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>Read the full Copyright Notice <a href="" target="_blank" rel="noopener">here</a>.</p> ‘What is to be Done?’: The Hegemony of Solutions in Immigrants’ Labour Market Integration <p>The logic of remedial training as the panacea to immigrants’ labour market integration is strongly entrenched in Canadian state policies and practices of integration. I envision this paper as a response to and refusal of this powerful stasis. I suggest integration has been enthralled by a dogged appeal to solutions that needs to be disrupted to engage with another important but neglected analytical consideration, i.e., how the hierarchy between trainee immigrant and competent Canadian worker subjects produces Canada as a nation of superior standards, and yet also, as one which offers benevolent support for those struggling to meet these standards. The dual claims of epistemic superiority and benevolent care is in sync with older Canadian nationalist narratives of recruiting immigrants for labour and expelling them from citizenship. However, we start to notice this dynamic only if/when we move beyond solution orientation and start attending to the kind of nation formation that training remedial interventions effectuate.&nbsp; &nbsp;</p> Soma Chatterjee Copyright (c) 2019 Canadian Journal for the Study of Adult Education 2019-02-15 2019-02-15 31 01 Recherche D’information sur le Web par des Adultes Expérimentés Souhaitant Obtenir un Diplôme dans leur Domaine Professionnel <p>Des services de reconnaissance de l’apprentissage non formel et informel sont mis en place, notamment à l’intention des adultes sans diplôme dans leur domaine professionnel. Cependant, on constate qu’ils sont très nombreux à ne pas connaître l’existence de ces dispositifs. Cet article présente les résultats d’une recherche exploratoire sur les pratiques de recherche d’information (RI) sur le web d’adultes souhaitant obtenir un diplôme dans un domaine dans lequel ils ont des années d’expérience. À l’aide du cadre d’analyse de la construction de sens de Dervin et s’inspirant de la méthodologie associée, la collecte de données combine l’observation d’une séance de RI filmée et une entrevue. Les résultats permettent d’identifier les besoins d’information, les tactiques de RI et les conséquences de l’information obtenue sur un éventuel retour en formation des adultes. La discussion met en valeur l’importance de l’information dans l’accès aux services éducatifs tels que la reconnaissance des acquis extrascolaires.</p> Evelyne Mottais Rachel Bélisle Copyright (c) 2019 Canadian Journal for the Study of Adult Education 2019-02-13 2019-02-13 31 01 Adult Learning Principles in Master's Sport: A Coach's Perspective <p>Adult athletes, or Masters athletes (MAs), feel that sport coaches should use different approaches when working with them than with youth (Callary et al., 2015; 2017). This case study aimed to understand how each of six adult learning principles from Knowles et al.’s (2012) Andragogy in Practice Model were evidenced in a 30-year-old, female, canoe/kayak coach’s descriptions of her approaches. Data were collected via three semi-structured coach interviews (90-120 minutes), with supplemental field notes for her training sessions with MAs and youth, with the latter cohort used for comparative purposes. Results showed the coach’s approaches with MAs were largely andragogical, especially in her responsiveness to adults’ inquisitiveness and provision of self-directed opportunities. She more closely followed traditional pedagogy with youth, directing information delivery, limiting autonomy, and catering to more extrinsic motives. Findings suggest the model may be flexibly applied to coaching adult sport, and its principles adapted to fit individual needs.</p> Justin MacLellan Bettina Callary Bradley W. Young Copyright (c) 2019 Canadian Journal for the Study of Adult Education 2019-02-15 2019-02-15 31 01 What We can Learn from Curacao: A Lesson in Cross-Cultural Dialogue <p>Despite implied support for greater cross-cultural discussions in Canadian post-secondary classrooms, teaching institutions continue to focus less on engaging in necessary difficult discussions that address diversity and far more on a Eurocentric, westernized education concentrating on the application of dominant cultural values. This is especially seen in areas such as Indigenous issues which, despite touching all aspects of Canadian life, are too often relegated to courses that focus<em> solely</em> on this subject. I suggest that a more effective approach would be the inclusion of diversity-focused work within the regular curriculum. In this essay, I use a discussion of the influence and crucial role played by the creole language Papiamentu in the southern Caribbean island of Curaçao as a jumping-off point to suggest, through an interpretation involving the philosophical lenses of Freire, Foucault and Marcuse, that Canadian learning institutions need to do more to support, promote and engage in cross-cultural dialogues, building these discussions into the regular curriculum.</p> John Cooper Copyright (c) 2019 Canadian Journal for the Study of Adult Education 2019-02-25 2019-02-25 31 01 Can Participatory Action Research “Empower” Participants in Adult Educational Studies? <p>Participatory Action Research (PAR), as a research methodology, challenges conventional, positivist and scientific approaches. Current studies on PAR in adult educational studies explore how to develop PAR to enhance research practice and further the “democratizing aims of adult education” (Joyappa &amp; Martin, 1996). The history of PAR as a part of adult educational movements has been developed for social justice and social change (Glassman, Erdem &amp; Bartholomew, 2013). Yet, while conducting PAR in adult education with the commitment of “empowering” the oppressed, researchers sometimes overlook unequal social and power relations behind PAR, restrictions from institutional power, and tensions between local practice and currents of global neoliberalization. This reflective paper adopts a Marxist-feminist theoretical framework to review the historical development of PAR in adult education, and analyzes the limitations of “empowering” adult participants through PAR.</p> Yidan Zhu Copyright (c) 2019 Canadian Journal for the Study of Adult Education 2019-02-15 2019-02-15 31 01 Review: Avis, James. (2016). Social Justice, Transformation and Knowledge: Policy, Workplace Learning and Skills. London, England: Routledge. <p>Book Review of:</p> <p>SOCIAL JUSTICE, TRANSFORMATION AND KNOWLEDGE: POLICY, WORKPLACE LEARING AND SKILLS.</p> <p>James Avis. Routledge, 2016, 174 pages.</p> Kaela Jubas Copyright (c) 2019 Canadian Journal for the Study of Adult Education 2019-02-15 2019-02-15 31 01