community Education
Teaching, Learning, and Working in the Periphery
Edited by
Robert C. Mizzi
Tonette S. Rocco
Sue Shore
Foreword by
John Field
Published by State University of New York Press, Albany
© 2016 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
www.sunypress.edu
Production, Eileen Nizer
Marketing, Anne M. Valentine
Library of Congress Cataloging-in-Publication Data
Names: Mizzi, Robert C., editor of compilation. | Rocco, Tonette S., editor of compilation. | Shore, Sue, editor.
Title: Disrupting adult and community education: teaching, learning, and working in the periphery / edited by Robert C. Mizzi, Tonette S. Rocco, and Sue Shore ; foreword by John Field.
Description: Albany : State University of New York Press, 2016. | Includes bibliographical references and index.
Identifiers: LCCN 2015026349 | ISBN 9781438460918 (hardcover : alk. paper) | ISBN 9781438460932 (e-book)
Subjects: LCSH: Adult education—Social aspects. | Adult education—Moral and ethical aspects. | Community education—Social aspects. | Community educaton—Moral and ethical aspects.
Classification: LCC LC5225.S64 D57 2016 | DDC 374—dc23
LC record available at http://lccn.loc.gov/2015026349
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Contents
Foreword
John Field
Acknowledgments
Introduction
Starting Somewhere: Troubling Perspectives of Periphery and Center in Adult and Community Education
Robert C. Mizzi, Sue Shore Tonette S. Rocco
R ETHINKING L OCATIONS OF A DULT E DUCATION P RACTICE
Chapter 1
Lifelong Learning as Critical Action for Sexual and Gender Minorities as a Constituency of the Learner Fringe
André P. Grace
Chapter 2
Youth Development in Context: Housing Instability, Homelessness, and Youth “Work”
Naomi Nichols
Chapter 3
A Synergy of Understanding: Intimidation Technologies and Situated Learning in United States and Jamaican Prisons
Joshua C. Collins, Lincoln D. Pettaway, Chaundra L. Whitehead Steve J. Rios
Chapter 4
Listen Carefully, Act Thoughtfully: Exploring Sex Work as an Adult Education Context
Shannon Deer Dominique T. Chlup
Chapter 5
Using Democratic Deliberation in an Internationalization Effort in Higher Education
Hilary Landorf Eric Feldman
E DUCATORS ’ W ORK WITH “P ERIPHERAL ” S PACES OF E NGAGEMENT
Chapter 6
Beyond Death Threats, Hard Times, and Clandestine Work: Illuminating Sexual and Gender Minority Resources in a Global Context
Robert C. Mizzi, Robert Hill Kim Vance
Chapter 7
Invisible Women: Education, Employment, and Citizenship of Women with Disabilities in Bangladesh
Shuchi Karim
Chapter 8
Moving Beyond Employability Risks and Redundancies: New Microenterprise and Entrepreneurial Possibilities in Chile
Carlos A. Albornoz Tonette S. Rocco
Chapter 9
Shopping at Pine Creek: Rethinking Both-Ways Education through the Context of Remote Aboriginal Australian Ranger Training
Matthew Campbell Michael Christie
Chapter 10
Vocational Teacher Education in Australia and the Problem of Racialized Hope
Sue Shore
I MMIGRANT E XPERIENCES OF W ORK AND L EARNING IN THE N EW W ORLD O RDER
Chapter 11
Unauthorized Migrant Workers: (L)Earning a Life in Canada
Susan M. Brigham
Chapter 12
Shifting the Margins: Learning, Knowledge Production, and Social Action in Migrant and Immigrant Worker Organizing
Aziz Choudry
Chapter 13
Making the Invisible Visible: The Politics of Recognition in Recognizing Immigrant’s International Credentials and Work Experience
Shibao Guo
Chapter 14
How Welcome Are We?: Immigrants as Targets of Uncivil Behavior
Fabiana Brunetta Thomas G. Reio, Jr.
