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MDDE 613: Adult Education and Lifelong Learning Report a Broken Link

This course will explore different adult education theories and philosophies, including “for-credit” learning in formal education; workplace learning; informal, self-directed learning; and public pedagogy (i.e., informal learning that takes place in public spaces, popular culture, and political struggle). We will also consider the role and purpose of adult education for the individual and for society. Readings have been carefully selected from older, foundational literature, along with readings that explore more recent issues in adult learning. The readings will help us consider contemporary issues and realize that the study of adult learning has its own history.

Unit 1: “It’s Only Theory”: The Role of Theory in Our Practice and Why Theory Is Important

Cranton, P. (2013). Adult learning theory. In  T. Nesbit,  S. Brigham, & N. Taber (Eds.), Building on critical traditions: Adult education and learning in Canada (pp. 95–106). Thompson Publishers. 
Edwards, R. (2005). Theory. In L. English (Ed.), International encyclopedia of adult education (pp. 615–618). Palgrave Macmillan. 
Plumb, D., & Welton, M. (2001). Theory building in adult education: Questioning our grasp of the obvious. In D. H. Poonwassie & A. Poonwassie (Eds.), Fundamentals of adult education: Issues and practices for lifelong learning (pp. 63–75). Thompson Publishers.
Pratt, D. (2005). Teaching. In L. English (Ed.), International encyclopedia of adult education (pp.610-615). Palgrave Macmillan. 
UNESCO. (1997). Adult education: The Hamburg declaration: The agenda for the future. London. 
Reischmann, J. (2005). Andragogy. In L. English (Ed.), International encyclopedia of adult education (pp. 58–63). Palgrave Macmillan. 
Draper, J. (2001). The metamorphoses of andragogy. In D. H. Poonwassie & A. Poonwassie (Eds.), Fundamentals of adult education: Issues and practices for lifelong learning (pp. 14–30). Thompson Publishers. 
Stewart, D. (1987). What adult education means: Discovering and rediscovering the concept of andragogy. In Adult learning in America: Eduard Lindeman and his agenda for lifelong education (pp. 103–112). Robert Krieger Publishing. 

Unit 2: Further Understanding the Theoretical Foundations of Adult Education

Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. 
Brookfield, S. (1993). Self-directed learning: Political clarity, and the critical practice of adult education. Adult Education Quarterly, 43(4), 227–242. 
Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed.). Pergamon Press. 
Leach, L. (2005). Self-directed learning. In L. English (Ed.), International encyclopedia of adult education (pp. 565–569). Palgrave Macmillan. 
Livingstone, D. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning activities. The Canadian Journal for the Study of Adult Education, 13(2), 49. 
Pearson, E., & Podeschi, R. (1999). Humanism and individualism: Maslow and his critics. Adult Education Quarterly, 50(1), 41–55. 

Unit 3: Education and a Just Society

Stephen Brookfield, Adult Educator, Resources
Video 1: Stylus Publishing. (2021, August 12). What is racism? [Video]. YouTube.
Video 2: A & S. (2015, October 12). Author Stephen Brookfield on adult education today CC [Video]. YouTube. 
Video 3: Corrigan, P. T. (2019, January 30). How to get every student talking: A conversation with Stephen Brookfield [Video]. YouTube.
Video 4: westernuCTL. (2017, May 1). Stephen Brookfield becoming a skillful teacher—fall perspectives 2014—keynote [Video]. YouTube. 
Podcast transcript: Brookfield, S., Neustaeter, R., & Perry, J. A. (2022). Editorial. The Canadian Journal for the Study of Adult Education, 34(1), xi–xx. 
PowerPoint: Brookfield, S. (n.d.). What critical theory and thinking mean for us today [PowerPoint slides]. Stephen D. Brookfield. 

