This paper presents an understanding of transformative pedagogy that is sensitive to the social, ... more This paper presents an understanding of transformative pedagogy that is sensitive to the social, cultural, and historical construction of identity—difference within classrooms as political and multicentric spaces and places. It relates that this border pedagogy emphasizes the inclusion of Others and values instrumental, social and cultural forms of adult education in developing transformative classroom practices. It considers themes, challenges, and risks impacting this development
This paper considers research themes important to contemporary Canadian federal HRD (human resour... more This paper considers research themes important to contemporary Canadian federal HRD (human resource development) policy, research, and experimentation. It takes up security, work, and learning concerns affecting today’s citizen workers and learners and develops aspects of a critical postmodern theory of adult learning community. Introduction: We live, learn, and work in these changing times, often running on empty, and perhaps too complacent about the fragmentation, instability, and insecurity generated by the interplay of local and global change-force factors. In Canada, the trend toward high unemployment in recent decades continues, the nature of employment and its relationship to adult education alter, and temporary employment normalizes as the order of the day for many citizen workers. Canadians wonder about the abilities of government and education to solve the array of social and economic problems reducing the quality of everyday life. In these times of transition, too many pe...
This article makes a case for mandating comprehensive sexual health education (CSHE) for all stud... more This article makes a case for mandating comprehensive sexual health education (CSHE) for all students in Canadian schooling, with a focus on Grades 7 to 12. Using Alberta as an example, it examines the degree to which legislation and educational policy enable CSHE, with particular attention to sexual and gender minority (SGM) students. The article conceptualizes and interrogates parentism as a rightist politico-religious viewpoint harmful to high school students needing to build sexual knowledge and sexual agency. It concludes by calling on legislators, school districts, and faculties of education to act to enable CSHE for all students, including SGM students.
In contemporary times, undergraduate adult education programs have to respond to changing student... more In contemporary times, undergraduate adult education programs have to respond to changing student profiles and needs, institutional requirements, marketplace and workplace demands, and emerging technologies. Students in these programs tend to be non-traditional learners who are usually older and employed. They come with an array of prior learning experiences in life, work, and community contexts. These motivated learners have diverse reasons for wanting to engage in academic studies in adult education: They require knowledge of adult education to become trainers in business and industry; they have been educators, but they need to know what's new to enhance and update their everyday pedagogical practices; they seek a university credential to ensure a new future; they need new learning for job transitions; they need to learn new modes of assessment; they want to work with industry partners to write curricula. This list of reasons is far from exhaustive. Considering the kinds of no...
International Journal of Qualitative Studies in Education, 2004
... For the first time he saw how leisure might be used as a form of social control ... Teaching ... more ... For the first time he saw how leisure might be used as a form of social control ... Teaching as a gay man: pedagogical resistance or public spectacle. ... Pinar WF (1998) Queer theory in education (Malwah, NJ, Lawrence Erlbaum Associates) View all references; Ladson‐Billings, 2000 ...
Abstract: In this paper we turn to the scholarship and grassroots educational, social, and cultur... more Abstract: In this paper we turn to the scholarship and grassroots educational, social, and cultural work of John Ohliger to suggest that his politics of adult education provide useful insights for revitalizing adult education in neoliberal times when lifelong learning is advanced as the more desirable commodity.
This special theme issue of Studies in Learning, Evaluation, Innovation and Development is entitl... more This special theme issue of Studies in Learning, Evaluation, Innovation and Development is entitled Reflective Practices: Promoting Professional Learning in Contemporary Workplaces. Current rhetoric constructs such workplaces as learning organisations and communities of practice facilitating situated learning (Anderson, Reder, & Simon, 1997; Lave & Wenger, 1993) where the effective attainment of outcomes depends on employees at all levels renewing their professional learning and contributing to ongoing efficiencies. Potential barriers to the promotion of this view of professional learning include employees who might take a different view of their roles and/or organisations failing to accept and build on that learning.
This paper investigates the space of SMGV (sexual minority and gender variant) learners in lifelo... more This paper investigates the space of SMGV (sexual minority and gender variant) learners in lifelong learning and constituent adult education from transnational perspectives. It discusses the ongoing fiction of adult education as globally inclusive social education. It highlights the construction of a limited social as adult education is taken up in exclusionary contexts where interest groups frequently marginalize sexual orientation and gender identity as power relationships. In a contemporary change culture of crisis and challenge, adult education as a core constituent of lifelong learning ought to consider diverse contexts, ultimately seeing learning as encompassing educational and cultural work for social transformation (Allman, 1999; Grace, 2007). Indeed lifelong learning should be about learning for all of life, which positions it as “inherently untidy” (Schuller & Watson, 2009, p. 23). However, inclusive lifelong learning as critical action remains enigmatic in many quarters. ...
