New Horizons in Adult Education and Human Resource Development最新文献

{"title":"Book Review: Ungendering Technology: Women Retooling the Masculine Sphere","authors":"Lauren Vilen","doi":"10.1177/19394225231173798","DOIUrl":"https://doi.org/10.1177/19394225231173798","url":null,"abstract":"In Ungendering Technology: Women Retooling the Masculine Sphere, Haddad presents five original case studies examining how women engage with and master technologies historically associated with men. Haddad’s purpose is to understand “how women develop technological expertise outside of K-12 and undergraduate academic settings. Formal education, though obviously important, is only one venue in which technical knowledge is acquired” (p. 1). Haddad’s guiding research questions were: What motivates women to engage with traditionally-male technologies? What are the characteristics of those technologies? To what extent do psychosocial factors (e.g., economic need, personal interest, influence of family/peers) and/or contextual factors (e.g., cultural/political climate) impact that motivation? What types of formal, informal, individual, and collective learning takes places? How do women overcome the constraints of gender-role stereotypes to use technology with confidence, and for what benefit? Haddad positions her work as interdisciplinary, drawing from science, technology, and society (STS; the social construction of technology), labor studies, empowerment theory (e.g., Ray, 2014), feminism (e.g., Wajcman, 2007), adult learning, with special emphasis on transformative learning (TL; Mezirow, 1994), and informal, self-directed, and peer learning. Although Haddad acknowledges debates among feminist and STS scholars about whether technology supports women’s empowerment or merely reinforces gender-based socio-economic power relations, she presents her research as examining the ways in which women experience empowerment based on their “ability to exert control over its introduction and use, cultural context, and knowledge” (p. 13). Each case study constitutes “a cross-sectional snapshot of technology use during a fixed period of time” (p. 12), where technology use is broadly conceptualized as any technical know-how. Data collection relied on participant interviews conducted from 2008 to 2014. Interview questions addressed the nature of technology used, learning processes, personal and contextual factors, and perceived benefits of mastery. Haddad analyzed data using a withinthen-across case thematic approach. Chapters 1 to 5 present each case study in turn. Every chapter begins with a description of the case’s context, history, and participants, followed by findings related to participants’ motivations, learning processes, and gender-based obstacles and supports associated with the use of specific technologies. Chapter 1 features 11 breast cancer survivors from Newfoundland, ages 40 to 70, who over 2 years built and raced their own wooden dragon boat—a significant task in a seafaring culture where boatbuilding has traditionally been the providence of men. The women were drawn to the dragon boat project by a desire to connect with and be supported by other breast cancer survivors. While constructing the boat under the mentorship of an experienced male boatbuild","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"86 1","pages":"108 - 110"},"PeriodicalIF":1.1,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86848015","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":"Finding Room for Indigenous Women in Educational Leadership: Why Structured Mentorship and Training Are Needed","authors":"A. Prado","doi":"10.1177/19394225231171596","DOIUrl":"https://doi.org/10.1177/19394225231171596","url":null,"abstract":"While the educational system attempts to recover from the last few years of teacher attrition and lower enrollments in teacher education programs, there is an opportunity within adult education to both promote and mentor indigenous women in educational leadership roles by providing education, resources, and opportunities during their training. As long as indigenous women educators are still left out of academic leadership spaces, the lack of diverse voices of women in educational leadership is an issue worth exploring. A troubling lack of mentorship, support, and opportunities exacerbates the exclusion of indigenous women educational leaders. The purpose of this paper is to explore ways that adult education programs and human resource development interventions can and should help prepare indigenous women for positions in educational leadership. Educational leadership training in higher education institutions must include structured mentorship and networking programs, efforts to understand how indigenous women learn and lead, and an embracing of alternate, indigenous ways of leading.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"34 1","pages":"99 - 103"},"PeriodicalIF":1.1,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90741519","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":"BIPOC Women Faculty in Community Colleges and the Expectations of Emotional Labor","authors":"Minkyung Choi","doi":"10.1177/19394225231171592","DOIUrl":"https://doi.org/10.1177/19394225231171592","url":null,"abstract":"Women faculty in higher education, and particularly BIPOC women faculty in community colleges, often bear the weight of emotional labor, or the expectation of managing both their feelings as well as their students’ emotional needs. Because emotional labor goes unrecognized, this places a strain on faculty who balance teaching, research, and advising in addition to emotional labor. The purpose of this paper is to explore the emotional labor performed by BIPOC women faculty in community colleges and ways institutions can value and support this work.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"1 1","pages":"104 - 107"},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72509796","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":"The Relationship Between Informal and Incidental Learning of Volunteers in Adult ESL and Their Intercultural Maturity","authors":"Beixi Li","doi":"10.1177/19394225231171601","DOIUrl":"https://doi.org/10.1177/19394225231171601","url":null,"abstract":"Adult ESL is a high-turnover field, and volunteers are a critical component of the adult ESL workforce. Existing research focuses on learners’ experience in the classroom. There is limited attention to how teachers might change as a result of encountering immigrant learners in adult ESL. The purpose of this study was to understand the informal and incidental learning activities experienced by teachers in adult ESL settings and the impact of the learning on their intercultural maturity development. This study is based on survey data from 212 adult ESL teachers. The results demonstrated that adult ESL presented opportunities for informal and incidental learning for teachers. Both volunteers and paid instructors identified learning from teaching as the most important source of learning. Participation in informal and incidental learning activities was positively correlated with intercultural maturity. Further, organizational support promoted informal and incidental learning.