ethanporcaro/eric-fulltext-meta huggingface dataset:
Popular Education in Times of Societal Transformation--A Swedish Perspective
Author: Gougoulakis, Petros
Date: 2012-07-00
Type: Journal Articles
Subjects: Transformative Learning,Popular Education,Foreign Countries,Social Change,Educational Practices,Position Papers,Educational Philosophy,Educational History,Ideology,Communities of Practice,Educational Objectives,Activism

The aim of this philosophical and historical position paper is to discuss the ways in which Popular Education--folkbildning--has contributed to the social transformation of Sweden through self-directed and collaborative educational practices. One of our premises is that individual transformative learning, fostered by folkbildning, has contributed to a collective transformation of Swedish society since the late 1890s and laid the ground for a modern and coherent society with a high level of trust among its citizens.
Mid-Career Extension Graduates' Perceptions of the Impact of a Demand-Driven, Extension Curriculum in Ghana
Author: Kwarteng, Joseph A.
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Human Capital,Capacity Building,Labor Force Development,Agricultural Occupations,Extension Agents,Adults,Work Experience,Training,Barriers,Educational Attainment,Postsecondary Education,Educational Needs,Human Resources,Needs Assessment,Relevance (Education),Curriculum Development,Attitudes,Graduates,Rural Extension,Program Effectiveness,Outcomes of Education

One of the major challenges facing Africa today is ensuring that extension practitioners are well trained to enable them function effectively as facilitators of change at the farmers' level. The purpose of this study was to examine the effectiveness of a mid-career B. Sc. Agricultural Extension Curriculum in meeting the educational needs of mid-career extension agents. The study was descriptive and used a validated questionnaire to collect data from 30 purposively selected graduates of the program. The study revealed that 66.7% were aged between 40-49 years, and 93.3% had at least 10 years of working experience before entering the program. The graduates considered their competencies at the start of the program to be below average in all but 6 of the 25 courses offered under the program. After going through the program, all the graduates had attained competencies that were rated from high to very high. Improvement in academic status, knowledge and skills in the human relations as well as technical areas in agriculture, and attitude to work, were perceived as the major benefits of the program. The effectiveness of the program in meeting the needs of the graduates was attributed to the availability of appropriate facilities and the conducive environment for the teaching-learning process, availability of adequate and competent lecturers, committed and supportive administrative staff, balanced curriculum and a well-planned and supervised field component of the program known as the supervised enterprise projects (SEPs). (Contains 4 tables and 1 figure.)
The Interrelatedness of Formal, Non-Formal and Informal Learning: Evidence from Labour Market Program Participants
Author: Cameron, Roslyn
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Nonformal Education,Informal Education,Conventional Instruction,Holistic Approach,Adult Education,Labor Market,Job Skills,Classification,Work Experience,Workplace Learning,Disadvantaged

Definitions, differences and relationships between formal, non-formal and informal learning have long been contentious. There has been a significant change in language and reference from adult education to what amounts to forms of learning categorised by their modes of facilitation. Nonetheless, there is currently a renewed interest in the recognition of non-formal and informal learning internationally and in Australia. This has been evidenced through the New OECD Activity on Recognition of Non-Formal and Informal Learning and recent policy developments in Australia. These developments have implications for the recognition of skills derived from informal and non-formal learning, especially for those disadvantaged in the labour market. This paper reports on data from a learning grid in a Learning Survey of labour market program participants (n = 172) from northern New South Wales and southern Queensland. We find that life (informal learning) and work experience (non-formal learning) are relatively more important for gaining self-reported skills than formal training/study. We conclude by arguing for a holistic focus on the dynamic interrelatedness of these forms of learning rather than being constrained by a deterministic dichotomy between formality and informality. (Contains 3 tables, 4 figures, and 3 footnotes.)
Adults Engaged in Lifelong Learning in Taiwan: Analysis by Gender and Socioeconomic Status
Author: Chang, Dian-Fu
Date: 2012-07-00
Type: Journal Articles
Subjects: Access to Education,Adult Learning,Lifelong Learning,Adult Students,Foreign Countries,Socioeconomic Status,Gender Differences,Educational Policy,Learner Engagement,Telephone Surveys,Questionnaires

