ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning to Mother over Coffee and Cake: Naming Our Informal Learning
Author: Coss, Sarah
Date: 2017-00-00
Type: Journal Articles
Subjects: Mothers,Feminism,Informal Education,Dialogs (Language),Educational Quality,Learning Strategies,Foreign Countries,Gender Bias,Cultural Influences,Child Rearing,Social Support Groups,Communities of Practice

This article is a feminist inquiry into the learning experiences of mothers in an informal parent support group and asks: What is quality education and how do we ensure we are identifying it appropriately? Drawing on feminist research and incorporating contributions from 16 women, this article highlights how a group of women identify their experiences as significant learning episodes. In doing this they reject other methods of learning in favour of informal, dialogical learning in convivial and supportive settings. Rather than relying on authorised knowledge (Letherby, 2003) they rely on the experiential knowledge of other mothers. Reminiscent of feminist community education this group enables the women to overcome oppression and isolation by collectively naming their world in order to understand it. The community education setting is in decline in Ireland but when we draw on quantitative methods to define, categorise and count educational groups we need to ensure we are naming, counting and including all forms of education. This paper argues that we are overlooking important groups who are engaging in quality informal community education.
In Pursuit of an Authentic Educational Relationship: An Examination of Dialogue in Freirean Adult Literacy Practice
Author: McKillican, Alex
Date: 2017-00-00
Type: Journal Articles
Subjects: Adult Literacy,Educational Practices,Educational Theories,Qualitative Research,Teacher Student Relationship,Critical Theory,Inquiry,Praxis,Educational Policy,Change Strategies,Adult Education,Foreign Countries,Semi Structured Interviews

This paper engages in a critical analysis of the educational theory of Paulo Freire. It is based on qualitative research which explores Irish adult literacy practice. The research harnesses the ontological aspects of Freire's theory; his interpretation of how human reality is constructed. Using this as the theoretical foundation for inquiry, research questions were developed using the theme of Freire's dialogical &quot;rejection of subject/object dichotomies&quot; (Freire 1970). This element of Freire's theory is deconstructed and is used in order to examine how an authentic educational relationship, between learner and tutor/educator, can be created through dialogue. These considerations have pedagogical applications in all areas of the adult and further education sectors.
Towards a Quality Framework for Adult Learners in Recovery: Ensuring Quality with Equity
Author: Doyle, Patricia
Date: 2017-00-00
Type: Journal Articles
Subjects: Adult Learning,Social Integration,Access to Education,Addictive Behavior,Substance Abuse,Rehabilitation Programs,Social Change,Educational Quality,Models,Womens Education,Foreign Countries

The RECOVEU project is an effort to conceive of a quality-learning programme with equity for adult learners in recovery. It emerged in the context of European recommendations that member states support recovering users to access education in order to improve their chances of achieving social integration. However, by privileging the voices of those directly impacted by addiction/recovery and by applying the framework of recovery capital it has created a forum for adult learning that has at its core personal, social and cultural transformation.
Intimate Partner Violence: Facilitating the Recognition of Yellow Flags as Early Indicators of Red Flags
Author: Hayduk, Dina M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intimacy,Risk,Dating (Social),Violence,High School Students,College Students,Community Programs,Learning Activities,Experiential Learning,Surveys,Program Effectiveness

Purpose: The purpose of this article is to share classroom teaching methods for introducing and teaching the recognition of the progression of intimate partner violence patterns. Methods: Students are taken through activities to facilitate the recognition of yellow flags and red flags in intimate partner relationships. Students are assessed for knowledge retention and understanding as well as practical application of the information. Conclusions: After completing this lesson, students are able to identify and apply the progression of yellow flags to red flags in interpersonal relationships. The students are able to successfully retain knowledge and demonstrate the practical application of the information.
Later Life Learning: A Post-Retirement Perspective from Northern Ireland
Author: McCormick, Freda
Date: 2017-00-00
Type: Journal Articles
Subjects: Older Adults,Adult Education,Educational Opportunities,Learning Experience,Middle Class,Retirement,Educational Needs,Need Gratification,Semi Structured Interviews,Government Role,Lifelong Learning,Qualitative Research,Informal Education,College Programs,Resource Allocation,Educational Environment,Student Attitudes,Foreign Countries

Despite an emphasis in government strategy on the provision of later life learning, little is known about the experiences of older people in their pursuit of such opportunities. This paper explores the extent to which middle-class retirees' learning needs are catered for in Northern Ireland. Data from semi-structured interviews suggest that the older learner has clearly defined learning needs. However, there is a perceived lack of support and understanding of these needs by those organisations involved in policy development and policy delivery.
Pedagogical Leadership of VET within a Confused FET Context
Author: Russell, Lynn
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Leadership Role,Vocational Education,Adult Education,Facilitators (Individuals),Program Implementation,Ambiguity (Context),Educational Policy,Classroom Techniques,Qualitative Research,Interviews,Administrator Attitudes,Instructional Leadership,Foreign Countries