T RANSNATIONAL A DULT E DUCATION AND G LOBAL E NGAGEMENT
Chapter 15
The Sputnik Moment in the Twenty-First Century: America, China, and the Workforce of the Future
Peter Kell Marilyn Kell
Chapter 16
Radical International Adult Education: A Pedagogy of Solidarity
Bob Boughton
Chapter 17
From Generation to Generation: Teaching Adults to Teach about the Holocaust
Mark J. Webber with Michael Brown
Chapter 18
Study Abroad Programs, International Students, and Global Citizenship: Colonial-Colonizer Relations in Global Higher Education
Korbla P. Puplampu Lindsay Wodinski
Chapter 19
Teaching, Learning, and Working in the Periphery: Provocations for Researchers and Practitioners
Sue Shore, Robert C. Mizzi Tonette S. Rocco
List of Contributors
Index
Foreword
Adult and community education has long survived on the periphery. This marginal status is often lamented, frequently through the much-used metaphor of “Cinderella.” But it is also celebrated and enjoyed; being at the edge means that you frequently operate far from the gaze of our rulers, opening up spaces for experiment and innovation, as well as forging possibilities for new alliances and creative pedagogies. These spaces and possibilities are always bounded, of course, but they nevertheless give adult and community education an edgy quality, and allow a reworking of the balance between domesticating and emancipating practices.
For the last forty years, though, adult and community education has found its marginal status eroding. During the capitalist crisis of the 1970s, governments in a number of countries developed policies for adult skills. Until the 1990s, institutional developments focused largely on such fields as adult literacy and the expansion of higher education systems, along with increased funding for research and for development projects with specific target groups such as the adult unemployed or minority ethnic groups. From the 1990s, though, the discourse of lifelong learning and increasing concern over economic competitiveness and social cohesion in the old industrial nations started to change the rules of the game. From now on, adult and community education stands in the spotlight.
This new central position has presented opportunities, but it has also created difficult challenges. The dominant discourse of skills and employability threatens to swamp the broad and generous traditions of a learner-centered curriculum and pedagogy that had evolved in the field over decades. An emphasis on social inclusion has chimed closely with adult educators’ concern for the least advantaged; but in its dominant forms it requires including the marginalized and stigmatized into the existing social and economic order, rather than working with learners in ways that can challenge and change that order.
The focus of this book is on identifying the ways in which adult and community education can support the status quo and legitimate its norms, and exploring practices that tackle stigma, explode taboos, subvert oppression and rattle the cages of the mind. On the one hand, the contributors are concerned with the ways in which the often hidden everyday practices of adult and community education can set boundaries to what learners can imagine and do—for themselves, for their families, for their communities. On the other, they seek to make visible the peripheral and subjugated practices and peoples whose learning troubles the normalizing practices of the dominant, mainstream forms of adult education. And this includes a fundamental rethinking of our basic ideas and ideals—whether this concerns easily spoken phrases like “social justice” or “learner centred,” or the basic building blocks of professional identity and practice among those working in the field, or the very conception of knowledge itself.
The editors and contributors have, then, set themselves a difficult and at times a risky task. Yet, it is fair to say, it is almost certainly less risky than the marginalized learning spaces in which adult and community educators work alongside and with peripheral learners. Sustainable, just practice requires resources of hope and resilience: if we are to disrupt conventional practices and wisdoms, we need to be able to imagine ways of living otherwise. I rather suspect that editing this book also required an optimistic will to change, along with a sober appreciation of the complex ways in which multiple inequalities and oppressions must implicate us all.
I have found this a wonderful collection of perspectives on adult and community education in our times, which provides a rich resource for people working in our field. It sets out tough questions about our values, about our willingness to confront the often invisible relations of power and stigma in our field, and about our capacity to engage in just and equitable ways with learners from beyond the comfortable edge of our social world. Many people involved in adult and community education worry about the broader ethical purpose and social consequences of their work, and they try to find workable solutions to the dilemmas that poses. I hope that they share my joy in reading