The Marginalized Role of Non-formal Education in the Development of Adult Education

Authors

  • Diane Mirth University of Alberta

DOI:

https://doi.org/10.56105/cjsae.v17i1.1869

Abstract

In 1998, James Draper challenged adult educators in the introduction to his chronology to build on his chronology and to ask questions of history that might help us to understand the influence that "learning has had in directing and enriching the development of individual men and women." This paper attempts to respond to that challenge and provide an explication of the development of adult education in context: the context being the historical and social developments of the nineteenth and early twentieth centuries with special attention and examination of the developments in and marginalization of non-formal adult education. The social, religious, philosophical and historical context of non-formal adult education demonstrates the contextual framework embedded in adult education and reveals a movement of voluntary organizations that have carried on massive non-formal educational endeavours.

Résumé

En 1998, dans l'introduction de sa chronologic, James Draper a mis au défi les formateurs d'adultes d'ajouter à sa chronologie et de poser des questions d'histoire susceptibles de nous aider à comprendre le rôle que «l'apprentissage a joué dans l'orientation et l'enrichissement du développement des individus, hommes ou femmes. » Cet article tente de relever ce défi et offre une explication du développement de la formation permanente dans un contexte particulier. L'examen de ce contexte, constitué par les développements historiques et sociaux du 19 siècle et du début du 20 siècle, porte une attention toute particulière aux développements et à la marginalisation de la formation permanente non-institutionnelle. Le contexte social, religieux, philosophique et historique de la formation permanente non-institutionnelle met en relief le cadre contextuel intégré à la formation permanente et fait apparaître un mouvement composé d'organismes bénévoles qui ont poursuivi une énorme entreprise d'éducation informelle.

Downloads

Published

2003-05-01

How to Cite

Mirth, D. (2003). The Marginalized Role of Non-formal Education in the Development of Adult Education. Canadian Journal for the Study of Adult Education, 17(1), 19–45. https://doi.org/10.56105/cjsae.v17i1.1869

Issue

Vol. 17 No. 1 (2003)

Section

Articles

License

Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:

  1. The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
  2. The right to be the sole publisher of the article for a period of 12 months;
  3. The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
  4. The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
  5. The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
  6. The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
  7. As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
  8. As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.

BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.

SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.

AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.

Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.

This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).