ethanporcaro/eric-fulltext-meta huggingface dataset:
From Emigration to Immigration: New Dawn for an Intercultural 21st Century Ireland
Author: Mutwarasibo, Fidele
Date: 2005-00-00
Type: Journal Articles
Subjects: Economic Progress,Migrant Workers,Foreign Countries,Immigration,Social Change,Migration Patterns,Population Trends,Migrants,Case Studies,Citizenship,Identification,Adult Education,Role of Education,Cultural Pluralism

Within the course of a decade Ireland has emerged from being a country of emigration to a country of immigration. Since the mid-1990s, Ireland has undergone rapid economic expansion with the recent economic growth resulting in approximately 252,000 migrants entering Ireland over the last 6 years, according to the Irish Times (2003). While a large number of these are returning Irish nationals, there has been a significant increase of non-Irish nationals from outside the European Economic Area (EEA) and Switzerland entering the country, primarily as temporary migrant workers. Additionally, the number of people applying for refugee status has increased from 39 in 1992 to just over 10,000 in the year 2001. Know Racism, the national anti-racism programme, suggested that in 2002, 116,588 non-EEA nationals registered with immigration officials nationally. It was estimated at the time that there were 160 different nationalities living in Ireland. Economists have been suggesting that up to 50,000 immigrants annually will be needed to keep up with the economic growth in the next 10 years or so. In the 2002 census there was a question about &quot;nationality&quot; rather than &quot;ethnicity&quot;; of those who filled the relevant box, 91.6% stated that they were Irish and a further 1.3% stated that they had Irish and another nationality. It should be stressed that there are variations in the legal status of non-EEA/Swiss nationals who have come to Ireland, including categories such as: (1) &quot;migrant workers&quot;; (2) &quot;family members of migrant workers&quot;; (3) &quot;family members of EEA Swiss-nationals&quot;; (4) &quot;business people&quot;; (5) &quot;visitors&quot;; (6) &quot;refugees&quot;; (7) &quot;asylum seekers&quot;; and (8) people who have been granted &quot;leave to remain&quot;. Over time some of today's immigrants will become Irish citizens through naturalisation and others, legislation permitting, will acquire permanent residency. The current generation of immigrants will give way over time to the second, third, and so on generation of ethnic minorities. (Contains 3 footnotes.)
Citizenship: A Way of Being "in" One's World and "of" One's World
Author: Ryan, Anne
Date: 2005-00-00
Type: Journal Articles
Subjects: Citizenship,Females,Global Education,Didacticism,Citizenship Education,Learning Experience,African Culture,Authors,Womens Education,Womens Studies,Community Study,Literary Criticism

This article explores the global dimensions of citizenship. By way of contextualising the discussion, the authors describe a component of a course that was designed to introduce students to the lives of people they may otherwise never have had an opportunity to encounter. The authors' challenge, as they saw it, was to reveal the humanity, individuality and ordinariness of these "strangers". The purpose was to gain an insight into the perspectives and values of those who differ in significant ways so that people can empathise with them and better appreciate the varied cultural, social and economic contexts that shape the world people share. The authors used literature as the means to gain easy access to a range of diverse cultural perspectives. In particular, they selected novels by African women writers. The focus was on what the stories revealed about the everyday joys and cares of the characters rather than on the literary merit of the novels. Three fundamental principles permeate the authors' approach to citizenship. The first is a belief that awareness and understanding are vital to build a strong civil society because they counter the forces that alienate or disconnect people from each other. The second is that those whose "voices" have been silenced cannot participate in their society and their exclusion impoverishes the community as a whole. The third is that the primary purpose of a strong civil society is not to fill gaps in the state's provision of services but rather it is to ensure that a multitude of arenas exist where important ethical as well as practical issues can be discussed with a view to creating informed public opinion. (Contains 2 footnotes.)
Democratic Citizenship Education in Ireland
Author: Harris, Clodagh
Date: 2005-00-00
Type: Journal Articles
Subjects: Citizenship,Democracy,Community Education,Citizenship Education,Audiences,Social Change,Foreign Countries

