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Post #4: Second Post on Trends in Adult Education

In my practice I am fortunate to teach students who have just graduated secondary school to people who are grandparents or older adults. The language of adult education is often unfamiliar to me. I therefore found myself wondering, what is andragogy? Is this different from the term I heard in school, pedagogy? How do these terms intersect?

To explore this question, I consulted Merriam and Bierema’s (2014) work, the textbook for this course. The root of the words pedagogy and andragogy reflect their meaning. The word pedagogy comes from Greek language, and means the art and science of teaching children. Conversely, the andragogy derives from the Greek word for man and is therefore referring to helping adults learn.

In my exploration of the subject I came across Quinn (2021)’s blog post https://blog.learnlets.com/2021/04/andragogy-vs-pedagogy/

Quinn (2021) provides an alternate perspective on andragogy and pedagogy, noting that in Knowles well-known theory of andragogy, these principles actually apply not exclusively to adult learners. Arguably since Knowles introduction of andragogy, major culture shift in pedagogy and andragogy have occurred. In his discussion, Quinn (2021) states his belief pedagogy and andragogy are a false dichotomy, an alternative stance popularized over the last 10 years in education. Using the term pedagogy and andragogy as distinct Quinn (2021) shares will continue to setback education for children through adherence to traditional learning styles that are instructor centred, as opposed to learner centred. Kerka (2002) echoes this perspective, noting that children and adult learners do not necessarily learn differently, rather there are differences in “configuration of learner, context and process” that should be reflected in the style of instruction and classroom practices (Kerka, 2002, p. 4).

Having explored both of these terms more in-depth, my confusion regarding language reflects the lack of consensus within the education field. I believe now that the terms pedagogy and andragogy have been used interchangeably in my education without an explanation of why so. The term pedagogy is more widespread. What are your thoughts and how do you conceptualize your teaching, as pedagogy or andragogy or both, depending on the age of your learners?

References

Kerka, S., & ERIC Clearinghouse on Adult, C. and V. E. C. O. (2002). Teaching Adults: Is It Different? Myths and Realities. http://files.eric.ed.gov/fulltext/ED468614.pdf

Merriam, S. B., & Bierema, L. L. (2014). Adult learning : linking theory and practice. Jossey-Bass.

March 10, 2022

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March 9, 2022

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March 8, 2022

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Post #3: Summary of Call with Your Learning Partner

When discussing with my peer Tracy, the differences in our professions highlighted how trends in our fields were specific and did not entwine with the other’s field of knowledge. Broadly however, the impact of technology was evident in emerging trends across both our fields. In Tracy’s dental assistant work for example, cone beam computed tomography (CBCT) is a recent trend that utilizes the most current technology in the field. For this reason, my peer believed this technique would stay as a prominent trend in her field in years to come. Technology we both agreed, was allowing our fields to grow in unexpected ways. Massive Open Online Courses (MOOCs) were discussed, including challenges. Recognition of online course work by employers, lack of instructor and high dropout rates due to workload, students enrolled not taking courses seriously since free or low cost and self-paced challenges were some factors we identified. Although MOOCs have value for both of our fields, we reflected on the applicability as being less relevant for dental hygiene, as observation of skills is necessary to ensure competency of skill.

Interested in Tracy’s blog? Click link to access https://www.blogger.com/profile/08357310112823209728

March 3, 2022

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Post #2: Trends in Adult Education

https://resolver-ebscohost-com.ezproxy.vcc.ca/openurl?sid=EBSCO%3aedselp&genre=article&issn=18770428&ISBN=&volume=92&issue=&date=20131010&spage=169&pages=169-173&title=Procedia+-+Social+and+Behavioral+Sciences&atitle=The+Role+of+Student+Services+in+the+Improving+of+Student+Experience+in+Higher+Education&aulast=Ciobanu%2c+Alina&id=DOI%3a10.1016%2fj.sbspro.2013.08.654&site=ftf-live

 Ciobanu, A. (2013). The role of student services in the improving of student experience in higher education. Procedia - Social and Behavioral Sciences, 92, 169–173. https://doi-org.ezproxy.vcc.ca/10.1016/j.sbspro.2013.08.654

 A trend I see in adult education working in the field that the above article discusses is the encouragement of student success through appropriate on campus supports. Supports are generally either aimed towards growth in the following areas: academic, personal growth and emotional needs (Ciobanu, 2013). Academic supports may be writing centres, accommodation services for students with diverse learning needs or tailored student workshops (citations, academic integrity or research basics for example; Ciobanu, 2013). Personal growth activities are a wide array of social activities, opportunities for volunteering and engagement with the college or university and greater community the student resides in (Ciobanu, 2013). Campus resources to support emotional needs of students include counselling, peer groups and Sexual Violence prevention (Ciobanu, 2013).

Why are on campus student supports relevant? As Ciobanu (2013) discusses in the article, “without effective student services, students that do not have an academic, emotional and social connection with the institution at cultural level” are more likely to give up their studies (p. 170). Large scale recruitment for colleges and universities is more common. Globalization and technology advances have benefited some students, but also place other students at significant disadvantages to their peers if equivalent skills and access to technology and equipment is not available (Merriam & Bierema, 2014). 

This trend towards student supports will continue to encourage and create opportunity for students with diverse backgrounds and skills to be in postsecondary. As an instructor I see this as a positive trend that students can be directed to, to reduce student dropout, mental health concern and improve academic performance. To prepare for such a trend, engagement with college campus resources for instructors is important. Part of my role as an educator is to support students to enter workplaces as active participants in their own learning and work. I believe student supports sets more students up to be successful in post-secondary settings and also prepares them for workplaces where their ability to communicate with others including about their strengths and needs will contribute to work environments that understand employees to help facilitate their success.

