Adult Education Critical Issues最新文献

{"title":"Innovative Digital and Experiential Blended Learning Non-Formal Programme for Community Animators: Lessons learned","authors":"R. Armaos, J. Cullen, Anna Tsiboukli","doi":"10.12681/aeci.28797","DOIUrl":"https://doi.org/10.12681/aeci.28797","url":null,"abstract":"An innovative blended learning non-formal programme was launched in 2018-2019 for professionals and volunteers, who were encouraged to develop their own social competences in order to work directly as community animators with vulnerable groups and promote social inclusion in Greece. The intervention, which lay within an ongoing experimental European project, COMANITY, was built upon the challenges emerged from harsh economic restraints, rising demand, restricted supply and diminishing resources in our society. Within this context, youth services are urged to increase their efficiency and effectiveness, encourage civil society to fill the gaps in service provision left by ‘mainstream’ supply and try to support young people to ‘help their peers’ by getting more of them to volunteer. Community Animator’s non-formal blended learning training programme was carried out online programme delivered to 109 participants out of 947 who applied and through an experiential face to face workshop that was delivered to 14 unemployed women aiming to raise awareness and critical understanding of the concepts of democracy, equality, advocacy, human rights and social cohesion. Peer learning methods and an action research methodology were employed in order to enhance young participants to act as agents for change and develop a holding environment for those youth at risk to be marginalized. By working on their own capacities and motives, personal attitudes and possible dysfunctional assumptions, young participants actively shared and confronted critically their views and concerns, realized the impact of space and time on their civic engagement and organized themselves in social action. The present study discusses the profile and satisfaction level of participants in the online digital programme and the profile and satisfaction level of participants on the blended learning experiential programme. The data suggests that blended programmes are necessary for developing action research skills and enhancing the role of community animators, even though online programmes on their own can also assist in raising awareness about the role of community animators.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123765784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social interconnection as a factor of the effectiveness of Second Chance Schools. A case study from a Detention Center in Greece","authors":"Amalia Stoumpou, Natassa Raikou","doi":"10.12681/aeci.28800","DOIUrl":"https://doi.org/10.12681/aeci.28800","url":null,"abstract":"This paper refers to the importance of social interconnection between a Second Chance School (S.C.S.) in a detention center and the local community. The research was based on the qualitative approach and on the tool of the semi-structured interview for the collection of research data. Six trainers, eight trainees and the Director of the 2nd S.C.S. of Patras, were the sample of the research, while the technique of content analysis was chosen for the analysis of the data. The results of the survey show that there is a positive effect of the school's openness in achieving its educational objectives. In particular, social interconnection actions contribute to personal development, professional and educational vigilance, the acquisition of social skills, the change of attitudes and, to a lesser extent, to post-internment re-socialization. In addition, in order to improve the effectiveness of these actions, it is proposed that they are organized on a more stable and regular basis, as well as to focus mainly on vocational guidance.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122957007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Alternative Facts to Tentative Truths: Towards a Post-postmodern Dialogic Epistemology","authors":"Chad Hoggan, Tetyana Hoggan-Kloubert","doi":"10.12681/aeci.28795","DOIUrl":"https://doi.org/10.12681/aeci.28795","url":null,"abstract":"Drawing attention to today’s epistemic crisis, this article seeks to reflect on the role of adult education in addressing this crisis and thereby fostering our democracies. We argue for the need of developing a new shared epistemic basis, a post-postmodern dialogic epistemology. This article presents three core components for this:  (1) universalism and particularism, (2) embracing epistemic humility, and (3) seeking for dialogue and the public use of reason. Starting with recognizing the value of postmodern critiques on the Enlightenment ideas of rational thinking and its practices of rigid categorizations, we update key concepts of Enlightenment thinking, such as the power of judgment, human epistemic fallibility, and public reasoning. The modern value of the Enlightenment lies for us predominantly in the democratic educational project that it started.  