The independent Democracy Commission was established in June 2003 as a result of two think-tanks, Action for Social Change (TASC) in Dublin and Democratic Dialogue in Belfast. It was set up to consider the capacity of Irish Democracy to be inclusive, participatory and egalitarian in the twenty first century. Seeking to engage with a broad cross section of audiences, particularly the under 25s and the marginalised, the Commission acts as a channel for dialogue. It has engaged in extensive information gathering processes, namely written public submissions and public consultations. In its inquiries the Commission has been informed by a variety of groups and individuals on a number of occasions of the need for democratic citizenship education. This article addresses this need by defining what is meant by democratic citizenship education, assessing its current status in the Irish education system and arguing for its effective incorporation into adult and community education.
The Impact of Educational Disadvantage on Adult Citizenship and Participation in Ireland
Author: Connolly, Tracey
Date: 2005-00-00
Type: Journal Articles
Subjects: Citizenship,Educational Attainment,Dropouts,Disadvantaged,Foreign Countries,Adults,Citizen Participation,Role,Lifelong Learning

Annually a little over 2,000 young people leave school in Ireland without any formal qualification (i.e. before taking the Junior Certificate). Indeed, according to the National Economic and Social Forum (NESF) an estimated 1,000 pupils do not transfer annually from primary to post primary education. More often than not educational disadvantage is the reason behind this early school leaving. In the context of adults, this article will examine educational disadvantage in Ireland and its impact on citizenship and participation in Irish society.
Growing into Greatness: A Study of a Local History Group of Active-Retired Learners
Author: Corrigan, Trudy
Date: 2005-00-00
Type: Journal Articles
Subjects: Local History,Citizenship,Social Integration,Citizenship Education,Quality of Life,Adult Education,Lifelong Learning,Social Change,Educational Needs,Group Dynamics,Group Experience,Older Adults

Research in Canada on the learning needs of older people looked at such issues as how to cope with changes in society, the need to make a contribution and the need to be influential. The White Paper on Adult Education &quot;Learning for Life&quot; notes that strategies for active ageing stress the critical importance of access to learning as a key tool in coping with change. Adult education can play an important role in contributing to active ageing by promoting social integration and enhancing the quality of life. By reason of the profound changes in Irish society in recent years, older people increasingly find themselves socially excluded from leading full lives as citizens of their country. In an article entitled &quot;Learning for Citizenship in Ireland: The Role of Adult Education,&quot; Helen Keogh, (2002) notes that, &quot;A key question for adult educators is: Within the range of adult models and locations, which adult education methodologies and topic/subject areas contribute to the development of citizenship?&quot; Various opinions exist in regard to this question. Some contend that anything taught to adults can be seen as a form of citizenship education while others maintain that a liberal education approach which includes literature, history, geography and/or the social sciences is critical to the development of citizenship knowledge, skills and dispositions. However, many claim that the most beneficial learning will take place not through the formal curriculum, but through positive experiences of participation and, therefore, the adult education experience should itself be &quot;an experience of participation, with a view towards enabling learners to develop the skills, insights and confidence to make their own voice heard and take a full and active role as citizens in society.&quot; A practical example of a project which helps to address some of these issues is a Local History Group of Adult Active Retired Learners. Initially, the group's plan was to study the local history of their own area, in this case Drumcondra, Dublin 9 and its environs. The group has been funded under the Community Education section of the City of Dublin VEC with two teaching hours a week. However, the group's love of learning has embraced far more than the study of local history. It has also included all the social interaction, fun and enjoyment which has taken place since this group of fifteen people started meeting regularly on Wednesday mornings in a room in the local parish centre.
The Education Equality Initiative and the Citizen Learner
Author: Shannon, Denise
Date: 2005-00-00
Type: Journal Articles
Subjects: Equal Education,Citizenship,Pilot Projects,Educationally Disadvantaged,Adult Education,Lifelong Learning,Politics of Education,Social Justice,Adult Vocational Education,Outreach Programs,Foreign Countries,Community Based Instruction (Disabilities),Community Programs

