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Adult Education, Museums and Art Galleries

Animating Social, Cultural and Institutional Change


Edited by Darlene E. Clover, Kathy Sanford, Lorraine Bell and Kay Johnson

This is a book about adult education in the sphere of public museums and art galleries. It aims to enrich and expand dialogue and understanding amongst adult and community educators, curators, artists, directors, and cultural activists who work within and beyond the walls of these institutions. The various chapters take up the complex and interconnected pedagogics of subjectivity, identity, meaning making and interpretation, knowledge, authority, prescription, innovation, and creativity. The contributors are a combination of scholars, professors, graduate students, heritage and cultural adult educators, artists, curators and researchers from Canada, United States, Iceland, England, Scotland, Denmark, Portugal, Italy and Malta. Collectively, they challenge us to think about the dialectics of passivity and engagement, didactics and learning, gender neutrality and radicality, and neutrality and risk-taking amongst a collage of artworks and artefacts, poetry and installations, collections and exhibits, illusion and reality, curatorial practice and learning, argument and narrative, and struggle and possibility that define and shape modern day art and culture institutions. The chapters, set amongst the discursive politics of neoliberalism and patriarchy, racism and religious intolerance, institutional neutrality and tradition, capitalism and neo-colonialism, ecological devastation and social injustice, take up the spirit and ideals of the radical and feminist traditions of adult education and their emphases on cultural participation and knowledge democracy, agency and empowerment, justice and equity, intellectual growth and transformation, critical social and self reflection, activism and risk-taking, and a fundamental belief in the power of art, dialogue, reflection, ideological and social critique and imaginative learning.

Adult Learning for Self and Relational Growth (ALG)

An Integrative Developmental Model


Isabel Borrás

This book describes an adult non-formal learning model, Adult Learning for Self and Relational Growth (ALG), aimed at promoting adults’ development in autonomy and interdependence, from early adulthood to old age.
Grounded on tenets from cognitive psychology, philosophy, sociology, and adult education, the model assumes that human development is propelled by two psychological needs, personal betterment and social belonging, and that the materialization of such development requires on the one hand, the exercise of human thought abilities like reflectivity, generativity, and creativity, and on the other, a milieu enabling such exercise.
To address those requirements, the model proposes a conviviality-oriented instructional approach with three learning venues ( Explorations, Enrichments, and Creations) featuring a variety of illustrative courses and projects. The approach offers adults opportunities to access and share information and knowledge leading to critical reflection on their beliefs and value systems, as well as opportunities to use their creativity and generativity to express their ideas and feelings, and to act for the common good.
Attainment of the instructional approach’s objectives, both age-related and general ( Cultivate, Cope and Care), could help adults achieve a decentralized personalist perspective on development. A perspective that, based on personal valuation and justification of individual growth with and by the growth of others, could result in adults’ greater self-determination, humanness, and capacity for social change.
The book also describes and justifies the makeup of the model’s target population and the learning centers suitable for its implementation.

Edited by Warren Linds, Linda Goulet and Alison Sammel

Adults and youth who are engaged in social and ecological justice in community and educational work will find this book a critical overview of the role played by adults in the joint endeavours of adults and youth.
Through various case studies, the book offers a glimpse into the work being undertaken by a wide range of international educators and community development workers where common themes emerge across the different sites. The book explores the development of, and the internal and external constraints upon, adult and youth emancipatory practices, as well as the effective adult and youth beliefs and actions that facilitate collaborative leadership in issues of social and ecological justice.
The authors offer a critical examination of the degree to which youth are able to participate in decision-making processes, or to the extent to which they were given space and power to truly explore democratic and dialogic partnerships. With an emphasis on the power dynamics inherent in adult/youth relationships, and the potential of these relationships to engage in democratic transformation, the book examines the patterns, benefits and limitations of the youth-adult connections.

Designing Inclusive Pathways with Young Adults

Learning and Development for a Better World

Judith Kearney, Lesley Wood and Richard Teare

This book is the second in a series entitled ‘Learning and Development for a Better World’ and it explores the potential for self-directed lifelong action learning (LAL) by focusing on the design of development pathways with and for young adults. The book considers the reasons why LAL pathways are needed and draws on innovative approaches used by the Global University for Lifelong Learning (including micro enterprise, peace-building, music, sport and the creative arts) with examples from nine countries. The aim is to offer a timely response to the pressing global problem of access to learning and development for marginalized young people during the vulnerable period from their mid-teens to mid-twenties.

English Language Book Club and Transformative Learning

Developing Critical Consciousness in the English Language Classroom in a UK Further Education (FE) College and in a South African Township


Ida Leal

which fosters transformative learning, helps to enable adult English language learners to think more democratically and more critically, which in turn fosters a greater sense of agency in the construction and re-construction of beliefs or frames of reference. It is argued that this skill is necessary to

Learning Careers and Transformative Learning

Challenges of Learning and Work in Neoliberal Spaces


Ted Fleming

–8): the process by which we transform our taken-for-granted frames of reference (meaning perspectives, habits of mind, mind-sets) to make them more inclusive, discriminating, open, emotionally capable of change, and reflective so that they may generate beliefs and opinions that will prove more true or

Friendship, Discourse and Belonging in the Studio

The Experiences of ‘Non-Traditional’ Students in Design Higher Education


Samantha Broadhead

people were included when deliberations, decisions and judgments were made. Being included in this way could improve a subject’s confidence just as being excluded could erode a person’s self-belief. Duckworth ( 2014 , p. 184) has also argued that friendship not only facilitated practical support it


Pascal Roquet

. As Dubet wrote it, an institutional programme: (1) considers that working on others is a mediation between universal values and specific individuals; (2) affirms that the activity of socialisation is a vocation because it is directly founded on values; (3) is based on the belief that socialisation


Catarina Paulos

experience to have learning value, it needs to be thought about and reflected on. Adult learning processes should take place in an environment that promotes critical reflection, which involves a critique of the assumptions on which the individuals’ beliefs have been built ( Mezirow, 1990 ). According to