Adult Education Quarterly最新文献_第2页

Learning About Resilience from Rural Interprofessional Healthcare Teams: Insights from the “First Wave” of COVID-19 从农村跨专业医疗团队中学习复原力：来自 COVID-19 "第一波 "的启示

IF 1.3 4区教育学

Adult Education Quarterly Pub Date : 2024-02-23 DOI: 10.1177/07417136241234325

Maureen Coady

{"title":"Learning About Resilience from Rural Interprofessional Healthcare Teams: Insights from the “First Wave” of COVID-19","authors":"Maureen Coady","doi":"10.1177/07417136241234325","DOIUrl":"https://doi.org/10.1177/07417136241234325","url":null,"abstract":"Building resilience is a key concern for adult educators today as we face unprecedented global challenges such as the coronavirus disease-19 (COVID-19). Nowhere is this more apparent than in educational initiatives with health professionals who experience many stressors in their work, now amplified by the pandemic. This paper reports the results of focus groups with three interprofessional primary healthcare teams in rural Nova Scotia, Canada, in the fall of 2021. The aim was to learn about their lived experience during the first year of the pandemic, as a basis for considering how resilience could be nurtured and supported in rural team-based collaborative practices settings. Findings reveal that, while each collaborative team experienced recognized COVID-19 workplace stressors, they leveraged a store of collective resilience to navigate the pandemic. The trust, sense of purpose, and shared problem-solving skills they derived from working in collaborative structures over time enabled them to regain equilibrium and to adapt to new norms, and to transform thier practices. The study highlights the power of collaborative learning to strengthen overall ability for resilient performance, and the adaptive capacity that is required to deliver and sustain quality healthcare. The study highlights the need for continuing professional education that values naturally occurring practice-based learning. Adult educators are well positioned to support health professionals and health systems to nurture and support resilient action. They bring an understanding of effective collaborative tools and processes that foster dialogue and collective awareness that leads to a shared identity and understanding. As this study reveals, it is this shared identity and capacity arising within a group that enables them to draw on their collective sources of support to deal with adversity.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book Review: Civility, Free Speech, and Academic Freedom in Higher Education: Faculty on the Margins by R. Dutt-Ballerstadt & K. Bhattacharya 书评：高等教育中的文明礼貌、言论自由和学术自由：R. Dutt-Ballerstadt 和 K. Bhattacharya 合著的《边缘的教师》一书

IF 1.3 4区教育学

Adult Education Quarterly Pub Date : 2024-02-20 DOI: 10.1177/07417136241232950

Nisha Thapliyal

引用次数: 0

Adult Refugees and Asylum Seekers in University Preparation Programs: Competing Identities and Multiple Transitions Manifested in Stigma Consciousness and Student Self-Identification 大学预科课程中的成年难民和寻求庇护者：污名意识和学生自我认同中体现的相互竞争的身份和多重过渡

IF 1.3 4区教育学

Adult Education Quarterly Pub Date : 2024-02-12 DOI: 10.1177/07417136241231566

M. Grüttner, Stefanie Schröder, J. Berg

{"title":"Adult Refugees and Asylum Seekers in University Preparation Programs: Competing Identities and Multiple Transitions Manifested in Stigma Consciousness and Student Self-Identification","authors":"M. Grüttner, Stefanie Schröder, J. Berg","doi":"10.1177/07417136241231566","DOIUrl":"https://doi.org/10.1177/07417136241231566","url":null,"abstract":"Preparation for university studies is key to enabling adult refugees and asylum seekers to reestablish their educational and professional careers in the host country. While refugees’ transition to higher education (HE) is embedded in multiple transitions regarding social position, educational career, and migration, related identities may compete. We investigate how this is manifested in stigma consciousness and precarious student self-identification and how these factors influence the transition to HE. We combine novel quantitative and qualitative data on refugee students in prestudy programs in Germany. The results show that stigma consciousness impedes student self-identification. Moreover, stigma consciousness moderates the effect of student self-identification on the likelihood of enrolling in university. Qualitative interviews show how refugee students use strategies to deal with the stigma that unfortunately reproduces stigmatizing attributions. We provide implications for further research, educational counseling, and prestudy programs for refugees as an integral part of adult education.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Transformation of Teachers’ Subjectivities in Swedish Municipal Adult Education: An Autoethnographic Perspective 瑞典市级成人教育中教师主体性的转变：自我民族志视角

IF 1.3 4区教育学

Adult Education Quarterly Pub Date : 2024-02-12 DOI: 10.1177/07417136241231569

Nina Emilsson

{"title":"The Transformation of Teachers’ Subjectivities in Swedish Municipal Adult Education: An Autoethnographic Perspective","authors":"Nina Emilsson","doi":"10.1177/07417136241231569","DOIUrl":"https://doi.org/10.1177/07417136241231569","url":null,"abstract":"Within the specific cultural and historical context of Swedish adult education, this article employs autoethnography to explore teachers’ complex experiences during the era of neoliberalism. Its aim is to illuminate teachers’ multifaceted realities within this dynamic and shed light on the diverse challenges and struggles they encounter. Drawing on personal experiences and Stephen Ball's conceptual framework, the article asserts that neoliberal ideologies prompt significant shifts in education, emphasizing market-oriented practices, individualization, and flexibility. Consequently, these influences have a profound impact on teachers’ work, belief systems, values, behaviors, and pedagogical approaches. The narrative offers insights into the emotional, professional, and ethical challenges prompted by these reforms. It captures the interplay between policy changes, teachers’ responses, and broader implications for education quality and teachers’ wellbeing. This process becomes interwoven with teachers’ negotiations amid tensions between neoliberal policies and their professional ideals, evoking a range of emotions—from subjective alienation to ontological uncertainty.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Transformation of Teachers’ Subjectivities in Swedish Municipal Adult Education: An Autoethnographic Perspective 瑞典市级成人教育中教师主体性的转变：自我民族志视角