The Education Equality Initiative (EEI) has been established by the Department of Education and Science in an attempt to address educational disadvantage through the strategic allocation of funding to promote equality of access, treatment and outcomes within a lifelong learning framework for individuals and groups. The aim of this initiative is to develop and assist women's and men's education projects to address gaps in current provision for educationally disadvantaged adults by: (1) undertaking outreach and pre-development work; (2) building local capacity; (3) developing support structures; (4) accrediting learning; (5) encouraging partnerships; (6) analysing and informing policy; (7) mainstreaming learning processes; (8) enabling progression; and (9) supporting participants on programmes to shape their educational futures. In Phase 1 of the EEI (EEI 1) from 2000-2003, seventeen projects were funded while a further ten projects have been funded under Phase 2 (EEI 2). The approach adopted by EEI is to fund a small number of pilot projects which address the learning needs of educationally disadvantaged individuals within a range of specific target groups. The overall goal is to ensure that the learning and good practice in relation to educational disadvantage generated by the projects are identified, documented, analysed and disseminated throughout the adult education community, locally and nationally. The ultimate aim is to embed the lessons in policy and practice, thus improving provision for educationally disadvantaged adults and promoting educational equality. The Initiative, which is funded by the Further Education Section of the Department of Education and Science through The National Development Plan 2000-2006 with support from the European Structural Funds, has a budget of 3.5 million euros. This article looks at how these adult education projects are contributing to the development of active citizenship for very marginalised groups in the society. Their focus is, through a process of educational engagement, to highlight the needs of specific groups within communities and to provide the supports necessary for their ongoing participation.
Why Positive Access Policies in Higher Education Can Contribute to Active Citizenship
Author: Lanigan, Michael
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Citizenship,Institutional Mission,Foreign Countries,Access to Education,Role of Education,Educational Benefits,Self Esteem,Consciousness Raising,Technology Education,Institutes (Training Programs),Citizen Participation,Educational Policy

This article deals with the role of Irish Higher Education (HE) in the context of the promotion of citizenship. It examines the circumstances in which Irish Higher Education currently operates in terms of access and participation with particular reference to the recent OECD Report (2004), &quot;Review of Higher Education in Ireland&quot;. The article will also highlight the efforts of the Waterford Institute of Technology (WIT) to promote access to Higher Education and the benefits which accrue to mature students from engaging with such a process in terms of their self-confidence, consciousness-raising and sense of citizenship.
Redefining Literacy from an Egalitarian Perspective
Author: Feeley, Maggie
Date: 2007-00-00
Type: Journal Articles
Subjects: Adult Literacy,Critical Theory,Social Justice,Foreign Countries,Educational Practices,Educational Assessment,Context Effect,Social Theories

The equality framework developed in the Equality Studies Centre, University College Dublin (UCD), provides a useful base for thinking about literacy from an equality perspective. Neo-liberal, critical and situated approaches to literacy have made minimal impact in the Irish context where only 6 per cent of those with unmet literacy needs participate in learning. This paper explores what an egalitarian theory of adult literacy might have to offer by way of explaining this low participation and also indicating an alternative way forward. (Contains 3 footnotes.)
A Scaled-Up Model of AP(E)L for Sectoral Professionalisation: Lessons from the 2005 Valex Pilot Project (Dublin)
Author: Murphy, Anne
Date: 2007-00-00
Type: Journal Articles
Subjects: Feedback (Response),Pilot Projects,Prior Learning,Experiential Learning,Vocational Education,Foreign Countries,Program Evaluation,Professional Development,Educational Policy,Higher Education,Certification,Disabilities,Caregivers