In this light, we see adult education as a (public) space dedicated to developing epistemic responsibility.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130526937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Raymond Williams and Antonio Gramsci’s contributions to adult education","authors":"E. Lucio-Villegas","doi":"10.12681/aeci.28796","DOIUrl":"https://doi.org/10.12681/aeci.28796","url":null,"abstract":"This time is characterised by the policies and practices of Lifelong Learning. Against this process of dehumanisation, it could be important to ‘revisit’ some authors that enlighten us on how to recuperate an emancipatory adult education, valuable for developing critical thinking about the daily life of individuals and/or communities. In this direction, Raymond Williams and Antonio Gramsci offer us some interesting ideas. Even though they both lived in different countries and in different historic moments, they hold some common points related to a definite view of adult education. I am going to focus on three: the role of the educator, the notion of hegemony and the culture(s). In the conclusions, I will reflect on the contribution of these two thinkers to break the hegemonic view that seems to have reduced adult education to a marginalised niche. Reflecting on their contributions, mostly related to the role of the educator and the notion of culture as the core of adult education, it could be possible to recuperate the emancipatory power of adult education.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128643221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Επαγγελματική εκπαίδευση και κατάρτιση στη σφαίρα της κοινωνικής οικονομίας: Μια συγκριτική ανάλυση πέντε χωρών της ΕΕ","authors":"Nikolaos D. Apostolopoulos, Christos Goulas, Alexandros Koukouris, Ira Papageorgiou","doi":"10.12681/aeci.28798","DOIUrl":"https://doi.org/10.12681/aeci.28798","url":null,"abstract":"Το παρόν άρθρο αποτελεί ένα συνδυασμό κειμένου πολιτικής και ερευνητικής εργασίας καθώς, με βάση πρωτογενή στοιχεία, αναπτύσσει την κατάσταση της Επαγγελματικής Εκπαίδευσης και Κατάρτισης (εφεξής ΕΕΚ) για την Κοινωνική και Αλληλέγγυα Οικονομία (εφεξής ΚΑλΟ) και διερευνά τα συναφή εκπαιδευτικά προγράμματα ως βασικό μηχανισμό υποστήριξης της ΚΑλΟ στην Ευρωπαϊκή Ένωση. Επιπλέον, αυτό το άρθρο δείχνει ότι η σύνδεση μεταξύ ΚΑλΟ και εκπαίδευσης ενηλίκων δεν είναι τυχαία, αλλά βασίζεται σε συγκλίνουσες αρχές αυτών των δύο πεδίων, και ειδικά στο κοινό τους αξίωμα ως προς την προοπτική μετασχηματισμού της κοινωνίας. Τα εμπειρικά δεδομένα της έρευνας προέρχονται από πέντε χώρες (Γαλλία, Ελλάδα, Ιταλία, Κροατία και Τσεχία) οι οποίες συμμετέχουν σε ευρωπαϊκό πρόγραμμα που συντονίζει το ΙΝΕ ΓΣΕΕ. Το παρόν κείμενο πολιτικής έρχεται να καλύψει ένα κενό στη βιβλιογραφία της ευρωπαϊκής ΚΑλΟ, δεδομένου ότι πρόκειται για ένα σύγχρονο, ελάχιστα διερευνημένο πεδίο γενικά, και ειδικότερα ως προς τη σύνδεσή του με την ΕΕΚ. Η σημασία αυτού του άρθρου είναι ακόμη πιο μεγάλη ενόψει των συνεχιζόμενων κοινωνικοοικονομικών κρίσεων (π.χ. χρηματοοικονομική, υγειονομική, περιβαλλοντική κρίση), οι οποίες αναδεικνύουν το γεγονός ότι οι προοπτικές της ΚΑλΟ δεν μπορούν πλέον να απουσιάζουν από την πολιτική ατζέντα.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126342093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Από αρχάριος, …ειδικός: Τροχιές απόκτησης δεξιοτήτων κατά την εργασία","authors":"Paraskevas Lintzeris","doi":"10.12681/aeci.28799","DOIUrl":"https://doi.org/10.12681/aeci.28799","url":null,"abstract":"Η εργασία συνιστά, από την ίδια της τη φύση, τη χωροχρονική λειτουργία και τον ρόλο της στην κοινωνική ζωή, ένα πεδίο ανθρώπινης αλληλεπίδρασης που λειτουργεί ως πηγή εμπειριών οι οποίες επηρεάζουν εξελικτικά και μεταμορφωτικά το σώμα των γνώσεων, δεξιοτήτων και ικανοτήτων που κάθε άτομο διαθέτει και ενεργοποιεί κατά την άσκησή της. Το κείμενο εξετάζει τρεις θεωρίες που αναφέρονται στους τρόπους που συντελείται η απόκτηση δεξιοτήτων για τη μετάβαση από την κατάσταση του αρχάριου σε αυτήν του ειδικού: τη θεώρηση των S.E. Dreyfus & H.L. Dreyfus, την ανάλυση του Richard Sennett και την προσέγγιση των Chris Argyris και Donald Schön. Υπογραμμίζεται η σημασία της πρακτικής εργασιακής εμπειρίας και ειδικότερα της επίλυσης προβλημάτων ώστε να υπάρξει υποκειμενική πρόσληψη, εσωτερίκευση και εμπέδωση της θεωρητικής γνώσης. Παράλληλα όμως τονίζεται η κρισιμότητα της θεωρητικής, επιστημονικής γνώσης για την κατανόηση, τον έλεγχο και τη γενίκευση της πρακτικής εμπειρίας.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":"255 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122535792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}