'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 |
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| Language: | English |
| Authors: | Tracey Ollis (ORCID |
| 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 |
| 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. |
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| ISSN: | 2514-5347 |