Scroll down in the list and click on "What Critical Theory & Thinking Mean for Us Today" to download the PowerPoint. 
Butterwick, S. (2014). Class and poverty matters:  The role of adult education in reproduction and resistance. In T. Nesbit, S. Brigham, N. Taber, & T. Gibb (Eds.),  Building on critical traditions: Adult education and learning in Canada (pp.129–138). Thompson. 
Careless, E. (2015). Social media for social justice in adult education: A critical theoretical framework. Journal of Teaching and Learning, 10(1), 13–26. 
Clark, C., & Wilson, A. (1991). Context and rationality in Mezirow’s theory of transformative learning. Adult Education Quarterly, 41(2), 75–91. 
Degener, Sophie C. (2001). Making sense of critical pedagogy in adult literacy education. Review of Adult Learning and Literacy, 2.
Hwang, J., & Won Yoon, S. (2023). Workplace learning for the disadvantaged: Perspectives from adult education and human resource development. New Directions for Adult and Continuing Education, 2023(179).  
Kelly, J. (2006). Building Black identity and community. In T. Fenwick, T. Nesbit, & B. Spencer (Eds.), Contexts of adult education: Canadian perspectives (pp. 49-57). Thompson Educational Publishing.
Kruszelnicki, W. (2020). Self‑directedness and the question of autonomy: From counterfeit education to critical and transformative adult learning. Studies in Philosophy and Education, 39(2), 187–203. 
Grace, A. (2006). Critical adult education: Engaging the social in theory and practice. In T. Fenwick, T. Nesbit, & B. Spencer (Eds.), Contexts of adult education: Canadian perspectives (pp. 128–140). Thompson Educational Publishing. 
Scott, S. (2006). A way of seeing: Transformation for a new century. In T. Fenwick, T. Nesbit, & B. Spencer (Eds.), Contexts of adult education: Canadian perspectives (pp. 154–161). Thompson Educational Publishing. 
Tabor, N., & Gouthro, P. (2006). Women and adult education in Canadian society. In T. Fenwick, T. Nesbit, & B. Spencer (Eds.), Contexts of adult education: Canadian perspectives (pp. 58–67). Thompson Educational Publishing. 

Unit 4: Reconciliation and Decolonization of Adult Education and Learning

Atleo, M. (2013). The zone of Canadian Aboriginal adult education: A social movement approach.  In T. Nesbit, S. Brigham, N. Taber, & T. Gibb (Eds.), Building on critical traditions: Adult education and learning in Canada (pp. 39–50). Thompson Educational Publishing.
CBC/Radio Canada. (2017). Sen. Murray Sinclair: How can Canadians work toward reconciliation [Video]. YouTube. 
Groen, J., & Kowalilak, C. (2019). Disrupting narratives of colonization: Museums as pedagogical spaces. Canadian Journal for the Study of Adult Education, 31(2), 77–89. 
Hunt, J. (2022). Bringing Indigenous Voices to the Workplace. UWSpace.
Kirkness, V.  J., & Barnhardt, R. (2001). First Nations and higher education: The four R’s—respect, relevance, reciprocity, responsibility. In R. Hayoe & J. Pan (Eds.), Knowledge across dultures: A contribution to dialogue among civilizations. Comparative Education Research Centre, the University of Hong Kong. 
Kolenick, P. (2013). Two worlds, colonialism on the Canadian prairies, and the just learning society:  A renewed vision for adult education. Canadian Journal for the Study of Adult Education, 25(2), 65–78.  
National Centre for Truth and Reconciliation. (2021, September 30). We know the truth: Stories to inspire reconciliation [Video]. YouTube. 
Obomsawin, A (dir.). (2021). Honour to Senator Murray Sinclair. National Film Board of Canada. 
Pidgeon, M. (2008). Pushing against the margins: Indigenous theorizing of “success” and retention in higher education. Journal of College Student Retention: Research, Theory & Practice, 10(3), 339–360. 
Truth and Reconciliation Commission of Canada. (2015). 94 calls to action. Author.
United Nations. (2007). United Nations declaration on the rights of Indigenous peoples. Author. 
Queen’s University. (n.d.). What is indigenization? What is decolonization? Centre for Teaching and Learning. 

