JOINT 2004 GATHERING OF THE

ADULT EDUCATION RESEARCH CONFERENCE (AERC)

and the

CANADIAN ASSOCIATION FOR THE STUDY OF ADULT EDUCATION (CASAE)

L’ASSOCIATION CANADIENNE POUR L’ETUDE DE L’EDUCATION DES ADULTES (ACÉÉA)


In cooperation with the Certificate in Adult Education Programme (CACE), and the Faculty of Education, University of Victoria


Pre-Conference Descriptions - Thursday, May 27, 2004



            The Pre-conference on May 27th will consist of five concurrent half or full day sessions. For further information on pre-conferences and how to participate, please contact the Organiser(s) directly.


1) African Diaspora Pre-Conference (Full Day)


Organiser: Juanita Johnson-Bailey,(jjb@coe.uga.edu)


            The foci of this twelfth African Diaspora Adult Education Research Pre-Conference are:

1. Historical research on people of African descent who are involved in adult and continuing education

2. Research on contemporary issues, problems and concerns relevant to the African Diaspora in the area of adult and continuing education.

            Proposals pertinent to one of these themes are invited. The purpose of this pre-conference is to provide a forum in which graduate students of African ancestry can critically dialogue about theoretical and practical issues related to the education of adults in the African Diaspora.


2) Labour Education (Full Day)


Organiser: Tom Nesbit (tnesbit@sfu.ca)


            This pre-conference will examine recent trends in labour and workers' education from the perspective of those engaged in it. Specifically, it will explore several issues:

 

          the extent to which unions should engage in management-initiated workplace learning and how they might map out their own learning agendas

          how to research the complexities of workers' lives

          union/university collaborations

          labour arts and workplace learning

          new approaches to labour education and workplace learning

           the conditions of academic labour  


3) Adult Education, Globalization and 'New' Social Movements (Half Day)


Organiser: Robert (Bob) Hill (rjhill@coe.uga.edu)


            Social theorists have identified a "new" new social movement, called the "convergence movement," which is sustained by "convergence activism/direct action/civil disobedience." This "new" new movement is based on multiple-issues of social justice, and has emerged from such
factors as globalization, the shifting boundaries between public and private space, the growing income disparity, and the emergence of new identities and new technologies.

            This movement represents the explosiveness of the social tensions building up within world capitalism, and neo-liberal markets. Sites of convergence have been Geneva (1998), Seattle (1999), etc. It focuses on reconceptualizing 'truth' as local, personal, and community specific while acknowledging that what happens locally can transform global politics, and what happens globally has local implications. The term 'glocal' is used to describe the new intersection of local and global concerns.

            Glocalization means that every local action has a global component. Popular and adult education is at the heart of the convergence movement. This Pre-Conference is an opportunity for those doing inter-sectional multi-issue work to come together to explore the role of popular education in building a just world.

            Papers focused on environmental justice, Queer activism, the social construction of whiteness, Third Wave Feminism, capitalism, globalization, and Peace are particularly encouraged. Authors of accepted papers are asked to prepare a Popular education tool that can be shared with those attending the PreConference. These popular education tools will be published in a volume, "A Popular Education Tool Kit for Convergence Activists."

4) Adult Education and Transnationalism: Re-casting Knowledge, Power, and Culture Debates (Half Day)


Organisers: Shahrzad Mojab (smojab@oise.utoronto.ca) and Kiran Mirchandani (kmirchandani@oise.utoronto.ca)


            This half-day session is where emerging debates on Transnationalism will be investigated in the context of Critical Adult Education. The goal is to create a space where we can engage with the following themes:

 

1.         Theorizing Transnationalism: Debates and Contestations

2.         Theoretical and Methodological Implications of “Theorizing Transnationalism” for the “Critical Adult Education” trends.

3.         Pedagogical Implications of Transnationalism for Critical Adult Education: Revisiting the Curriculum Development.

4.         Transnationalization of Learning Theories.

5.         Critical Adult Education in the Context of Transnational Organizations (ICAE, UNESCO, UIE, etc.), Transnational Conferences (CONFINTEA, World Social Forum, etc.), and Transnational Post-war Reconstruction.


5) Women and Adult Education (Full Day)


Organiser: Shauna Butterwick (shauna.butterwick@ubc.ca)


            This pre-conference will explore women's learning across the institutional-community-home spectrum with a focus on the expressive arts (theatre, visual, etc.) as a medium for learning, activism, resistance and transformation. It will involve showcasing local projects and opportunities for hands-on learning by participants. Click here for additional programme information and registration form.

6) Adult literacy work (Full Day)


Co-organisers: Richard Darville, Carleton University (rdarvill@ccs.carleton.ca); Guy Ewing, Metro Toronto Movement for Literacy (gewing@mtml.ca); and Ralf St. Clair, Texas A&M University
(rstclair@coe.tamu.edu)


            This pre-conference will be a forum for practitioners and researchers to engage in an examination of adult literacy work in Canada and the United States. Participants in the pre-conference will:

 

a)        review and honour the tradition and the conduct of adult literacy work as a social movement embedded in struggles for justice and democracy;

b)        examine the "managerialism" which increasingly shapes adult literacy practices, partly in the form of programme and individual accountability and reporting requirements;

c)        consider how practitioners and researchers might defend, sustain and expand the social movement tradition in adult literacy.


Click here to return to our 2004 Information Centre Home Page.

 

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Created August 2, 2003 by the ACÉÉA-CASAE Internet Group