an article by Lara A. Frumkin and Maria Koutsoubou (University of East London, London, UK) published in Journal of Further and Higher Education Volume 37 Number 2 (March 2013)
Abstract
There is evidence that ethnic minority learners in further education in England either under-achieve or are under-represented because they face various inhibitors connected to their ethnicity. Motivators may be in place, however, which increase attainment specifically for some ethnic groups.
This exploratory study intends to examine what works and what does not among South Asian (Pakistani and Bangladeshi heritage) females and black male adult learners in FE.
A mixed-method study was carried out using questionnaires and focus groups with 68 ethnic minority students in three further education colleges in England.
The combination of the results showed that being a member of a minority culture and/or religion may increase feelings of isolation in academic settings; teaching staff who are knowledgeable about the student’s culture increase feelings of inclusion; and role models are crucially important.
Results are discussed in light of British data of school experiences of ethnic minority learners.
Showing posts with label adult_learners. Show all posts
Showing posts with label adult_learners. Show all posts
Tuesday, 19 March 2013
Wednesday, 8 August 2012
Envisioning an Adult Learning Graduate Program for the Early 21st Century A Developmental Action Inquiry Study
an article by Leanne Dzubinski, Katherine L. Davis and Aliki Nicolaides (University of Georgia, Storrs) and Brian Hentz (University of Connecticut, Storrs) published in Adult Learning Volume 23 Number 3 (August 2012)
Abstract
The rapid pace of social and technological change in the early 21st century leaves many adults scrambling to meet the complexities that characterize their daily lives. Adult learners are faced with multiple, often competing, demands from work, education, family, and leisure, which requires adult education graduate programs to carefully consider how best to meet these changing needs of today’s students.
Using a developmental action inquiry approach, the authors collected data using multiple rounds of mutual inquiry from diverse groups of stakeholders in adult education.
We asked each group to explore the question, “ How does adult education as a profession, field, and practice help adults, organizations, and society meet the demands of 21st century life?”
The combined results indicate that responsive, dynamic graduate programs in adult education for the 21st century should support the cultivation of critical and timely reflection, create online learning environments predicated on intentional community and mutuality, and foreground the relationship between adult learning and developmental capacity to prepare adult education facilitators who stand confidently in the face of complexity and ambiguity.
Abstract
The rapid pace of social and technological change in the early 21st century leaves many adults scrambling to meet the complexities that characterize their daily lives. Adult learners are faced with multiple, often competing, demands from work, education, family, and leisure, which requires adult education graduate programs to carefully consider how best to meet these changing needs of today’s students.
Using a developmental action inquiry approach, the authors collected data using multiple rounds of mutual inquiry from diverse groups of stakeholders in adult education.
We asked each group to explore the question, “ How does adult education as a profession, field, and practice help adults, organizations, and society meet the demands of 21st century life?”
The combined results indicate that responsive, dynamic graduate programs in adult education for the 21st century should support the cultivation of critical and timely reflection, create online learning environments predicated on intentional community and mutuality, and foreground the relationship between adult learning and developmental capacity to prepare adult education facilitators who stand confidently in the face of complexity and ambiguity.
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