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MAIS 644: Adult Education, Community Leadership, and the Crisis of Democracy (Rev. C3) Report a Broken Link

Unit 1: Basic Conceptual Building Blocks

Welton, M. R. (1993). The contribution of critical theory to our understanding of adult learning. New directions for adult and continuing education, 57(Spring), 81–90.
Cooke, M. (1994). Communicative action: An overview. In Language and reason: A study in Habermas’s pragmatics (pp. 1–28). MIT Press.
Brookfield, S. (2009). Learning democratic reason: The adult education project of Jürgen Habermas. In M. Murphy & T. Fleming (Eds.), Habermas, critical theory and education (pp. 125–136). Routledge.
Kemmis, S. (1998). System and lifeworld, and the conditions of learning in late modernity. Curriculum Studies, 6(3), 269–305.
Welton, M. R. (1995). The critical turn in adult education theory. In M. R. Welton (Ed.), In defense of the lifeworld: Critical perspectives on adult learning (pp. 11–38). State University of New York Press.
Giddens, A. (1994). Two theories of democratization. In Beyond left and right: The future of radical politics (pp. 104–133). Polity Press.
Angus, I. H. (2001). What is democratic debate? In Emergent publics: An essay on social movements and democracy (pp. 21–37). Arbeiter Ring Publishing.
Bohman, J. (1996). Introduction: Deliberation and democracy. In Public deliberation: Pluralism, complexity, and democracy (pp. 1–21). MIT Press.
Chambers, S. (1995). Discourse and democratic practices. In S. K. White (Ed.), The Cambridge companion to Habermas (pp. 233–259). Cambridge University Press.

Unit 2: Designing the Just Business Organization

Field, L. (2003). Rethinking “organisational” learning. In G. Foley (Ed.), Dimensions of adult learning (pp. 201–218). McGraw-Hill Education.
Casey, C. (2003). The learning worker, organizations and democracy. International Journal of Lifelong Education, 22(6), 620–634.
Welton, M. R. (2005). How business organisations learn and unlearn. In Designing the just learning society: A critical inquiry (pp. 72–99). National Institute of Adult Continuing Education (England and Wales).
Welton, M. R. (2005). Inhibited learning in business organisations. In Designing the just learning society: A critical inquiry (pp. 100–126). National Institute of Adult Continuing Education (England and Wales).
Welton, M. R. (2005). Ethics and empowerment in business organisations. In Designing the just learning society: A critical inquiry (pp. 127–149). National Institute of Adult Continuing Education (England and Wales).

Unit 3: Civil Society as the Pre-Eminent Learning Domain

Welton, M. R. (2005). Civil society. In L. English (Ed.), International Encyclopedia of Adult Education (pp. 100–106). Palgrave Macmillan.
Chambers, S. (2002). A critical theory of civil society. In S. Chambers & W. Kymlicka (Eds.), Alternative conceptions of civil society (pp. 90–110). Princeton University Press.
Murphy, M. (2001). The politics of adult education: State, economy and civil society. International Journal of Lifelong Education, 20(5), 345–360.
Welton, M. R. (2005). Citizenship in the age of information. In Designing the just learning society: A critical inquiry (pp. 150–179). National Institute of Adult Continuing Education (England and Wales).
Delanty, Gerard. (2003). Citizenship as a learning process: Disciplinary citizenship versus cultural citizenship. International Journal of Lifelong Education, 22(6), 597–605.
Hall, B., & Clover, D. (2005). Social movement learning. In L. English (Ed.), International Encyclopedia of Adult Education (pp. 584–589). Palgrave Macmillan.
Morris, R. (2005). Social movements. In L. English (Ed.), International Encyclopedia of Adult Education (pp. 589–594). Palgrave Macmillan.
Angus, I. H. (2001). Democracy has always been a radical idea. In Emergent publics: An essay on social movements and democracy (pp. 39–56). Arbeiter Ring Publishing.
Angus, I. H. (2001). Always beginning again. In Emergent publics: An essay on social movements and democracy (pp. 57–69). Arbeiter Ring Publishing.
Finger, M. (1989). New social movements and their implications for adult education. Adult Education Quarterly, 40(1), 15−22.
Welton, M. R. (1993). Social revolutionary learning: The new social movements as learning sites. Adult Education Quarterly, 43(3), 152−164.
Holford, J. (1995). Why social movements matter: Adult education theory, cognitive praxis, and the creation of knowledge. Adult Education Quarterly, 45(2), 95−111.
Spencer, B. (1995). Old and new social movements as learning sites: Greening labor unions and unionizing the greens. Adult Education Quarterly, 46(1), 31−42.
Welton, M. R. (2002). Listening, conflict and citizenship: Towards a pedagogy of civil society. International Journal of Lifelong Education, 21(3), 197−208.
Welton, M. R. (2005). A realistic utopia for the twenty-first century. In Designing the just learning society: A critical inquiry (pp. 210–237). National Institute of Adult Continuing Education (England and Wales).