This study examines the nature of adult engagement in lifelong learning in Taiwan. Previous studies have shown that gender and socioeconomic status (SES) are key variables related to equal access to education. Are these variables related to adults' engagement in lifelong learning in a specific country? This study analysed data from a survey of adults that was administered by the Ministry of Education in 2009. The results show a strong relationship between gender, SES and the learning experiences of adults. Women in low and middle SES groups were more likely to engage in lifelong learning. This study reveals that women's engagement in lifelong learning depended on their family concerns. Men's engagement in lifelong learning, in contrast, was often for career or work-related reasons. By explaining the connections between the gender and SES of adult learners engaging in lifelong learning, the results of this study will enrich the context of lifelong learning. (Contains 8 tables and 1 figure.)
Lifelong Learning in German Learning Cities/Regions
Author: Reghenzani-Kearns, Denise
Date: 2012-07-00
Type: Journal Articles
Subjects: Educational Administration,Lifelong Learning,Rural Areas,Foreign Countries,National Programs,Case Studies,Networks,Financial Support,Geographic Regions,Guidelines,Citizen Participation,Private Financial Support,Educational Philosophy

This paper traces the policies and lessons learned from two consecutive German national programs aimed at developing learning cities/regions. Known as Learning Regions Promotion of Networks, this first program transitioned into the current program, Learning on Place. A case study chosen is from the Tolzer region where a network has self-sustained from its genesis in the initial program and conducts successful Learning Festivals. The German Government funded the Learning Regions Promotion of Networks Program from 2001 to 2008, with support from the European Union (EU) Social Fund. Over 70 regions were supported with a substantial budget on a phasing-out funding basis. When this program ended in 2008, a new program titled Learning on Place began, funded by the German Government and the EU Social Fund, commencing in 2009. This program has a focus on public and private partnership in supporting good educational management in cities and rural communities. In this way, by involving private foundations as partners, a framework for civic engagement has been introduced. To understand the purposes of and outcomes from these initiatives, it is important to grasp the European context within which the German Government and its Federal Ministry of Education and Research (BMBF [&quot;Bundesministerium fur Bildung und Forschung&quot;]) responded in answering the call to implement &quot;coherent and comprehensive strategies for lifelong learning&quot; (European Commission 2001: 4). In setting this challenge, the Commission communication quoted from a Chinese proverb that has philosophically underpinned the approach: When planning for a year, plant corn. When planning for a decade, plant trees. When planning for life, train and educate people. (Guanzi c. 645BC) (Contains 2 figures and 4 footnotes.)
Learning Cities as Healthy Green Cities: Building Sustainable Opportunity Cities
Author: Kearns, Peter
Date: 2012-07-00
Type: Journal Articles
Subjects: Well Being,Lifelong Learning,Foreign Countries,Urban Areas,Sustainable Development,Partnerships in Education,Educational Innovation,Adult Education

This paper discusses a new generation of learning cities we have called EcCoWell cities (Economy, Community, Well-being). The paper was prepared for the PASCAL International Exchanges (PIE) and is based on international experiences with PIE and developments in some cities. The paper argues for more holistic and integrated development so that initiatives such as Learning Cities, Healthy Cities and Green Cities are more connected with value-added outcomes. This is particularly important with the surge of international interest in environment and Green City development so that the need exists to redefine what lifelong learning and learning city strategies can contribute. The paper draws out the implications for adult education in the Australian context. We hope it will generate discussion. (Contains 6 footnotes.)
Living and Learning in EcCoWell Cities: Discussion Paper
Author: Kearns, Peter
Date: 2012-07-00
Type: Journal Articles
Subjects: Discussion,Sharing Behavior,Productive Thinking,Problem Solving,Urban Areas,Global Approach,Web Sites,Internet,Holistic Approach,Learning Processes,Community Development,Health,Well Being,Barriers,Strategic Planning,Administrative Organization,Mental Health,Problems,Alienation,Place Based Education,Public Policy,Cultural Awareness,Alignment (Education),Cooperation,Cultural Pluralism,Sustainability