Foreword (Michael R. Welton). Preface. Acknowledgments. The Authors. Part One: Introduction. 1. J... more Foreword (Michael R. Welton). Preface. Acknowledgments. The Authors. Part One: Introduction. 1. John Funnell Ohliger: A Brief Biography of His Life and Vocations (Andre P. Grace and Tonette S. Rocco). 2. Mediating Challenges in Adult Education and Culture: John Ohliger's Radical Social Project (Andre P. Grace and Tonette S. Rocco). Part Two: In Ohliger's Words: Accent on the Social from a Radical Liberal Perspective. 3. Adult Education: 1984 (John Ohliger). 4. Is Lifelong Adult Education a Guarantee of Permanent Inadequacy? (John Ohliger). 5. The Social Uses of Theorizing in Adult Education (John Ohliger). 6. Lifelong Learning as Nightmare (John Ohliger). 7. Forum: You Shall Know the Truth and the Truth Shall Make You Laugh (John Ohliger). 8. A CautiousWelcome to the New Millennium (John Ohliger). Part Three: Challenging Professionalization in an Emerging Field of Study and Practice. 9. Contesting Adult Education as a Venture: John Ohliger's Critique of Modern Practice (...
In this paper we turn to the scholarship and grassroots educational, social, and cultural work of... more In this paper we turn to the scholarship and grassroots educational, social, and cultural work of John Ohliger to suggest that his politics of adult education provide useful insights for revitalizing adult education in neoliberal times when lifelong learning is advanced as the more desirable commodity. John often joked that an adult educator was someone who knew how to arrange chairs in a circle. Of course, that is symbolic of what he did best: create an environment in which people felt inspired and free to talk about any topic as self-directed and collegial learners. John often told me that he was not a good teacher, which meant that traditional lecturing was not his best skill. He certainly did not like things like grading either. Still, his students really loved him and learned so much, I think, because he encouraged them to question and explore the subject before them. He made learning joyous, individual, and voluntary. By individual, I do not mean solitary. I mean that each per...
This paper presents an understanding of transformative pedagogy that is sensitive to the social, ... more This paper presents an understanding of transformative pedagogy that is sensitive to the social, cultural, and historical construction of identity—difference within classrooms as political and multicentric spaces and places. It relates that this border pedagogy emphasizes the inclusion of Others and values instrumental, social and cultural forms of adult education in developing transformative classroom practices. It considers themes, challenges, and risks impacting this development
This paper considers research themes important to contemporary Canadian federal HRD (human resour... more This paper considers research themes important to contemporary Canadian federal HRD (human resource development) policy, research, and experimentation. It takes up security, work, and learning concerns affecting today’s citizen workers and learners and develops aspects of a critical postmodern theory of adult learning community. Introduction: We live, learn, and work in these changing times, often running on empty, and perhaps too complacent about the fragmentation, instability, and insecurity generated by the interplay of local and global change-force factors. In Canada, the trend toward high unemployment in recent decades continues, the nature of employment and its relationship to adult education alter, and temporary employment normalizes as the order of the day for many citizen workers. Canadians wonder about the abilities of government and education to solve the array of social and economic problems reducing the quality of everyday life. In these times of transition, too many pe...
This article makes a case for mandating comprehensive sexual health education (CSHE) for all stud... more This article makes a case for mandating comprehensive sexual health education (CSHE) for all students in Canadian schooling, with a focus on Grades 7 to 12. Using Alberta as an example, it examines the degree to which legislation and educational policy enable CSHE, with particular attention to sexual and gender minority (SGM) students. The article conceptualizes and interrogates parentism as a rightist politico-religious viewpoint harmful to high school students needing to build sexual knowledge and sexual agency. It concludes by calling on legislators, school districts, and faculties of education to act to enable CSHE for all students, including SGM students.
In contemporary times, undergraduate adult education programs have to respond to changing student... more In contemporary times, undergraduate adult education programs have to respond to changing student profiles and needs, institutional requirements, marketplace and workplace demands, and emerging technologies. Students in these programs tend to be non-traditional learners who are usually older and employed. They come with an array of prior learning experiences in life, work, and community contexts. These motivated learners have diverse reasons for wanting to engage in academic studies in adult education: They require knowledge of adult education to become trainers in business and industry; they have been educators, but they need to know what's new to enhance and update their everyday pedagogical practices; they seek a university credential to ensure a new future; they need new learning for job transitions; they need to learn new modes of assessment; they want to work with industry partners to write curricula. This list of reasons is far from exhaustive. Considering the kinds of no...