Unit 4: Adult Education Leadership for Social Reform: Three Case Studies

Welton, M. R. (1986). Conflicting visions, divergent strategies: Watson Thomson and the Cold War politics of adult education in Saskatchewan, 1944–6. Labour/Le travail, 18, 111–138.
Welton, M. R., & Lecky J. (1997). Volunteerism as the seedbed of democracy: The educational thought and practice of Guy Henson of Nova Scotia. Studies in the Education of Adults, 29(1), 25–38.
Harris, C. E. (2002). A sense of themselves: Leadership, communicative learning, and government policy in the service of community renewal [Anapolis Valley and Devon Harbour]. The Canadian Journal for the Study of Adult Education, 16(2), 30–53.

Unit 5: Deliberative Democratic Leaders as Convenors of Dialogue

Miller, S. (2006). Conversation and its discontents. In Conversation: A history of a declining art (pp. 1–28). Yale University Press.
Miller, S. (2006). The age of conversation: Eighteenth-century Britain. In Conversation: A history of a declining art (pp. 79–118). Yale University Press.
Bird, F. B. (1996). Good conversations. In The muted conscience: Moral silence and the practice of ethics in business (pp. 191–225). Quorum Books.
Chambers, S. (2013). Feminist discourse/practical discourse. In J. Meehan (Ed.), Feminists read Habermas: Gendering the subject of discourse (pp. 163–179). Routledge.
Pearce, W. B. (2002). Toward a national conversation about public issues. In W. F. Eadie & P. E. Nelson (Eds.), The changing conversation in America (pp. 13–37). Sage Publications.
Isaacs, W. (1999). Fields of conversation. In Dialogue and the art of thinking together (pp. 252–290). Currency Press.
Isaacs, W. (1999). Convening dialogue. In Dialogue and the art of thinking together (pp. 291–299). Currency Press.

Unit 6: Deliberative Democratic Leadership and the Struggle for Recognition

Sen, A. (2006). Making sense of identity. In Identity and violence: The illusion of destiny (pp. 18–39). W. W. Norton.
Sen, A. (2006). Civilizational confinement. In Identity and violence: The illusion of destiny (pp. 40–58). W. W. Norton.
Resnick, P. (2005). The cultural imperative. In The European roots of Canadian identity (pp. 83–88). University of Toronto Press.
Clarkson, A. (2007). The society of difference. The Walrus, June 2007, 38–40.
Dworkin, R. (2006). Religion and dignity. In Is democracy possible here? Principles for a new political debate (pp. 52–89). Princeton University Press.
Resnick, P. (2005). Is multiculturalism enough? In The European roots of Canadian identity (pp. 57–64). University of Toronto Press.
Habermas, J. (2005). Faith and knowledge. In E. Mendieta (Ed.), The Frankfurt School on religion: Key writings by the major thinkers (pp. 327–337). Routledge.
Benhabib, S. (2004). L’affaire du foulard. In The rights of others: Aliens, residents, and citizens (pp. 183–198). Cambridge University Press.