This paper outlines the policy and pedagogical outcomes of an AP(E)L Pilot Project in the social care sector undertaken as an element of the 2003-2005 Socrates-Grundtvig Research Project: VaLEx Valuing Learning from Experience, by the Dublin Institute of Technology (DIT) and the Open Training College (OTC). It deals with the experiences of the two providers in taking a scaled-up rather than an individualistic approach and considers the evaluation feedback from participants, facilitators/accompaniers and assessors. The paper recommends that accreditation for prior experiential learning AP(E)L / recognition of prior learning RPL could be managed more effectively and efficiently by linking it with pedagogies of work-based learning for professional development in communities of practice. (Contains 2 tables, 1 figure and 1 footnote.)
Is There a Way out of This Clinic? An Adult and Community Education Perspective on Methadone and the Absence of Rehabilitation
Author: O'Brien, Thomas
Date: 2007-00-00
Type: Journal Articles
Subjects: Community Education,Adult Education,Psychiatry,Drug Therapy,Drug Addiction,Narcotics,Drug Rehabilitation,Biomedicine,Program Effectiveness,Evidence,Adults

This paper critically examines methadone treatment from the perspective of adult and community education and questions the absence of rehabilitation. It identifies biomedicine and the methodology of evidence based medicine as the discourses that determine our understanding of addiction and treatment. It is especially critical of psychiatry for the over medicalisation of addiction treatment and the communities uncritical acceptance of the assumptions of medicine. The paper then looks at the Crinan project, as a model of good practice in drug treatment and asks what makes adult and community education an effective component of treatment that works uniquely in a way that medical model does not?
Too Many Left behind: Can Current Policy on Adult Literacy Address the Need for Social Change in Ireland?
Author: Mark, Rob
Date: 2007-00-00
Type: Journal Articles
Subjects: Social Change,Foreign Countries,Adult Literacy,Public Policy,Economic Factors,Literacy Education

This article traces the development of adult literacy as a field of practice in Ireland. It examines how literacy is understood and looks at key moments in the recent development of policy showing how adult literacy has become a central focus of Government policy in both the Republic and in Northern Ireland. It concludes that while the development of literacy has been largely influenced by economic concerns, there is a need for re-thinking policies if they are to meet a need for change in both parts of Ireland.
Measuring Client Progression in Adult Guidance
Author: Hearne, Lucy
Date: 2007-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Educational Counseling,Guidance,Adult Learning,Data Analysis,Qualitative Research,Longitudinal Studies,Evaluation Methods,Foreign Countries,Barriers,Educational Finance,Grounded Theory,Constructivism (Learning)

Currently, in the field of guidance, relevant stakeholders including guidance practitioners, educators and policy makers, have identified progression for adults in education and employment as one of the key outcomes of educational guidance. Lifelong guidance is now inextricably linked with lifelong learning as a mechanism to enhance individual mobility in the workforce for future economic growth. However, the current policy requirement for measurable data through positivistic methods of analysis may not provide a true reflection of individual progression. The author argues that methodologies generating extensive qualitative data in the longitudinal tracking of clients in adult guidance provision are now required. This is the topic of current research by the author which aims to determine whether progression can be effectively measured within the framework of longitudinal tracking systems in adult guidance.
A Framework for Supporting Adults in Distance Learning
Author: Dowling, Linda
Date: 2007-00-00
Type: Journal Articles
Subjects: Distance Education,Adult Learning,Business Education,Case Studies,Instructional Development,Educational Strategies,Nontraditional Education,Nontraditional Students,Foreign Countries,Student Personnel Services,Models,Delivery Systems