This case study investigates the pedagogical leadership role of the Adult Education Officer (AEO) in the area of Vocational Education and Training (VET) to meet the requirements of the Bruges Communiqué (2010). The study found that the AEOs interviewed are working to implement a confused system imported from other countries that has yet to be properly defined and named, to fit smoothly within the Irish education context. Their pedagogical leadership role is impeded by bureaucracy which has seen the introduction of policies and practices prioritising productivity over quality of service. This paper seeks to highlight the need for policy makers to clearly define the context within which the AEOs operate. This should recognise and acknowledge the potential pedagogical leadership role of the AEO to ensure a quality VET service, as proposed under the Bruges Communiqué (2010).
Rhetoric and Reality: The Irish Experience of Quality Assurance
Author: Fitzsimons, Camilla
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quality Assurance,Adult Educators,Teacher Attitudes,Teaching Experience,Educational Philosophy,Barriers,Educational Quality,Educational Practices,Rhetoric,Models,Teacher Surveys,Educational Policy

This paper shares the Irish adult educator's experiences of Quality Assurance (QA). Educators are found to be largely supportive of QA but contradictions emerge. These include philosophical tensions, inconsistent moderation and incongruence between the stated values of QA and a more powerful government-led employability discourse.
&quot;Don&apos;t Let Our Dreams Die&quot;: Undocumented Students&apos; Fight for Educational Equity in Tennessee
Author: Craven, Krista
Date: 2017-00-00
Type: Journal Articles
Subjects: Undocumented Immigrants,College Students,Activism,Tuition,Equal Education,Youth,Barriers,Court Litigation,Federal Government,Student Financial Aid,Action Research,Participatory Research,State Legislation,Access to Education,Federal Legislation,Higher Education

Educational equity for undocumented immigrants has become a widely discussed issue in both the political and public realm of Tennessee, in large part as a result of the individual determination and collective resistance of undocumented youth living in the state. This article focuses on the ways in which undocumented immigrant youth in Tennessee confront and challenge educational inequities, particularly that of affordable access to higher education. Specifically, we suggest that the undocumented youth in this study engage in both individual and collective forms of resistance to overcome educational barriers, a process we refer to as boundary politics. This article draws on data from 24 oral histories from a multi-year participatory action research project with members of a youth-led undocumented-immigrant organizing group. This participatory methodology was used to complement the collective action and individual forms of resistance employed by undocumented youth in this study. Overall, we argue that by engaging in a combination of various forms of resistance and activism, undocumented youth are influencing the social and political landscape of Tennessee, laying the groundwork for educational equity to become a more plausible reality within the state.
&quot;But I Said Something Now&quot;: Using Border Pedagogies to Sow Seeds of Activism in Youth Empowerment Programs
Author: Thompson, Candace
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,High School Students,Student Empowerment,Activism,Youth Programs,Poetry,Mentors,Minority Group Students,Student Participation,Capacity Building,Qualitative Research,Coding,Data Analysis,Teaching Methods,Program Development,Preservice Teachers,Personal Narratives,Student Teacher Attitudes,Cross Cultural Studies

In this article, two teacher educator researchers engage in a duologue to explore the pedagogical and poetic openings experienced during two individual youth empowerment school-based research projects--one a middle school poetry project, the other a high-school mentoring project. The projects engage minoritized youth with undergraduate students in colleges of education utilizing a methodology grounded in a theory of physical and metaphorical borderlands and border pedagogy for agentive participation. We assert that intentional formation of border spaces of participation and care within the silencing spaces of school serves as a foundation from which youth may build capacity for future actions for social activism and change.
Examining How Youth Take on Critical Civic Identities across Classroom and Youth Organizing Spaces
Author: Moya, Jesse
Date: 2017-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Critical Theory,Citizen Participation,Citizenship Education,School Community Programs,Case Studies,Qualitative Research,Interviews,Observation,Youth Agencies,Social Studies,Classroom Environment,Transcripts (Written Records),Critical Thinking,Teacher Expectations of Students,Consciousness Raising,Change Agents,Secondary Education