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"11 1","pages":"146 - 158"},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75791733","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":"Joan Wynne on Living the Life of Yet","authors":"Hilary Landorf","doi":"10.1177/19394225231171584","DOIUrl":"https://doi.org/10.1177/19394225231171584","url":null,"abstract":"This is a narrative inquiry of Dr. Joan Wynne’s transformative leadership in education that traces the roots of Wynne’s social justice activism and rich descriptions and examples of her transformative leadership qualities. Akin to a Russian doll, integrity is the overall case within which all of Wynne’s transformative leadership qualities reside—constant love and caring for others; respect for other’s ideas, and the shifting of their perspectives; deep and active listening skills; the ability to build and maintain networks of relationships; commitment to the theory and practice of social justice; and hope in the power of youth to enact positive social change.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"11 1","pages":"81 - 89"},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88749518","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":"Book Reviews: Becoming a white antiracist: A practical guide for educators, leaders, and activists by Brookfield, S. D., & Hess, M. E.","authors":"Courtney McElhaney Peebles","doi":"10.1177/19394225231171585","DOIUrl":"https://doi.org/10.1177/19394225231171585","url":null,"abstract":"by TESOL and Multilingualism enthusiasts who want to see its specific practices through a translanguaging lens. One of the limitations of this book concerns with the teachers’ diverse contributions that should affect policy development. Although some parts have touched how teachers’ voices and government affirmation about teachers as prospective policy makers contribute to policy development in TESOL and multilingualism, only NESTs’ voices in Korea which clearly contributes to the decision of shifting the ideology from native-speakerism to TEE. This indicates that the editors focus on the policy development, the concept and implementation of each policy as well as impact on the language policy enhancement. The editors’ goal in connecting three edges of a triangle (past, present, and future) has covered all empirical proceedings regarding how policy is developed according to multiple aspects that each country encounters within certain periods of time in a field of TESOL as it intersects with multilingualism. Therefore, this book is an advisable reference for English language teachers, pre-service teachers, researchers, policy developers, and administrators.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"199 1","pages":"174 - 176"},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75956211","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":"Perspectives in AE: Employing Positive Priming in Civic Integration Classes for Adult Immigrants","authors":"A. Zagrebina","doi":"10.1177/19394225231171600","DOIUrl":"https://doi.org/10.1177/19394225231171600","url":null,"abstract":"Positive priming encourages adult immigrant students to become more involved in their learning activities and increases their chances of success in their host society. The use of priming effects in teaching adult immigrants, however, is not sufficiently explored in the educational literature. This article therefore fills this gap by presenting a pedagogical strategy consisting in using positive priming activities in civic integration classes to develop a positive mental attitude in students. The paper explains how the effect of positive priming can be achieved by engaging adult students in sharing their positive impressions and experiences in the host society. The practical strategies discussed were tested in multicultural groups composed of men and women and they can be used by educators to animate civic integration courses as well as instructors working with adult students in other programs.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"2 1","pages":"159 - 163"},"PeriodicalIF":1.1,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79668531","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":"Do They Even Need “Adult” Education? A Programming Critique of Day Habilitation","authors":"L. Gerken, Lisa M. Baumgartner","doi":"10.1177/19394225231171576","DOIUrl":"https://doi.org/10.1177/19394225231171576","url":null,"abstract":"Day habilitation provides informal and non-formal adult education programming for individuals with disabilities, who often go unrecognized by the adult education field because of infantilization that precludes them from common perceptions of “adults,” contributing to a dearth of information about day hab access and programming in adult education literature. In this paper, we critically examine day hab access and programming issues in Texas, discussing barriers regarding costs and stigmas toward attendees from adult educators’ perspectives. We include practical recommendations for the field, such as embracing person-centered approaches and entering discussions about day habilitation programming to improve outcomes for participants.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"14 1","pages":"51 - 55"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88427896","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":"Book Review: The handbook of adult and continuing education","authors":"Sarah M. Ray","doi":"10.1177/19394225231171571","DOIUrl":"https://doi.org/10.1177/19394225231171571","url":null,"abstract":"","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"19 1","pages":"56 - 57"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82537622","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":"The Innerworkings of the Learning Activities in the Executive Office of a Professional Association: A Conversation With Dr. Charlie Nutt","authors":"Craig M. McGill","doi":"10.1177/19394225231171569","DOIUrl":"https://doi.org/10.1177/19394225231171569","url":null,"abstract":"This paper seeks to better understand the workplace learning that occurs in the executive office (henceforth referred to as EO) of the NACADA: The Global Community of Academic Advising through a conversation with the association’s Executive Director, Dr. Charlie Nutt. After providing a context of NACADA and its EO as well as my interview with Nutt, I summarize the interview and analyze it through the lens of important competencies of effective managers as described by Gilley and colleagues.","PeriodicalId":43405,"journal":{"name":"New Horizons in Adult Education and Human Resource Development","volume":"46 1","pages":"46 - 50"},"PeriodicalIF":1.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81615178","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}