New Horizons in Adult Education and Human Resource Development最新文献_第2页

Adult Learning for Self-Care and Healing Justice: Black Women Living With HIV/AIDS Amid a Global Pandemic Voices From CBOs’ Service Providers 自我照顾和治疗正义的成人学习:在全球流行病中感染艾滋病毒/艾滋病的黑人妇女来自社区卫生组织服务提供者的声音

New Horizons in Adult Education and Human Resource Development Pub Date : 2023-10-03 DOI: 10.1177/19394225231202318

Mattyna L. Stephens

引用次数: 0

The Virtual Geography of Afrodiasporic Womanist Love: Black Women Critical Educators Collectively Cultivating Solidarity and (En)countering Loneliness Online 非洲散居女性主义之爱的虚拟地理:黑人女性批判教育者集体培养团结和(En)在线对抗孤独

New Horizons in Adult Education and Human Resource Development Pub Date : 2023-10-02 DOI: 10.1177/19394225231200263

Esther O. Ohito, Damaris C. Dunn, Keisha L. Green, Barbara A. S. Heyward, Jasmine Hoskins, Sabine D. Jacques, Pam Segura, Susan E. Wilcox

{"title":"The Virtual Geography of Afrodiasporic Womanist Love: Black Women Critical Educators Collectively Cultivating Solidarity and (En)countering Loneliness Online","authors":"Esther O. Ohito, Damaris C. Dunn, Keisha L. Green, Barbara A. S. Heyward, Jasmine Hoskins, Sabine D. Jacques, Pam Segura, Susan E. Wilcox","doi":"10.1177/19394225231200263","DOIUrl":"https://doi.org/10.1177/19394225231200263","url":null,"abstract":"In this multimodal article, we respond to the pervasive erasure of Black women’s knowledge-making practices and pedagogies in academic literature writ large while illustrating the use of creative methods for making meaning of community, connection, sociality, and solidarity, in virtual or online adult learner education spaces. We begin by narrating how our collective of U.S.-based Black women comparative and international education scholar-practitioners lovingly banded together for a Study Abroad Program. We theorize the diasporic Blackness undergirding our womanist love of one another as a spatial, relational, corporeal, and political force helpful for cultivating critical community and affective solidarity in our virtual geographic context. Then, using kitchen-table talk as a reflexive method of inquiry, we probe the particularities of that Afrodiasporic womanist love—the energy cohering our collective in an online environment—as noun and verb: a source of sustenance, a reprieve from loneliness during the COVID-19 pandemic, and a care-full comforting and healing practice. We locate our theorizing in the genealogy of Black feminist thought, and to interrogate how Afrodiasporic womanist love is shaped by and situated in time, space, and body(ies), we explore our geohistories and legacies. We conclude by reflecting on how, in addition to building solidarity, Afrodiasporic womanist love helped us form a supportive critical community online that provided sanctuary as we (re)conceptualized justice, freedom, and humanity in our individual and collective praxis vis-à-vis the intimacy, authenticity, and vulnerability demanded by this type of Black love.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135898944","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}

引用次数: 0

From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development 从教学设计师的角度:批判性地考察协同在线课程开发中ID贡献的协调性

New Horizons in Adult Education and Human Resource Development Pub Date : 2023-09-01 DOI: 10.1177/19394225231202308

Laura Lubin, Thomas G. Reio

{"title":"From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development","authors":"Laura Lubin, Thomas G. Reio","doi":"10.1177/19394225231202308","DOIUrl":"https://doi.org/10.1177/19394225231202308","url":null,"abstract":"Instructional Designers (IDs) are talented assets to higher education institutions (HEIs) that have positioned online course development as part of long-term strategic plans. This study investigated the experiences of IDs involved in online course development while working dyadically with faculty members in U.S. HEIs. The study focused on the textually mediated coordination of social working relationships and engagement outcomes on the professional identities of eight ID subjects; analysis of HEI websites and observational field notes were included in the dataset. Five thematic narratives emerged within the analysis: a question of professional (dis)regard, a culture of complex collaborative work, a conversation of representation in HEI governance, a translocal chain of bossy (mis)coordination, and a song of silent, external attributions. These themes provided a platform for disseminating ID lived narratives and perspectives within a relational framework informed by Human Resource Development (HRD), where, in the literature, their experiences can inform and benefit the improved performance of HEIs engaged in online program production and governance.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135685823","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}

