Canadian Journal for the Study of Adult Education <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 Education en-US Canadian Journal for the Study of Adult Education 0835-4944 <p>Authors of manuscripts accepted for publication will be required to assign copyright to the<em> Canadian Journal for the Study of Adult Education (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>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>The right to be the sole publisher of the article for a period of 12 months;</li><li>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>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>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>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>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>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, &lt;Year&gt;, &lt;Volume&gt;, &lt;Issue&gt;, &lt;Page Numbers&gt;.</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>CJSAE is a member of the Canadian Copyright Licensing Agency (CANCOPY). This copyright agreement was extracted with permission from the "Best best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).</strong></em></p> The Part-Time Student Experience: Its Influence on Student Engagement, Perceptions, and Retention <p>Part-time learners have had a history of campus isolation, fewer opportunities to engage on campus, and much higher attrition rates than their full-time peers (Jacoby, 2015; Rajasekhara &amp; Hirsch, 2000). As a result, this study sought to uncover effective ways of enhancing the academic and social experiences of part-time learners and, in turn, increase retention rates. The attitudes, experiences, perceived needs, and challenges of 41 part-time students at a large Canadian community college during the fall 2015 semester were captured through an anonymous survey. From the data gathered, effective ways to enhance the college experiences of part-time students were identified and a relationship between school affinity and a part-time learner’s motivation to remain in school and persist to graduation were established. Recommendations resulting from this study centre on <span>flexibility, availability, and student choice for post-secondary programs, courses, services, and social events aimed at part-time learners.<em>  </em></span></p> Nicole Elizabeth Lee ##submission.copyrightStatement## 2017-12-14 2017-12-14 30 1 1 18 Volunteer Tutors: Agents of Change or Reproduction? An Examination of Consciousness, Ideology and Praxis <p> </p><div class="page" title="Page 2"><div class="layoutArea"><div class="column"><p><span>Volunteer tutors play a significant role in delivering adult literacy programs. It is estimated that up to 60% of all instructors in adult literacy programs in the United States are volunteers (Ziegler, McCallum, &amp; Bell, 2009). However, volunteer tutors’ work or experience are rarely the subjects of research. Volunteer tutors’ contributions to adult literacy are significant because they have personal relationships with learners while being expected to deliver ministry guidelines. In this paper, we examine the narratives of three volunteer tutors from a program in Ontario, Canada, to understand whether and how volunteer tutors act as agents of change or reproduction. Using a Marxist analysis, we review the consciousness, ideology, and praxis of the volunteer tutors in this study. We delve critically into the work of volunteer tutors to illustrate the potential and the limitations of volunteer tutors’ role in bringing about social transformation in the field of adult literacy. </span></p></div></div></div> Annie Luk Judy Perry ##submission.copyrightStatement## 2018-01-17 2018-01-17 30 1 19 32 Les apports de la formation continue offerte aux organismes communautaires : étude de cas d'une formation québécoise <p>Cet article présente les résultats d’une étude exploratoire portant sur une formation continue offerte à 189 organismes communautaires québécois. Durant la formation d’un jour et demi, les salariés et bénévoles formés ont appris à construire le modèle logique d’une activité et ont discuté de leurs outils d’évaluation. À partir de deux enquêtes en ligne pré et postformation, l’étude met en évidence deux apports de la formation : un changement de comportements des personnes formées et un phénomène d’harmonisation des comportements. Elle met aussi en lumière quatre variables qui ont influencé les comportements : la stabilité dans l’organisme communautaire durant la formation, le temps et les ressources disponibles pour transférer le contenu de la formation ainsi que l’utilité de ce contenu du point de vue des personnes formées.