This paper documents the ways that two learning spaces--a community-based youth organizing group and a high school social studies classroom--provided different opportunities for Latinx youth to take on critical civic identities characterized by a critical consciousness, a motivation for social justice, and feelings of civic agency. By examining two structurally unique learning sites from a situated perspective, this paper highlights how youth critical civic identity processes are negotiated within figured worlds over time. In particular, the goals and membership expectations of the two sites positioned the study participants on different identity trajectories, with classroom students more likely to adopt an aspirational critical civic identity, while youth participating in community-based organizing took on more practice-linked identities as critical civic activists. In particular, positioning youth as valuable contributors to critical civic action was a key resource for youth to take on these practice-linked identities as individuals with agency to address social injustices.
Latino/a Youth Activism in Higher Education: A New Materialist Analysis of the Latino Graduation Ceremony
Author: Gildersleeve, Ryan Evely
Date: 2017-00-00
Type: Journal Articles
Subjects: Activism,Higher Education,Hispanic American Students,College Graduates,Ceremonies,Ethnography,Social Change,Neoliberalism,Qualitative Research,Ethics,Power Structure,Participant Observation,Interviews,Video Technology

In this paper, we entangle Latino/a youth activism with ritual culture in U.S. higher education. Specifically, we analyze ethnographically-generated data from Gildersleeve's (2015; 2016) study of Latino graduation ceremonies, emplacing our analyses within new materialist philosophy. We theorize the Latino graduation ceremony as assemblage (DeLanda, 2006) and produce new sensibilities about the significance of Latino/a youth activism in contemporary U.S. higher education. The purposes of this paper are two-fold. First, we hope to contribute to the knowledge-base around how Latino/a youth use/claim space in their efforts for social change. Second, we hope to contribute to the growing literature in education that draws from new materialist philosophy and develops new methods/analyses to help reveal youth experiences.
Listening and Learning from Rangatahi Maori: The Voices of Maori Youth
Author: Berryman, Mere
Date: 2017-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Ethnic Groups,Secondary School Students,Student Experience,Political Influences,Public Policy,Self Determination,Sense of Community,Culturally Relevant Education,Figurative Language,Interpersonal Communication,Interpersonal Relationship,Educational Research,Educational Change,Success,Foreign Countries

This paper presents three stories-over-time of the secondary schooling experiences of New Zealand's rangatahi Maori--or Maori youth. The stories span fifteen years of New Zealand schooling and are told from three perspectives: the experiences of the students as told in their own words; the voices of youth within the prevailing political contexts of government policy; and, the reframing and repositioning of researchers listening to the experiences of rangatahi Maori who believe they have succeeded as Maori. In reality, the stories are interwoven, however, in an effort to make sense of the various methodological dilemmas, risks, and entanglements across the three points of learning, we have endeavored to disentangle these different threads from the whole and follow these independent of each other. We then weave these threads together again, as we sense-make across this complexity to identify implications for other educators, policy makers and researchers.
Placing Photovoice: Participatory Action Research with Undocumented Migrant Youth in the Hudson Valley
Author: Del Vecchio, Deanna
Date: 2017-00-00
Type: Journal Articles
Subjects: Photography,Social Action,Participatory Research,Action Research,Undocumented Immigrants,Migrant Children,Migrants,Geographic Regions,Inquiry,Agricultural Laborers,Rural Areas,Goal Orientation,Indigenous Populations,Resistance (Psychology),Story Telling,Portraiture,High School Students,Federal Legislation,Self Concept,Place of Residence

This article describes a research study that aims to better understand the life-worlds of undocumented migrant youth in the Hudson Valley region of New York State. The program design combines critical place inquiry with Youth Participatory Action Research (yPAR) and photovoice to understand how experiences of setting and place shape how youth who are facing the dilemma of precarious legal status while living in rural areas envision and plan for their futures. With guidance from Indigenous theorizations of refusal, the project explores the potential of embedding refusal into image-based methodologies to involve participants more deliberately in the collection, generation and sharing of data.
&quot;Man, Somebody Tell That Kid to Shut Up&quot;: YPAR Implementation at a Rural, Alternative School in the Deep South
Author: Baggett, Hannah Carson
Date: 2017-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Action Research,Participatory Research,Rural Schools,High School Students,Transcripts (Written Records),Focus Groups,Interviews,White Students,Middle Class,Student Attitudes,Altruism,Citizen Participation,Violence,Student Educational Objectives,Participant Observation

This paper explores the implementation of Youth Participatory Action Research (YPAR) at a rural, alternative high school in Alabama. Students at the school were atypical from those usually described in the YPAR literature in that they were predominately white, working and middle class, and lived in rural neighborhoods that were geographically removed from their school. Data included observational field notes, responses to survey items that explore conceptions of community engagement, focus group and individual interviews, and artifacts from the YPAR class. We organize our findings along two domains. The first focuses on youth perspectives about community, including the ways these perspectives did not foster a sense of collective action and how youths felt (dis)empowered and cynical about community involvement. The second includes our reflections on the development and implementation of this YPAR initiative and explores how this implementation was (mis)aligned with the extant literature on YPAR.
Uncovering Youthspaces: Activist Voices, Productive, Materialist Methodologies, and Social Inquiry: An Introduction
Author: Rodriguez, Sophia
Date: 2017-00-00
Type: Journal Articles
Subjects: Activism,Youth,Minority Groups,Educational Policy,Educational Practices,Social Justice,Qualitative Research,Hispanic Americans,Cultural Influences,Higher Education,Undocumented Immigrants,Photography,Sexuality,Gender Issues,Nontraditional Education,Youth Programs,Equal Education,Identification (Psychology),Indigenous Populations,Goal Orientation,Secondary Education