Unit 5: Public Pedagogy

Guile, D., & Young, M. (1998). Apprenticeship as a conceptual basis for a social theory of learning. Journal of Vocational Education and Training, 50(2), 173–192. 
Hall, B. (2006). Social movement learning: Theorizing a Canadian tradition. In T. Fenwick, T. Nesbit, & B. Spencer (Eds.), Contexts of adult education: Canadian perspectives (pp. 230–238). Thompson Educational Publishers. 
Hansson, P., & Öhman, J. (2022). Museum education and sustainable development: A public pedagogy. European Educational Research Journal, 21(3), 469–483. 
Jenlink, P., & Jenlink, K. (2012). Examining leadership as public pedagogy for social justice. Connexions—Sharing Knowledge and Building Communities. 
Muraca, M. (2023). Reinventing Paulo Freire: The political, pedagogical practices of the Peasant Women’s Movement. European Journal for the Education and Learning of Adults, 14(1), 35–36.
O'Byrne, I. (2017). Wakefulness and digitally engaged publics: The scholarly and the digital. Hybrid Pedagogy. 
Osei-Kofi, N. (2013, January 8). Higher education, social justice, and public pedagogy. Commission for Social Justice Educators Blog. 
Wenger, E. (1998). Introduction: A social theory of learning. In Communities of practice: Learning, meaning and identity (pp. 3–17). Cambridge University Press. 
Woods, P. J. (2023). Shitposting as public pedagogy. Curriculum Inquiry, 53(4). 
Zorrilla, A., & Tisdale, E. (2016). Art as critical public pedagogy: A qualitative study of Luis Camnitzer and his conceptual art. Adult Education Quarterly, 66(3), 273–291. 

Unit 6: Bringing It All Together

UNESCO. (1997). Adult education: The Hamburg Declaration; the agenda for the future. Fifth international (UNESCO) conference on adult education. 
UNESCO.(2011). The Belem framework for action: Harnessing the power and potential of adult learning and education for a viable future (UNESCO: CONFINTEA VI: December, 2009).  Adult Learning, 22(4). 
Belete, S., Duke, C., Hinzen, H., Owusu-Boampong, A., & Khau, H. P.  (2022). Community learning centres (CLCs) for adult learning and education (ALE): Development in and by communities. International Review of Education, 68(2), 259–290. 
Collins, M., (1998). Critical returns: From andragogy to lifelong education. Learning for life: Canadian readings in adult education, vol. 1. Thompson Educational Publishing, Inc. 
Henschke. J. A. (2011). Considerations regarding the future of andragogy. Adult Learning, 22(1), 34–37. 
McEachern, D. (2016). Adult learning, transformative education, and Indigenous epistemology. New Directions for Teaching and Learning, 2016(147). 
Mussack, B.  (2021).  “No justice, No peace”: Yard signs as public pedagogy and community engagement at the intersection of public health crises. Journal of Communication Pedagogy, 5, 48–54.
Nesbit, T., Brigham, S., Taber, N., & Gibb, T. (2013). The continued imperative of Canadian adult education and learning. In T. Nesbit, S. Brigham, N. Taber, & T. Gibb (Eds.), Building on critical traditions: Adult education and learning in Canada (pp. 355–360). Thompson. 
Owusu‑Agyeman, Y. (2019). An analysis of theoretical perspectives that define adult learners for effective and inclusive adult education policies. International Review of Education, 65(6), 929–953. 
Schneider, C. J., & Simonetto, D.  (2017).  Public sociology on Twitter: A space for public pedagogy? American Sociologist, 48(2), 233–245. 
Vanhaitsma, P. (2019). Digital LGBTQ archives as sites of public memory and pedagogy. Rhetoric & Public Affairs, 22(2), 253–280. 
Walter, P.  (2019). Innovations in teaching adult education: Living history museums and transformative learning in the university classroom. Adult Learning, 30(3), 121–127. 
Wang, V., Torrisi-Steele, G., & Hansman, C. A. (2019). Critical theory and transformation learning: Some insights. Journal of Adult and Continuing Education, 25(2), 234–251.