International Journal of Qualitative Studies in Education, 2004
... For the first time he saw how leisure might be used as a form of social control ... Teaching ... more ... For the first time he saw how leisure might be used as a form of social control ... Teaching as a gay man: pedagogical resistance or public spectacle. ... Pinar WF (1998) Queer theory in education (Malwah, NJ, Lawrence Erlbaum Associates) View all references; Ladson‐Billings, 2000 ...
Abstract: In this paper we turn to the scholarship and grassroots educational, social, and cultur... more Abstract: In this paper we turn to the scholarship and grassroots educational, social, and cultural work of John Ohliger to suggest that his politics of adult education provide useful insights for revitalizing adult education in neoliberal times when lifelong learning is advanced as the more desirable commodity.
This special theme issue of Studies in Learning, Evaluation, Innovation and Development is entitl... more This special theme issue of Studies in Learning, Evaluation, Innovation and Development is entitled Reflective Practices: Promoting Professional Learning in Contemporary Workplaces. Current rhetoric constructs such workplaces as learning organisations and communities of practice facilitating situated learning (Anderson, Reder, & Simon, 1997; Lave & Wenger, 1993) where the effective attainment of outcomes depends on employees at all levels renewing their professional learning and contributing to ongoing efficiencies. Potential barriers to the promotion of this view of professional learning include employees who might take a different view of their roles and/or organisations failing to accept and build on that learning.
This paper investigates the space of SMGV (sexual minority and gender variant) learners in lifelo... more This paper investigates the space of SMGV (sexual minority and gender variant) learners in lifelong learning and constituent adult education from transnational perspectives. It discusses the ongoing fiction of adult education as globally inclusive social education. It highlights the construction of a limited social as adult education is taken up in exclusionary contexts where interest groups frequently marginalize sexual orientation and gender identity as power relationships. In a contemporary change culture of crisis and challenge, adult education as a core constituent of lifelong learning ought to consider diverse contexts, ultimately seeing learning as encompassing educational and cultural work for social transformation (Allman, 1999; Grace, 2007). Indeed lifelong learning should be about learning for all of life, which positions it as “inherently untidy” (Schuller & Watson, 2009, p. 23). However, inclusive lifelong learning as critical action remains enigmatic in many quarters. ...
Foreword (Michael R. Welton). Preface. Acknowledgments. The Authors. Part One: Introduction. 1. J... more Foreword (Michael R. Welton). Preface. Acknowledgments. The Authors. Part One: Introduction. 1. John Funnell Ohliger: A Brief Biography of His Life and Vocations (Andre P. Grace and Tonette S. Rocco). 2. Mediating Challenges in Adult Education and Culture: John Ohliger's Radical Social Project (Andre P. Grace and Tonette S. Rocco). Part Two: In Ohliger's Words: Accent on the Social from a Radical Liberal Perspective. 3. Adult Education: 1984 (John Ohliger). 4. Is Lifelong Adult Education a Guarantee of Permanent Inadequacy? (John Ohliger). 5. The Social Uses of Theorizing in Adult Education (John Ohliger). 6. Lifelong Learning as Nightmare (John Ohliger). 7. Forum: You Shall Know the Truth and the Truth Shall Make You Laugh (John Ohliger). 8. A CautiousWelcome to the New Millennium (John Ohliger). Part Three: Challenging Professionalization in an Emerging Field of Study and Practice. 9. Contesting Adult Education as a Venture: John Ohliger's Critique of Modern Practice (...
In this paper we turn to the scholarship and grassroots educational, social, and cultural work of... more In this paper we turn to the scholarship and grassroots educational, social, and cultural work of John Ohliger to suggest that his politics of adult education provide useful insights for revitalizing adult education in neoliberal times when lifelong learning is advanced as the more desirable commodity. John often joked that an adult educator was someone who knew how to arrange chairs in a circle. Of course, that is symbolic of what he did best: create an environment in which people felt inspired and free to talk about any topic as self-directed and collegial learners. John often told me that he was not a good teacher, which meant that traditional lecturing was not his best skill. He certainly did not like things like grading either. Still, his students really loved him and learned so much, I think, because he encouraged them to question and explore the subject before them. He made learning joyous, individual, and voluntary. By individual, I do not mean solitary. I mean that each per...
Uploads