These notes and questions have been prepared to promote discussion of the ideas set out in the Clarifying paper, "Living and learning in EcCoWell cities" to be found on the PASCAL International Exchanges (PIE) website. This Discussion Paper sets ten questions for discussion. We are hoping to encourage discussions of these issues around the world.
Flexible Models for Learning English Are Needed for Refugee Mothers
Author: Riggs, Elisha
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Mothers,Second Language Learning,English (Second Language),Language Role,Land Settlement,Child Health,Health Services,Barriers,Cultural Differences,Child Rearing,Gender Differences,Needs Assessment,Language Proficiency,Self Esteem,Focus Groups,Qualitative Research,Low Achievement,Social Isolation

The importance of English language acquisition for resettlement of refugees is well established, particularly as a pathway to education, employment, health and social connections. A qualitative study was conducted in 2011 in Melbourne, Australia utilising focus groups with 87 refugee background women from Karen, Iraqi, Assyrian Chaldean, Lebanese, South Sudanese and Bhutanese refugee backgrounds. Focus groups and interviews were also conducted with 18 service providers and five bicultural and community workers. Several barriers were identified that prevented refugee mothers from learning English; however, some innovative and flexible models appear promising. The development, implementation and evaluation of innovative models and settings for refugee background women with young children to learn English in a culturally appropriate way are essential.
School Food and the Pedagogies of Parenting
Author: Pike, Jo
Date: 2012-11-00
Type: Journal Articles
Subjects: Public Health,Well Being,Middle Class,Foreign Countries,Nutrition Instruction,Mothers,Dietetics,Child Health,Cross Cultural Studies,Cultural Differences,Eating Habits,Food,School Policy

Over the past decade the issue of food and in particular, food consumed within schools has come to encapsulate a broad range of concerns regarding children and young people's health and wellbeing. In Australia, the UK and more recently the USA, attempts to ameliorate a range of public health concerns have provided the impetus for an unprecedented proliferation of school food initiatives and legislative reforms governing the types of foods that may or may not be provided within schools. While academic enquiry in this area has largely focussed upon attempts to govern children, recent initiatives in the UK and Australia have begun to target parents in their attempts to promote healthy food practices. In this paper we interrogate the ways in which parents, or more specifically, mothers are positioned in relation to school food discourses in Australia and in the UK and suggest that school food has become a site through which an array of pedagogical opportunities are opened up to invoke particular subject positions premised on normative views of affective middle class motherhood. In short, we seek to explore the means through which mothers come to be regarded as legitimate targets of school food pedagogy. The paper draws on empirical data from Australia and the UK to compare a range of pedagogic techniques employed in the two countries. Drawing on governmentality studies we explore how school food pedagogies seek to regulate mothers and their children's food related choices. We consider school lunches and the various techniques that have been deployed in both countries to consider the moralising work that takes place around food and motherhood. (Contains 1 figure and 1 footnote.)
Throw Your Napkin on the Floor: Authenticity, Culinary Tourism, and a Pedagogy of the Senses
Author: Stowe, Lisa
Date: 2012-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Study Abroad,Foods Instruction,Cultural Context,Sensory Experience,Geographic Regions,Regional Characteristics,Tourism,Food,Value Judgment,Cultural Awareness,Educational Objectives,Metacognition,Context Effect,Reflection,Learner Engagement