This article expands the discussion on youth activism, arguing for a new materialist conception of youthspaces. Centering this article around the concept of youthspaces, a term that refers to the agency, relationality and resistance engendered in youthspaces, the article urges that a new materialist understanding of youthspaces and youth studies, in particular, opens up new opportunities to observe how minoritized youth are making sense of education policy and practice as well as cultivating positive identities and affinities among each other in the context of education and social justice efforts.
Willfulness and Aspirations for Young Women in Australian High Stakes Curriculum
Author: Duggan, Shane B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Aspiration,High Stakes Tests,Electronic Publishing,Web Sites,Diaries,Secondary School Students,Planning,Gender Issues,Academic Aspiration,Social Influences,Racial Factors,Economic Factors,Focus Groups,Semi Structured Interviews,Cultural Influences,High School Seniors,Qualitative Research

This paper follows recent scholarship in youth studies in suggesting that young people's aspirations for the future are deeply enmeshed within a social, cultural, and economic articulation of what constitutes a &quot;good&quot; life that an individual ought to orient toward. It uses Ahmed's (2014) notion of &quot;wilfulness&quot; to consider how young people anticipate, plan for, and orient toward the future as a real and imagined space that is embedded within their relationship to everyday social, cultural, and economic practices. To do this, I draw upon digital blog and interview narratives collected across a seventeen-month period from three young women in their final year of secondary school in Victoria, Australia. These narratives take up the notion of &quot;willed&quot; space(s) to consider the capacities, energies, and projects that these young women tell about the future over time. Throughout, this paper argues that a willful lens is particularly productive for its capacity to move beyond an understanding of educational participation as a fixed site for realising aspirations to one that highlights multiple processes of becoming within novel spaces of identification and belonging.
Youth Learning to Be Activists: Constructing &quot;Places of Possibility&quot; Together
Author: Goessling, Kristen
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Countries,Youth,Activism,Youth Programs,Participation,Aspiration,Interpersonal Relationship,Social Influences,Identification (Psychology),Neoliberalism,Social Justice,Violence,Gender Bias,Ethnography,Late Adolescents,Young Adults,Interviews,Personal Narratives

This paper draws from a critical qualitative study that took place in Vancouver, British Columbia and focused on a group of young people learning to be activists through participation at a youth-driven organization, &quot;Think Again&quot; (TA). In this paper, I focus on one aspect of the youths' participation at TA--their creative action projects--and the emergent methodologies employed in this study that generated the conditions for &quot;places of possibility&quot; to emerge. I conceptualize &quot;places of possibility&quot; as literal and metaphorical spaces where people are afforded the tools and resources necessary to imagine alternative realities, identities, and systems than what currently exist, primarily through creative and activist practices. Specifically, I utilize a narrative framework to examine the ways the social relationships and practices at TA enabled some of the young people to take up an activist identity.
Unexpected Bodies and Pleasures: Sexuality and Gender in Schools
Author: Linville, Darla
Date: 2017-00-00
Type: Journal Articles
Subjects: Sexuality,Gender Issues,Educational Environment,Student Diversity,Action Research,Participatory Research,Language Usage,Behavior,Sexual Orientation,Sexual Identity,Homosexuality,Student Organizations,High Schools,High School Students,Student Experience,Maps,Student Attitudes,Social Bias

In this article, I argue that schools are public spaces for the public they serve--the students of that school. Access to public space and the public forum is necessary for diverse groups to create justice in a pluralistic society (Jacobs, 1961; Young, 1990). This participatory action research project examined the language and behaviors that circulate in schools about sexuality and gender, and visualized the ways those discourses manifested in the spaces of schools and impacted bodies. To this end, I used a mapping exercise to allow the youth researchers to show how discourses of sexuality and gender appeared in their school setting and the ways they resisted the limitations of dominant gender and sexuality identities. Three major themes emerged upon describing and discussing the maps: school spaces are sexualized as well as gendered, spaces where sexuality and gender can be spoken allow students to examine their desires and pleasures, and adults can create a public forum for justice about sexuality and gender identity. Spatial studies such as this one give researchers access to new understandings of LGBTQ+ youth use of embodied and discursive resources to create spaces in schools in which to explore their identities and pleasures.