</p> Yves Chochard ##submission.copyrightStatement## 2017-12-07 2017-12-07 30 1 33 46 L'EXPÉRIENCE ÉTUDIANTE À TEMPS PARTIEL : SON INCIDENCE SUR L'ENGAGEMENT, LES PERCEPTIONS ET LA RÉTENTION <p><em>Historiquement, les apprenantes et apprenants à temps partiel vivent de l’isolement sur campus, ont moins de possibilités d’engagement scolaire et souffrent de taux d’attrition beaucoup plus élevés que leurs collègues à temps plein (</em><em>Jacoby, 2015; Rajasekhara et Hirsch, 2000</em><em>). La présente étude cherche donc à découvrir des stratégies efficaces pour enrichir les expériences scolaires et sociales des apprenantes et apprenants à temps partiel et, par conséquent, à augmenter leurs taux de rétention. À la session d’automne de 2015, un sondage anonyme a été utilisé pour capter les attitudes, les expériences, les besoins et les défis de 41 étudiantes et étudiants à temps partiel dans un grand collège communautaire canadien. À partir des données recueillies, des stratégies efficaces ont été relevées pour enrichir les expériences collégiales de la population étudiante à temps partiel et un lien entre le sentiment d’affinité envers l’établissement et la motivation des apprenantes et apprenants à temps partiel de poursuivre leurs études jusqu’à l’obtention du diplôme a été établi. Les recommandations découlant de cette étude sont axées sur la </em>flexibilité<em>, la </em>disponibilité<em>, et les </em>choix des étudiantes et étudiants à temps partiel<em> en matière de programmes postsecondaires, de cours, de services et d’activités sociales à l’intention de cette population. &nbsp;</em></p> Nicole Elizabeth Lee ##submission.copyrightStatement## 2018-02-19 2018-02-19 30 1 87 107 A review of recognition of prior learning (RPL) literature in Quebec <div class="page" title="Page 2"><div class="layoutArea"><div class="column"><p><span>The field of recognition of prior learning (RPL) in Quebec continues to develop with the incorporation of distinct terminology and policies based on the reality of contemporary Quebec society. In an analysis of the thematic nature of the RPL literature, it became evident that certain recommendations and conclusions from past research continued to repeat and remain unresolved challenges in the eld of practice. At the same time, a new stream of research related to RPL and immigrant settlement and integration is beginning to be more prominent. This article is written with the aspiration that the conclusions from the consolidated RPL research will be of benefit to the emerging field of RPL research. As well, this review identifies gaps in the current research and suggests areas for further study. The inherent link between the practice and research of RPL and the field of adult education is that both areas focus on the adult learner. In this respect, this article contributes to the field of scholarly endeavours of RPL, which is based on the philosophical tenets of andragogy. </span></p></div></div></div> Leah Moss ##submission.copyrightStatement## 2017-04-20 2017-04-20 30 1 47 63 Rethinking Studies in Higher Education in The Face of the Other <div class="page" title="Page 2"><div class="layoutArea"><div class="column"><p><span>In this essay, I share reflections on what it meant to teach my book of poetry in an introductory English literature class. The book took inspiration from the philosophy of Emmanuel Levinas, particularly his studies on encountering the other person. Engaging with this text (both the poetry and the philosophy), I consider some of the nuances of a pedagogy of creativity and its potential for lessons in engaging with the other on the basis of ignorance of the other. The essay is a response to Anna Herbert’s  The Pedagogy of Creativity (2010), in which Herbert, on the other hand, defines the other as a location within the self. </span></p></div></div></div> Clara A.B. Joseph ##submission.copyrightStatement## 2017-12-14 2017-12-14 30 1 65 75 Learning and Teaching Community-Based Research <p>Book Review iof:</p><p>LEARNING AND TEACHING COMMUNITY-BASED RESEARCH</p><p>Catherine Etmanski, Budd Hall, Teresa Dawson. University of Toronto Press, Toronto, 2014, 416 pages.<span style="font-size: medium;"> </span></p> Sarah King ##submission.copyrightStatement## 2016-12-01 2016-12-01 30 1 77 79 Self-Construction and Social Transformation: Lifelong, Lifewide and Life-Deep Learning By Paul Bélanger <p>Book Review of:</p><p>SELF-CONSRUCTED AND SOCIAL TRANSFPORMATION: LIFELONG, LIFEWIDE AND LIFE-DEEP LEARNING</p><p>Paul Bélanger, UNESCO Institute for Lifelong Learning, 2013, 285 pages.</p> Jeffrey Hankey ##submission.copyrightStatement## 2018-01-17 2018-01-17 30 1 81 82 Global Perspectives on Adult Education and Learning Policy by Milana and Nesbit <p>Book Review of:</p><p> </p><p>GLOBAL PERSPECTIVES ON ADULT EDUCATION AND LEARNING POLICY</p><p>Marcella Milana and Tom Nesbit (Ed.). Palgrave MacMillan, Basingstoke, UK, 2015, 254 pages.</p><p><em><br /></em></p><p><em> </em></p> Judith Marianne Walker ##submission.copyrightStatement## 2018-01-17 2018-01-17 30 1 83 85