Adult Education Research in Canada: A Personal Perspective

Authors

  • Alan Thomas Ontario Institute for Studies in Education [OISE]

DOI:

https://doi.org/10.56105/cjsae.v9i1.2624

Abstract

Trends in adult education in Canada seem characterized by individual, regional, relatively small scale projects, reported mostly from academic sources. A very encouraging aspect of those sources is the substantial amount of student work reported. Qualitative methodology seems generally accepted, with its former "marginal" status occupied by "participatory research." The absence of large-scale projects reported and substantial government funding may explain why the reported research shows little sign of being "skewed" in the direction of highly visible public preoccupations. It may be, however, that many of these apparently dominant characteristics reflect the emergence of a new research paradigm for which "learning" rather than "education" is the basis.

Résumé

La recherche en éducation des adultes au Canada semble caractérisée par une tendance vers les projets individuels, régionaux, de faible envergure, en général issus du monde universitaire. En revanche, le volume substantiel de productions étudiantes représente l'un des aspects les plus encourageants. Les méthodes qualitatives semblent généralement acceptées, le créneau de la «marginalité» étant maintenant occupé par la recherche de type «participative». L'absence de projets à grand déploiement, de subventions gouvernementales substantielles, pourrait expliquer que la recherche soit peu affectée par des thèmes dominants à haute visibilité. II se pourrait, par ailleurs, que ces caractéristiques en apparence prépondérates reflètent l'émergence d'un nouveau paradigme mettant davantage l'accent sur l'acte d'apprendre plutôt que sur la notion d'«éducation».

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Published

1995-05-01

How to Cite

Thomas, A. (1995). Adult Education Research in Canada: A Personal Perspective. Canadian Journal for the Study of Adult Education, 9(1), 103–112. https://doi.org/10.56105/cjsae.v9i1.2624

Issue

Vol 9, No 1(1995)

Section

Perspectives

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