wellcamnopecot.cf/paleo-snacks-quick-easy-gluten-free-snacks.php Title Learning Through Community.
Exploring Participatory Practices , Paperback. Reflecting the contributors' political priorities, the volume covers groups that are highly marginalized in our society and moves on to examine more mainstream citizens. The Turbulence of Learning to Publish As researchers, we learned about working together and collaborating across multiple dimensions of space, time and our own identities.
This book is a collection of case studies that explore the learning that people do through community engagement. Developed within a network of Canadian. Request PDF on ResearchGate | Learning through community: Exploring participatory practices | This book is a collection of case studies that.
We learned and we are still learning. We are learning as we write and revise this book. We learn as we begin to see this book through the eyes of others who have not lived through the process of discovery with us in the field. We learn as we go back to work, to try to figure out how our learnings can make a difference.
Of course, none of us intended to take so long. Like a lot of things that appear to be individual pathology, our tardiness was socially produced. The first defining relation was the collegial way in which Nina Bascia, Eric Shragge and I selected contributors for this volume. As co-editors, we sought cont- butions from academics who had produced case studies for the Toronto-based 1 research network called NALL: Network for New Approaches to Lifelong Learning.
Additional Details Number of Volumes. Reviews "It makes a timely and significant contribution to adult learning theory and practice. It does so at a time when adult learning is very much on the agenda of academics, policy makers and organizational leaders in both formal in informal sectors around the globe.
Here, struggle is a core theme and risky persistance the predominant strategy, as both authors and editors plunge into the contradictions of learning as participation in key spaces of social life: Although Campbell notes that "there are no pat solutions to the question 'how to do it'; there is no method to follow or prescription to rely on" , there are certain practices and beliefs shared by the contributors to this book. Participatory education is seen as a cyclical process during which participants identify and share problems from their daily lives.
Then as a group, they move from reflecting on the individual experience of these problems to more critical social analysis, to constructing an understanding of the social conditions affecting them, and then to developing strategies for action and change. Participatory Practices is well organized and comprehensive in its coverage.
It is divided into six sections, four of which focus on participatory projects in different educational settings. More than a dozen practitioners from diverse backgrounds present and evaluate programs with which they have been involved. A participatory prisoner education program; a rural town meeting; a participatory doctoral program in adult education; a learners' leadership project; a collaborative training program between Alcan and the Canadian Auto Workers; and a peer tutoring program in a community literacy center are just a few of the many programs presented.
Readers may want to head directly to the section most relevant to their work, but no matter where one's professional interest lies, every chapter offers provocative and interesting information. Articles include not only practical information but also summaries of the latest research in the field. For example, in "Participatory Workplace Education: Resisting Fear-Driven Models," Andrea Nash starts by defining the "contradictions and mixed messages" that arise in a workplace teaching context.
Her helpful discussion is grounded in the latest research on workplace ethnographies, which "raise questions about the worker deficit rhetoric by pointing out workplace constraints that prevent workers from using and expanding the skills and knowledge they already have.
Nash then defines and contrasts two approaches to workplace education, the functional-context and the participatory approaches, showing the weaknesses of the former and providing a four-step guide for applying the principles of the latter. The final section of the article describes three programs that illustrate participatory principles in action.
Readers gain not only a useful theoretical framework from this article, but also a clear understanding of two possible models to follow and how the implementation of one model took place in three different settings. Although some of the selections in Participatory Practices in Adult Education are longer and less well-organized, the articles in Sections II--V generally offer a survey of relevant research, practical models and applications, and examples from real-life situations.
Section VI, Reflections on Practice, reviews and ties together issues and themes that run throughout the book. Elsa Auerbach's " 'Yes, But.
Auerbach rarely shrinks from confronting difficult issues head-on, and this article is no exception. Their objections include such statements as: This article is a "must read" for ESL and other practitioners, especially those who feel the participatory approach is "impractical" for their classes.
Rather than simply dismissing her students as victims of oppression who are blind to their own victimization or as members of a privileged group unwilling to share their power, Auerbach acknowledges and responds to the real concerns that they have. The result is a powerful case in favor of the principles she embraces.