In recent years, many &quot;traditional&quot; Higher Education Institutes (HEI's) have been seeking to increase the participation of &quot;non-traditional&quot; learners. In the context of this paper, &quot;traditional&quot; institutions are those which mainly offer programmes on a full-time day basis for school leavers and &quot;non-traditional&quot; learners are mature learners, returning to education on a part-time distance learning basis. Distance learning can generally be differentiated from other methods of teaching and learning by virtue of the fact that geographical distance separates the learner and teacher with materials and/or various technologies used to deliver these programmes. The increase in the number of non-traditional learners calls for innovative and complementary academic and administrative support strategies designed to meet the unique needs of these learners. Typically, learner support services within &quot;traditional&quot; institutions are provided by a diverse range of offices. It can be argued that the needs of adult learners can best be planned, designed and managed at the level of the programme. This paper presents a case study of how the features of effective learner support have been implemented by University College Dublin (UCD) in the case of its distance learning business degree programme. The case study presented is of a programme established 10 years ago and where the learner support system has evolved becoming increasingly sophisticated in its design over time.
Turning Theory on Ourselves: Some Resources and Constraints for Adult Educators
Author: O'Sullivan, Denis
Date: 2008-00-00
Type: Journal Articles
Subjects: Adult Education,Integrity,Adult Educators,Ethics,Social Change,Student Participation,Social Theories,Adult Learning,Role of Education,Change Strategies,Coping,Empowerment,Social Influences

This article argues that as adult educators we should not be outside the remit of our own theorising. It begins with an earlier effort to construct an ethical grammar to audit the probity of working to change others through adult education. This is situated in terms of contemporary debates about the possibility of truth and certainty in understanding and changing the world. Maintaining the vision of adult education as a transformative force in society while respecting the integrity of our students as co-participants in this process is identified as a pivotal challenge. Constraints on engaging with this challenge are analysed and further resources for turning theory on ourselves are suggested. (Contains 1 table.)
A Secure Base for Adult Learning: Attachment Theory and Adult Education
Author: Fleming, Ted
Date: 2008-00-00
Type: Journal Articles
Subjects: Transformative Learning,Adult Education,Attachment Behavior,Adult Learning,Adult Students,Child Development,Security (Psychology),Stress Variables,Anxiety,Individual Development

The attachment theory of John Bowlby has had an enduring impact on our understanding of child development. But these ideas are a neglected and forgotten discourse in adult education. In this paper concepts such as secure and insecure attachments, internal working models, and the strange situation along with the more contemporary concept of mind-mindedness are explored. The paper also explores the implications for how adults deal with new situations and new ideas; how adult learners and teachers are influenced by their own attachment styles and internal working models. These models are interpreted as strategies that adults employ for dealing with stress, anxiety, change and the challenges of teaching and learning. In addition, the implications of these concepts for understanding transformative learning are identified and changing internal working models is proposed as a form of transformative learning. This paper outlines Bowlby's main ideas, with a focus on recent research findings and, by extrapolation, reframes our current understanding of adult learning. The ideas presented here are not usually part of adult education debates but may provide useful insights for facilitators of adult learning and personal development. (Contains 1 figure.)
Neo-Liberalism, Irish Society and Adult Education
Author: Finnegan, Fergal
Date: 2008-00-00
Type: Journal Articles
Subjects: Free Enterprise System,Political Attitudes,Democracy,Adult Education,Lifelong Learning,Foreign Countries,Social Values,Social History,Ideology,Economic Development,Public Policy

This article offers an overview of recent international scholarship on neo-liberalism in particular the work of the geographer and historian David Harvey and the recent books of the educationalist Henry Giroux. It begins with a brief historical account of neo-liberalism and outlines the main characteristics of the free market era. Irish society and education is analysed in light of this work arguing that this offers a useful model for understanding the rise in inequality, the changing nature of democracy and the shift in social values that we have witnessed in Ireland over the past decade. The article finishes with a brief exploration of the impact of free market ideas on contemporary adult education and the relevance this has for the ongoing debate over different versions of lifelong learning.