Canadian Journal for the Study of Adult Education
https://cjsae.library.dal.ca/index.php/cjsae
<p>Canadian Journal for the Study of Adult Education is a refereed scholarly journal committed to the dissemination of knowledge derived from disciplined inquiry in the field of adult and continuing education. CJSAE is published twice yearly for the Canadian Association for the Study of Adult Education/l'Association Canadienne pour l'Étude de l'Éducation des Adultes.</p>The Canadian Association for the Study of Adult Educationen-USCanadian Journal for the Study of Adult Education0835-4944<p>Authors of manuscripts accepted for publication will be required to assign copyright to the<em> Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). </em>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:</p> <ol> <li class="show">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;</li> <li class="show">The right to be the sole publisher of the article for a period of 12 months;</li> <li class="show">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;</li> <li class="show">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;</li> <li class="show">The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;</li> <li class="show">The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;</li> <li class="show">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;</li> <li class="show">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>.</li> </ol> <p>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.</p> <p>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.</p> <p>AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.</p> <p>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.</p> <p><em><strong>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).</strong></em></p>A New French Translation of Pedagogy of the Oppressed
https://cjsae.library.dal.ca/index.php/cjsae/article/view/5705
Eluza Maria GomesMarlon SanchesJean-Pierre Mercier
Copyright (c) 2023 Canadian Association for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes
2023-08-272023-08-27350110.56105/cjsae.v35i01.5705Adult Education and Inclusion Issues in the College Sector
https://cjsae.library.dal.ca/index.php/cjsae/article/view/5737
Jean-Pierre MercierMarie (Aurélie) Thériault
Copyright (c) 2023 Canadian Association for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes
2023-08-272023-08-27350110.56105/cjsae.v35i01.5737College Continuing Education
https://cjsae.library.dal.ca/index.php/cjsae/article/view/5679
<p>Based on a systematic literature review, we demonstrate that college continuing education in Quebec is poorly represented in colleges’ specialized publications and generally absent from the field of educational research, despite its importance in the field of professional and technical training. We first describe the context of adult college education and training in Quebec and demonstrate its significance as a distinct training sector. We then present findings from our exhaustive literature review. Using these results, we show that despite its role in adult education, college continuing education in Quebec remains an unexplored research area. To conclude, we present hypotheses that may explain this lack of visibility and suggest potential research avenues on a subject that merits greater consideration.</p>Jonathan Martel
Copyright (c) 2023 Canadian Association for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes
2023-08-272023-08-27350110.56105/cjsae.v35i01.5679Adult Education in Quebec CEGEPs and Public Policy
https://cjsae.library.dal.ca/index.php/cjsae/article/view/5718
<p>The authors examine the development of adult education in Quebec’s cégeps from 1960 to 2022. Situated within a sociology of public action framework, they reflect on the effects of political cycles on adult education in these institutions. They use documents from government and civil authorities and analyze the evolution of adult student populations to understand their position in the college milieu and identify social inequalities affecting access to education. This analysis describes three periods of development in adult education in Quebec that correspond to three public policy regimes: providentialist education policy, the professionalization of adult education, and lifelong learning policies. Descriptions of each period illustrate these ongoing processes and shed light on the significance of policy conversion between periods. The third period intensified the potential effects of the COVID-19 crisis.</p>Pierre DorayAriela Ionici
Copyright (c) 2023 Canadian Association for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes
2023-08-272023-08-27350110.56105/cjsae.v35i01.5718Balancing Family Life and College Studies
https://cjsae.library.dal.ca/index.php/cjsae/article/view/5690
<p>Education-family-work balance presents significant challenges for student parents, especially student mothers. The COVID-19 pandemic further complicated interactions between these life spheres by eroding the borders between them. This study explores the education-family-work needs of student mothers at a Quebec cégep, as well as institutional strategies implemented by the cégep to meet these needs. The college component of this field research was conducted during the second wave of COVID-19 in Quebec. This study also sheds light on education-family-work balance during unprecedented circumstances. Understanding student mothers’ needs and institutional strategies that address education-family-work balance is important to eliminate obstacles, particularly institutional obstacles, that prevent these women from accessing education. This study adopts an inclusive approach to adult education attentive to the specificity of their needs. </p>Jean-Pierre Mercier
Copyright (c) 2023 Canadian Association for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes
2023-09-052023-09-05350110.56105/cjsae.v35i01.5690Perspectives on learners Transitioning from Adult General Education to CÉGEP
https://cjsae.library.dal.ca/index.php/cjsae/article/view/5724
<p style="margin: 0px; text-align: justify;"><span style="color: #222222; font-family: Times; font-size: medium;"> This article examines the transition of learners in adult general education (“formation générale des adultes”, or “FGA”) who decide, after obtaining their high school diploma in this educational framework, to register in college programs. The ethnographic inquiry approach used for this research relies on Long's theoretical model (1989) and Bélanger's lifelong learning model (2011). On this rarely addressed subject, pedagogical expertise in the field is engaged in a co-construction process from an adult education perspective. The psychological, pedagogical, and andragogical issues at play show the significant commitment adult learners must make and the reconstructive path they have chosen to facilitate social integration. The need to create a bridge between FGA and the college environment is presented as a way to support the educational emancipation of adults in Quebec society.</span></p>Marie (Aurélie) ThériaultIsabelle Marchand
Copyright (c) 2023 Canadian Association for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes
2023-08-312023-08-31350110.56105/cjsae.v35i01.5724 Inclusive College Education
https://cjsae.library.dal.ca/index.php/cjsae/article/view/5730
<p>Based on an independent study carried out in 2016-2017, our text presents and questions specific results that challenge college teachers to make success accessible to as many of their students as possible by adapting their teaching with or without training, support, or specific benchmarks. Questions are raised about the effective implementation of these practices and their potential impact on students most vulnerable to failure or dropping out, whether identified as students with disabilities (SD) or not, a group to which adult general education (AGE) students are likely to belong. Questions are also raised about issues in teacher training and its repercussions on the success of teachers’ most vulnerable students.</p>Nathalie TrépanierMaria Grullon
Copyright (c) 2023 Canadian Association for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes
2023-09-052023-09-05350110.56105/cjsae.v35i01.5730Experiences and Learnings in a Reading Group of Pedagogy of the Oppressed
https://cjsae.library.dal.ca/index.php/cjsae/article/view/5713
<p>During the winter and spring of 2022, we participated in a reading group that read Paulo Freire’s <em>La pédagogie des opprimé.es</em> (<em>Pedagogy of the Oppressed</em>) (Freire, 2021), recently published by Les Éditions de la rue Dorion. Throughout our participation, we took notes, sometimes for ourselves, sometimes for the group at large. Each time, the notes were written with the intention of documenting the participatory experience and learning from them. A few months after participating in the group, we reread our notes, which had most often been written a few days after the group had met. With the help of these notes and the memories they evoked, we reconstituted our experience of the meetings and the lessons that resulted. In the category of field notes, the goal of this article is to present these experiences and learnings. </p>Laurence Bergeron MichaudIsabelle CoutantJean-Pierre Mercier
Copyright (c) 2023 Canadian Association for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes
2023-08-272023-08-27350110.56105/cjsae.v35i01.5713