引用次数: 2

Book Review: Generative knowing: Principles, methods, and dispositions of an emerging adult learning theory 书评:生成知识:一个新兴的成人学习理论的原则、方法和倾向

New Horizons in Adult Education and Human Resource Development Pub Date : 2023-09-01 DOI: 10.1177/19394225231200262

Shannon A. B. Perry, Trisha Barefield, Alexandra B. Cox

引用次数: 0

Death and Dying: Workplace Violence, Mass Shootings, and Gun Violence 死亡与死亡:工作场所暴力、大规模枪击和枪支暴力

New Horizons in Adult Education and Human Resource Development Pub Date : 2023-09-01 DOI: 10.1177/19394225231203805

Tonette S. Rocco, Brad Shuck

引用次数: 0

Response to Lubin and Reio, “From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development” 对Lubin和Reio“从教学设计师的角度:批判性地调查ID对协作在线课程开发的贡献的协调”的回应

New Horizons in Adult Education and Human Resource Development Pub Date : 2023-09-01 DOI: 10.1177/19394225231203652

Saul Carliner

{"title":"Response to Lubin and Reio, “From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development”","authors":"Saul Carliner","doi":"10.1177/19394225231203652","DOIUrl":"https://doi.org/10.1177/19394225231203652","url":null,"abstract":"This response provides a response to the Lubin and Reio article, Response to Lubin and Reio, “From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development.” Specifically, it explores persistent gaps in the literature on the relationships between faculty and of instructional designers when designing asynchronous online courses in higher education: (a) lack of the perspectives of faculty and administrators in the research; (b) a lack of a formal definition of collaboration and, along with that, a consideration of the other roles that instructional designers play in higher education; (c) issues regarding the status of faculty and instructional designers in higher education; and (d) copyright ownership issues and their impact on working relationships. The response argues that, until the research explores these issues, the ability of this line of research to effectively advocate for change in the relationships between faculty and instructional designers is limited.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135639762","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}

引用次数: 0

Graduate Students’ Perceptions of Instructor Power in the U.S. Higher Education Classroom 美国高等教育课堂中研究生对教师权力的感知

IF 1.1

New Horizons in Adult Education and Human Resource Development Pub Date : 2023-07-29 DOI: 10.1177/19394225231189937

Antonio Delgado, Craig M. McGill

{"title":"Graduate Students’ Perceptions of Instructor Power in the U.S. Higher Education Classroom","authors":"Antonio Delgado, Craig M. McGill","doi":"10.1177/19394225231189937","DOIUrl":"https://doi.org/10.1177/19394225231189937","url":null,"abstract":"Higher education is a distribution center of knowledge and economic, social, and cultural power. The instructor’s power is usually unquestioned, particularly by students who must comply with instructors who are the gatekeepers to resources they need. Understanding alienation in higher education classrooms illuminate how power influences educational transactions and the interests of both students and instructors. Literature on student alienation in higher education has primarily focused on depersonalized discourses or persistence/retention, which avoids the central and most basic unit of the system: the instructor-student relationship. This study explored graduate students’ understandings of their experiences involving the power of their instructors in the higher education classroom. The findings of this study revealed that students understood their experiences involving instructor power in connection to the instructor-student relationship, and they responded to power and alienation through strategies for self-preservation. To understand how instructor power shapes students’ higher education experience and the methods by which this power takes shape, instructors must enable students to recognize, discuss, and challenge that power.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"62 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81316101","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}

引用次数: 0

Strategies for Supporting Learners With Disabilities in Postsecondary Education 中学后教育中支持残疾学习者的策略

IF 1.1

New Horizons in Adult Education and Human Resource Development Pub Date : 2023-07-25 DOI: 10.1177/19394225231189136

Carol Rogers-Shaw, T. W. Park, Kayla D. Mohney

引用次数: 0

Doctoral Virtual Writing Group: For Us, By Us 博士虚拟写作小组:为我们，由我们

IF 1.1

New Horizons in Adult Education and Human Resource Development Pub Date : 2023-07-19 DOI: 10.1177/19394225231189150

Schane D. Coker, Cory J. Wicker, Tammy M. Rutland, Myrian Herlle, Jason K. Styles, J. D. Martinez

引用次数: 0

Gender Equality: Losing Ground 性别平等:节节败退

IF 1.1

New Horizons in Adult Education and Human Resource Development Pub Date : 2023-06-01 DOI: 10.1177/19394225231172625

Hilary Landorf, Catherine Wadley

引用次数: 0