This article explores the educational objectives of a University of Calgary short-term travel study program (Food Culture in Spain 2011). A combination of secondary research and primary data collected through in-depth interviews with former program participants, as well as student reflective essays written in the field, shows that the sensory experience with food is an important pedagogical tool. Focusing on questions of intentionality, sensory learning, and the meaning of authenticity, we explore the complications inherent in a formal education program built around culinary tourism. We argue that by the end of the three-week program in Spain, students identify as informed culinary tourists who recognize the complexity of authenticity and understand how sensory experiences can inspire and motivate both a bodily and an intellectual understanding of food and their relationship with it. (Contains 2 footnotes.)
A Critical Race and Class Analysis of Learning in the Organic Farming Movement
Author: Etmanski, Catherine
Date: 2012-11-00
Type: Journal Articles
Subjects: Adult Learning,Adult Education,Agricultural Production,Agronomy,Soil Science,Conservation (Environment),Sustainability,Indigenous Populations,Indigenous Knowledge,Food,Holistic Approach,Ecology,Religious Factors,Cultural Awareness,Disproportionate Representation,Group Behavior,Social Change,Foreign Countries

The purpose of this paper is to add to a growing body of literature that critiques the whiteness of the organic farming movement and analyse potential ramifications of this if farmers are to be understood as educators. Given that farmers do not necessarily self-identify as educators, it is important to understand that in raising this critique, this paper is as much a challenge the author is extending to herself and other educators interested in food sovereignty as it is to members of the organic farming movement. This paper draws from the author's personal experiences and interest in the small-scale organic farming movement. It provides a brief overview of this movement, which is followed by a discussion of anti-racist food scholarship that critically assesses the inequities and inconsistencies that have developed as a result of hegemonic whiteness within the movement. It then demonstrates how a movement of Indigenous food sovereignty is emerging parallel to the organic farming movement and how food sovereignty is directly related to empowerment through the reclamation of cultural, spiritual, and linguistic practices. Finally, it discusses the potential benefits of adult educators interested in the organic farming movement linking their efforts to a broader framework of food sovereignty, especially through learning to become better allies with Indigenous populations in different parts of the world. (Contains 1 note.)
Food Pedagogies in Japan: From the Implementation of the Basic Law on Food Education to Fukushima
Author: Reiher, Cornelia
Date: 2012-11-00
Type: Journal Articles
Subjects: Foreign Countries,Food,Nutrition,Facilities,Nuclear Energy,Accidents,Safety,Power Structure,Foods Instruction,Local Government,Municipalities,Public Officials,Agricultural Production,Agricultural Occupations,Stakeholders,Food Standards,Holistic Approach,Health Conditions

Japan's Basic Law on Food Education (Shokuiku kihonho) was enacted in June 2005 as a response to various concerns related to food and nutrition, such as food scandals, an increase in obesity and lifestyle-related diseases and an assumed loss of traditional food culture. The Law defines food education (shokuiku) rather vaguely as the acquisition of knowledge about food and the ability to make appropriate food choices. In this paper, my focus is the impact of shokuiku on discourses about food safety in relation to the nuclear disaster. I will address the following problems: Firstly, the assumption that &quot;domestic food products are the safest in the world&quot;; secondly, the power relations between municipal authorities, producers and consumers in Japan; and thirdly, the question of whether food pedagogies can adequately address food safety concerns after the Fukushima nuclear disaster. I argue that, although the Basic Law offers a holistic approach to food in theory, with its focus on nutrition and the emphasis on domestic food, food pedagogies, practiced according to the Basic Law cannot adequately deal with the food safety problems that Japanese consumers face after the Fukushima nuclear accident. Because of the ignorance regarding food safety issues from official sides, Japanese consumers are left with a lack of awareness for these issues. Therefore, stakeholders who are not included in the state's shokuiku campaign, such as consumer co-ops and Civil Radioactivity Measurement Stations try to provide knowledge about food to enable Japanese consumers to make appropriate food choices.
Pedagogies of Doing Good: Problematisations, Authorities, Technologies and Teleologies in Food Activism
Author: Flowers, Rick
Date: 2012-11-00
Type: Journal Articles
Subjects: Foreign Countries,Foods Instruction,Adult Education,Activism,Prosocial Behavior,Health Promotion,Lifelong Learning,Adult Educators,World Views,Power Structure,Experiential Learning,Nutrition,Peer Teaching,Soil Science

