Learning with Adults

English, Leona M.; Mayo, Peter

doi:10.1007/978-94-6091-768-4

Cited by 47 publications

(5 citation statements)

References 179 publications

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“…Discarding social democratic policies, the state has increasingly lost its welfarist function as it participates less in the provision of social services (including education, health, and housing) and proposes that these services should be privatised. The public sector is considered to be inefficient and wasteful, while the private sector is seen as more responsive to changes in demand and supply (English & Mayo, 2012a, 2012bTorres, 2013a). Shamir (2008, p. 3) described neoliberalism as: a complex, often incoherent, unstable and even contradictory set of practices that that are organized around a certain imagination of the 'market' as a basis for the universalisation of market-based social relations, with the corresponding penetration in almost every single aspect of our lives of the discourse and/or practice of commodification, capital accumulation and profit-making.…”

Section: Neoliberalism Vocationalism and Lifelong Learningmentioning

confidence: 99%

“…People are therefore expected to 'invest' their own money on continuing education and those who cannot afford to are blamed for 'not seeing to their own learning requirements' (English & Mayo, 2012a, 2012b). This individualistic focus in neoliberal educational policies purposely ignores the economic and social circumstances of the individual, thereby reproducing divisions and inequalities rather than developing any meaningful counteraction against them.…”

Section: Neoliberalism Vocationalism and Lifelong Learningmentioning

confidence: 99%

“…Adult education and lifelong learning are no longer perceived as a public good by policy makers, but a consumer good whereby the qualifications that are funded and prioritised are the ones that can be measured against employment statistics and GDP (English & Mayo, 2012a, 2012b. This article will use England as an educational policy testbed to outline how neoliberalism has created a reductionist view of adult education focused on upskilling workers for the labour market.…”

Section: Introductionmentioning

confidence: 99%

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Labour-power production and the skills agenda in lifelong learning: A critical policy analysis of the Skills and Post-16 Education Act 2022

Cogavin

2023

Policy Futures in Education

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This article considers how neoliberalism has created a reductionist view of lifelong learning in the UK focused on upskilling workers for the labour market. This critical policy analysis uses Marx’s theory of labour-power, as conceptualised by Glenn Rikowski, to examine the Skills and Post-16 Education Act, 2022 and to identify its ideological roots, its distribution of power, resources and knowledge, and the potential effect it will have on inequality. Findings indicate that while the Act aims to make it easier for adults to study more flexibly, not all adults will have the labour-power attributes and financial resources to access the higher-level qualifications prioritised for funding. This article argues that the Act represents a general deepening of neoliberalism in lifelong learning that will further stratify adult education and increase inequalities. This article concludes that policy has shifted from widening participation in lifelong learning linked to social enrichment and the development of democratic citizenship, to widening participation in higher levels of education and training aimed at enhancing labour-power for the capitalist labour market .

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Section: Neoliberalism Vocationalism and Lifelong Learningmentioning

confidence: 99%

Section: Neoliberalism Vocationalism and Lifelong Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Labour-power production and the skills agenda in lifelong learning: A critical policy analysis of the Skills and Post-16 Education Act 2022

Cogavin

2023

Policy Futures in Education

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“…Alongside popular education, this pedagogy understands that that conscientization emerges through group processes that connect the narratives of adult learners' experiences and build analysis of the structural causes of individual distress. Popular educators advance this through "praxis," better described as the "action-reflection-transformative action" cycle, which includes participants sharing their experiences, connecting participants, identifying patterns, developing analysis, practicing skills, and engaging in social action (Arnold et al, 1991;English & Mayo, 2012). Pedagogy for the privileged builds on Freire (1970)'s work with oppressed learners yet it focuses on how structures benefit privileged learners while being cloaked in a fallacy that benefits are earned (Curry-Stevens, 2007;Goodman, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

Caucusing Updated: Innovations to Build Belonging and Empowerment

Curry-Stevens

Jarvis²

2022

Journal of Transformative Education

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Caucusing, as a social justice activity, is traditionally implemented to provide an insider space for marginalized persons to share experiences and build a space for belonging and safety by excluding those who hold privileged identities. Within a particular event that combines privileged and oppressed, experiences are uneven, with insiders experiencing inclusion, while outsiders have a largely isolating experience, although intended to be a place to interrogate privilege. It is not an activity to build community across identities, nor is it the intention. Through expansive reflection on a course activity, the authors share their experience of an updated caucusing activity, a three-part undertaking that first holds caucuses where all students participate, subsequently holds cross-identity dialogues, and then dialogues are repeated with different groupings. Informing this article are the authors’ separate and dialogic reflections, activity evaluations and follow-up comments by students. Results reveal high potential for building belonging and community within and across identities, potentially relevant to numerous service professionals. Caution exists when groups have low levels of engagement with each other and trusting experiences with each other and the instructor. A less successful version of this activity occurred in a part-time program which suggests this caution is warranted.

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“…Researchers, according to Welton (2013), are challenged to build on historical analysis and conduct further research in the field. Similarly, English and Mayo (2012) pointed to the connection between adult education and community development, rooted in a critical just orientation of adult educators. These ties between adult education and community development, however, may be masked through the preference for terms such as social movement, community action, or community-based education (Sousa, 2021, p. 40).…”

Section: Introducing the Working Centrementioning

confidence: 99%

Case Study in Practice Architecture

Bernhard,

Van Daele

2023

CJSAE

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This paper investigates a trajectory of forty years of evolving practices in grassroots community development in southwestern Ontario. We present it as a case study that yields fresh perspectives in socially transformative ways of knowing and discovering. In doing so, we aim to elucidate traditions in adult education and social transformation that have ‘flown under the radar.’ Our analysis is based on hermeneutic analysis of written sources. Taking a practice theory perspective, we explore the practice architectures, i.e. the cultural-discursive arrangements, material-economic arrangements, as well as social-political arrangements that enable or constrain the learning of and participation in particular practices that contribute to social innovation. Our findings suggest that the application of a practice theory framework to the complex and often unarticulated work of community development aids in bringing to light the creative ways in which the associated practices emerge, get shaped and acquired. We will conclude by discussing implications for adult learning and community development.

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Learning with Adults

Cited by 47 publications

References 179 publications

Labour-power production and the skills agenda in lifelong learning: A critical policy analysis of the Skills and Post-16 Education Act 2022

Labour-power production and the skills agenda in lifelong learning: A critical policy analysis of the Skills and Post-16 Education Act 2022

Caucusing Updated: Innovations to Build Belonging and Empowerment

Case Study in Practice Architecture

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