IF 1.3 4区教育学

Adult Education Quarterly Pub Date : 2024-02-12 DOI: 10.1177/07417136241231569

Nina Emilsson

{"title":"The Transformation of Teachers’ Subjectivities in Swedish Municipal Adult Education: An Autoethnographic Perspective","authors":"Nina Emilsson","doi":"10.1177/07417136241231569","DOIUrl":"https://doi.org/10.1177/07417136241231569","url":null,"abstract":"Within the specific cultural and historical context of Swedish adult education, this article employs autoethnography to explore teachers’ complex experiences during the era of neoliberalism. Its aim is to illuminate teachers’ multifaceted realities within this dynamic and shed light on the diverse challenges and struggles they encounter. Drawing on personal experiences and Stephen Ball's conceptual framework, the article asserts that neoliberal ideologies prompt significant shifts in education, emphasizing market-oriented practices, individualization, and flexibility. Consequently, these influences have a profound impact on teachers’ work, belief systems, values, behaviors, and pedagogical approaches. The narrative offers insights into the emotional, professional, and ethical challenges prompted by these reforms. It captures the interplay between policy changes, teachers’ responses, and broader implications for education quality and teachers’ wellbeing. This process becomes interwoven with teachers’ negotiations amid tensions between neoliberal policies and their professional ideals, evoking a range of emotions—from subjective alienation to ontological uncertainty.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adult Refugees and Asylum Seekers in University Preparation Programs: Competing Identities and Multiple Transitions Manifested in Stigma Consciousness and Student Self-Identification 大学预科课程中的成年难民和寻求庇护者：污名意识和学生自我认同中体现的相互竞争的身份和多重过渡

IF 1.3 4区教育学

Adult Education Quarterly Pub Date : 2024-02-12 DOI: 10.1177/07417136241231566

M. Grüttner, Stefanie Schröder, J. Berg

{"title":"Adult Refugees and Asylum Seekers in University Preparation Programs: Competing Identities and Multiple Transitions Manifested in Stigma Consciousness and Student Self-Identification","authors":"M. Grüttner, Stefanie Schröder, J. Berg","doi":"10.1177/07417136241231566","DOIUrl":"https://doi.org/10.1177/07417136241231566","url":null,"abstract":"Preparation for university studies is key to enabling adult refugees and asylum seekers to reestablish their educational and professional careers in the host country. While refugees’ transition to higher education (HE) is embedded in multiple transitions regarding social position, educational career, and migration, related identities may compete. We investigate how this is manifested in stigma consciousness and precarious student self-identification and how these factors influence the transition to HE. We combine novel quantitative and qualitative data on refugee students in prestudy programs in Germany. The results show that stigma consciousness impedes student self-identification. Moreover, stigma consciousness moderates the effect of student self-identification on the likelihood of enrolling in university. Qualitative interviews show how refugee students use strategies to deal with the stigma that unfortunately reproduces stigmatizing attributions. We provide implications for further research, educational counseling, and prestudy programs for refugees as an integral part of adult education.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139843722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book Review: Let This Radicalize You: Organizing and the Revolution of Reciprocal Care by Hayes, K. & Kaba, M. 书评让这激化你：组织与互惠关怀的革命》，作者：Hayes, K. & Kaba, M.

IF 1.3 4区教育学

Adult Education Quarterly Pub Date : 2024-01-11 DOI: 10.1177/07417136241227057

Kendra Danowski

引用次数: 0

Book Review: Advancing the Global Agenda for Human Rights, Vulnerable Populations, and Environmental Sustainability: Adult Education as Strategic Partner by Alfred, M.V., Robinson, P.A., & Roumell, E.A. 书评：推进人权、弱势群体和环境可持续性全球议程：成人教育作为战略伙伴》，作者：Alfred, M.V., Robinson, P.A., & Roumell, E.A.

IF 1.3 4区教育学

Adult Education Quarterly Pub Date : 2023-12-28 DOI: 10.1177/07417136231223162

Anne Townsend

引用次数: 0

Book Review: Researching learning and teaching with adults: An introduction by St. Clair, R. 书评：研究成人的学习和教学：St.

IF 1.3 4区教育学

Adult Education Quarterly Pub Date : 2023-12-25 DOI: 10.1177/07417136231222900

Heidi R. Bacon

引用次数: 0

Book Review: Confronting Institutionalized Racism in Higher Education: Counternarratives for Racial Justice by Ramdeholl, D. & Jones, J. 书评：对抗高等教育中制度化的种族主义：拉姆德霍尔（Ramdeholl）、D. 和琼斯（Jones）合著的《种族正义的反叙述

IF 1.3 4区教育学

Adult Education Quarterly Pub Date : 2023-12-25 DOI: 10.1177/07417136231222891

Malene N. Heyliger

引用次数: 0