In this paper, we apply a framework from Nikolas Rose to analyse the politics of &quot;doing good&quot; in food activist education, what we call food pedagogies. We argue that a detailed exploration of food pedagogies has been neglected in adult education and in the growing field of food studies, in spite of the rapidly proliferating forms and site of food education, advice and learning in Australia and other countries. In contrast to other frameworks in adult education which focus on classifying approaches as behaviourist, humanist, progressive and radical, we deploy problematisations, technologies, authorities and teleologies. These latter &quot;pathways&quot; move away from an abstract idea of &quot;power as property&quot; and as coercive (Gore 1993) to an examination of &quot;power as technique&quot; and as productive. Drawing on qualitative data with three different types of food activist educators--a biodynamic educator, a health promotion managers and two farmer-activists, we show Rose's framework opens up our ideas about what can be seen as pedagogical to include the non-human and how adult educators authorise their claims to be doing good. We conclude by arguing that the differences in how each of these activists see food and health should not simply be seen as a difference in opinion but a difference in what Annemarie Mol (1999) calls ontological politics. In so doing, the paper contributes new findings and theorising on pedagogies to food studies, and a new analytic framework for analysing adult education approaches and in particular their claims to be &quot;doing good.&quot; (Contains 2 tables.)
Educational Alternatives in Food Production, Knowledge and Consumption: The Public Pedagogies of &quot;Growing Power&quot; and &quot;Tsyunhehkw&quot;[superscript caret]
Author: Walter, Pierre
Date: 2012-11-00
Type: Journal Articles
Subjects: Food,Adult Learning,Ideology,Agricultural Production,Social Justice,Whites,Middle Class,Learning Processes,Power Structure,Group Behavior,Social Change,Politics of Education,Environmental Education,American Indian History,Relocation,American Indians,Acculturation,Cultural Maintenance,Ceremonies,Holistic Approach,Nontraditional Education

This paper examines how two sites of adult learning in the food movement create educational alternatives to the dominant U.S. food system. It further examines how these pedagogies challenge racialised, classed and gendered ideologies and practices in their aims, curricular content, and publically documented educational processes. The first case is Growing Power, an urban farm which embraces small scale capitalism and vocational education as an end toward community food security, social and ecological justice, and anti-racist education. The second case, Tsyunhehkw[superscript caret], is the &quot;integrated community food system&quot; of the Oneida Nation in rural Wisconsin, centred on cultural decolonisation through the growing and eating of traditional Oneida foods. In both these projects, there are strong possibilities to teach a critical, social justice alternative to white, middle class norms and practices of food production and consumption.
When Traditions Become Innovations and Innovations Become Traditions in Everyday Food Pedagogies
Author: Benny, Helen
Date: 2012-11-00
Type: Journal Articles
Subjects: Females,Cultural Pluralism,Innovation,Ethnography,Foreign Countries,Folk Culture,Food,Cooking Instruction,Cultural Influences,Traditionalism,Culture

This paper explores the way learning to cook remains important for the maintenance of &quot;ethnic&quot; food traditions and how sharing food knowledge plays a role in intercultural exchanges. Ethnographic data from an ongoing study in Melbourne is presented to highlight how, in everyday practices, both tradition and innovation are involved in learning experiences related to cooking. Using an everyday multiculturalism perspective, the study was designed to investigate the resilience of ethnic food cultures in the face of increasing industrialisation in global food systems. In this paper, I focus in particular on the interplay between tradition and innovation in everyday settings by drawing closely on three women's accounts of cooking and learning. The women remain attached to the food traditions they learned by observing and taking part in daily routines of meal preparation and they stress that many of these practices need to be preserved. At the same time, their accounts reveal how everyday settings can be considered as &quot;pedagogical spaces&quot; where opportunities for innovation arise and new knowledge about food and cooking can be acquired. Families, schools, travel, workplaces and neighbourhood networks emerged as sites where traditional food knowledge can be shared and new skills developed. The paper contributes to our understanding of food pedagogies by highlighting the dynamic relationship between tradition and innovation in everyday, mundane encounters and exchanges in multicultural societies.