References 

Merriam, S. B., & Bierema, L. L. (2014). Adult learning : linking theory and practice. Jossey-Bass.

February 27, 2022

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Let's build a world where sign language is as common as speaking | Kyle ...

March 2, 2022

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March 1, 2022

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The explosion of online educational content: Ben Kamens at TEDxWakeForestU

February 28, 2022

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February 27, 2022

Let’s get one thing clear: Everyone has the right to define themselves in whatever way feels best and most authentic to them. If someone wants to call herself a cripple, that’s her right, and it’s up to me to respect her choice—as well as finding out whether she wants me to refer to her that way too or not.

[…]

In the words of Emily Ladau:

“Ultimately, the key is to ask, whenever possible, how a person chooses to identify, rather than making assumptions or imposing your own beliefs. Each person’s relationship to language and identity are deeply personal, and everyone’s identity choices are worthy of respect. … Being who you choose to be—who you are—is something no language rule should ever take away.”

Let’s practice person-centered language instead of person-first language, and remind each other that the point is to put the actual person first—to remember that all people are people and should be treated as the first and foremost experts on themselves.

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Post #1: Trends in Your Field

In my field of expertise, social services, some trends are language shifts (i.e. person first vs. identity first language), critical discourse analysis as a mechanism for social change (Grue, 2011) and utilizing technology for self-advocacy (i.e. Stamou et al., 2016). Praxis, the relationship between theory and practice is changing to increasingly focus on community-based research as opposed to research confined to spaces of academia. The implications to my instruction are widespread in coming years. Firstly, remaining engaged in community research, academia and working directly in the field will allow for awareness of language by distinct groups of persons with disabilities, so in instruction my language choices to students convey the preferred language. Explaining the intricacies and internal disagreement within the field is an important conversation to be engaging in, as language will continue to develop as they work as practitioners after completing their post-secondary education. To prepare for such trends I need to continually engage in informal and formal learning that is being produced by persons in community and academia. A key component to prepare for such trends is to stay involved in community and academic research, to understand how people, their families, the broader disability community and academia are responding to the changes.

Article reviewed (click doi link to access): 

Stamou, A. G., Alevriadou, A., & Soufla, F. (2016). Representations of disability from the perspective of people with disabilities and their families: A critical discourse analysis of disability groups on Facebook. Scandinavian Journal of Disability Research, 18(1), 1–16. https://doi.org/10.1080/15017419.2014.962611

Person-first language is still preferred by the majority of people and families. This is in line with the language paradigm used in the social model of disability. Language and technology intersect, as evidenced by Stamou and colleagues (2016) qualitative research on language of persons with disabilities and their family members on facebook. The authors note “although the social model of disability seems to have currency among people with disabilities and/or their families, the type of disability also plays a central role in the way disability is conceptualized” (Stamou et al., 2016, p. 13).

However, in some cases there has been movement to reclaim the identity first language, and this is now preferred over person first language in the autism community. For persons in the autism community who prefer identity first language statements of “autistic”, “autistic person” or “neurodiverse” are preferred to “a person with autism” or a “person who is neurodivergent”. In the primary article for this post, the language used in describing people’s experiences as lexical choices (Stamou et al., 2016). These lexical choices as the authors discuss, allow for similar yet differing depictions of persons’ experiences depending on the exact language used. It is significant to note that the language choice also encapsulates the extent of a persons’ knowledge of disability, past experiences and engagement with discussion of their disability (i.e. whether a medical model, social model or other model of disability is basis).  However, for people who are not able to self-advocate and have people advocate through proxy for them, there are lower rates of preference for identity first language.

In summary, although there is overall a widespread preference for person-first language in the disability field, it is of the utmost importance to be asking people their preference and being attuned to the language used in discourse they are familiar with. The model of disability informs the preferred lexical choices of their disability. Another consideration is lexical choices by others who also identify as having a disability, may be inappropriate if used by persons who are outside of the disability community and do not have lived experiences with disability (Stamou et al., 2016).

As someone who is part of the chronic illness community, I identify with person first language. I understand and respect lexical choices of individuals and groups as being either person first, identity first or a mixture of both language choices. For myself, I am a person with diabetes, not a diabetic. This preference is not reflected widespread across the diabetes community however, as many people have chosen to reclaim language.

References

Grue, J. (2011). Discourse analysis and disability: Some topics and issues. Discourse & Society, 22(5), 532–546. https://doi.org/10.1177/0957926511405572

February 19, 2022

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February 4, 2022

Reposted from @giveemhopecampaign @giulianawheater Giuliana Wheater, Founder of Therapies for Special Needs and Rainbow Kids Touch Therapy:

“Not only are there so many strengths to being neurodiverse but the more the merrier !!!

It’s time to stop cutting funding , especially for age 16+ … Are they a broken version of normal ? Are they not worth investing in? Are they less or deficient?

Neurodiverse children become neurodiverse adults . With skills . With strengths . With tenacity, an ability to think outside the box ,energy, commitment and diverse skills .

What sort of “global community” ignores such a large percentage of that community and stifles all their skills ? It’s like cutting down a flower just as it’s budding, only we are cutting human beings.

And MASSIVELY losing out in the process.”

#neurodiversity #autism #dyslexia #adhd #add #pda #inclusion #rights #dyslexia #dyscalculia #mentalhealth #community #investing #funding #education #employabilityskills https://www.instagram.com/p/CT9x_PvIqoW/?utm_medium=tumblr

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February 2, 2022

“The simplest, most effective way to make a nonbinary young person feel happy and affirmed is to respect their name and gender pronouns” 🧡