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'The Reimagining Adult Learning in Community-Based Contexts': A Framework for Social Justice Education in Australia

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Title: 'The Reimagining Adult Learning in Community-Based Contexts': A Framework for Social Justice Education in Australia
Language: English
Authors: Tracey Ollis (ORCID 0000-0003-4801-0454), Annette Foley (ORCID 0000-0002-2510-5349)
Source: Prism: Casting New Light on Learning, Theory & Practice. 2023 5(2):81-93.
Availability: Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Education Level: Adult Education
Descriptors: Foreign Countries, Social Justice, Adult Learning, Community Education, Access to Education, Equal Education, Educational Policy, Student Centered Learning, Social Influences, Leisure Education, Lifelong Learning, Friendship, Job Skills, Job Training, Holistic Approach
Geographic Terms: Australia
ISSN: 2514-5347
Abstract: In Australia, there is no one cohesive program design or curriculum which provides a framework for adult learning in Adult Community Education (ACE) organisations, with the two major states New South Wales (NSW) and Victoria leading the most developed systems. Many adult learners who learn in these education settings return to study to find pathways to employment, or to re-train for a new role after losing their job. In addition, later-life learners may attend because they want to remain healthy, participate in leisure activities, build friendships and remain active and engaged in their later years. Many of the learners are 'second chance learners' who have had prior negative experiences with the neoliberal system which assesses, ranks, and categorises learners according to their academic abilities. In this paper, we propose a comprehensive framework for the delivery of pre-accredited training in Australia, founded on social constructivist theory, learner-centred pedagogy, and course design enhanced by Nussbaum's Capability Framework. We commence the article by delivering a context for adult education policy and social justice education in the development of the ACE system. What we mean by a socially just education is one in which all people access a critical and democratic curriculum with equity and access to resources at its core. In this paper, we argue for the importance of adult learning, which is holistic, flexible, and nimble to cater for diverse learners and learning needs.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1432432
Database: ERIC
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  Data: 'The Reimagining Adult Learning in Community-Based Contexts': A Framework for Social Justice Education in Australia
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  Data: <searchLink fieldCode="AR" term="%22Tracey+Ollis%22">Tracey Ollis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4801-0454">0000-0003-4801-0454</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annette+Foley%22">Annette Foley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2510-5349">0000-0002-2510-5349</externalLink>)
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  Data: Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: In Australia, there is no one cohesive program design or curriculum which provides a framework for adult learning in Adult Community Education (ACE) organisations, with the two major states New South Wales (NSW) and Victoria leading the most developed systems. Many adult learners who learn in these education settings return to study to find pathways to employment, or to re-train for a new role after losing their job. In addition, later-life learners may attend because they want to remain healthy, participate in leisure activities, build friendships and remain active and engaged in their later years. Many of the learners are 'second chance learners' who have had prior negative experiences with the neoliberal system which assesses, ranks, and categorises learners according to their academic abilities. In this paper, we propose a comprehensive framework for the delivery of pre-accredited training in Australia, founded on social constructivist theory, learner-centred pedagogy, and course design enhanced by Nussbaum's Capability Framework. We commence the article by delivering a context for adult education policy and social justice education in the development of the ACE system. What we mean by a socially just education is one in which all people access a critical and democratic curriculum with equity and access to resources at its core. In this paper, we argue for the importance of adult learning, which is holistic, flexible, and nimble to cater for diverse learners and learning needs.
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      – Text: English
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        PageCount: 13
        StartPage: 81
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Community Education
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      – SubjectFull: Access to Education
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      – SubjectFull: Equal Education
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      – SubjectFull: Educational Policy
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      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Leisure Education
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      – SubjectFull: Lifelong Learning
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      – SubjectFull: Friendship
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      – SubjectFull: Job Skills
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      – SubjectFull: Holistic Approach
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      – SubjectFull: Australia
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      – TitleFull: 'The Reimagining Adult Learning in Community-Based Contexts': A Framework for Social Justice Education in Australia
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