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 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, &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>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> Sustainability Tours <p><span class="" lang="EN-US">This research paper is based on a broader exploratory case study of a sustainability tour that the authors undertook. The larger study explored “the concept of learning application through the case of a sustainability tour” (Gillard, 2016, p. 226 ). The tour was part of a certificate program for sustainable community development offered to mid-career professionals through a continuing education unit at a large Canadian academic institution. Employing qualitative methods, the authors conducted semi-structured interviews, then analyzed the data, including course documents, to garner participants’ perceptions of what they learned “on tour” as well as how their learning had subsequently been applied. The study also identified salient features of the tour and the ways in which the tour format (or other contextual factors) may have inhibited learning and its subsequent application. This research paper presents some relevant findings, practical implications, and lessons learned regarding the sustainability tour pedagogy.</span></p> Spring Gillard Rob VanWynsberghe Copyright (c) 2021 Canadian Journal for the Study of Adult Education 2021-02-16 2021-02-16 33 1 An Autoethnographic Examination of 1990s Film as a Site of Critical Public Pedagogy <p>This research is an exploration of my evolving relationship with popular culture: as an activist, an educator, and a self-described pop-culture geek. Combining aspects of critical analytic autoethnography (Taber, 2012) with feminist discourse analysis (Lazar, 2007), I examine three key films:&nbsp;Scream&nbsp;(Craven, 1996),&nbsp;Practical Magic(Dunne, 1998), and&nbsp;Disturbing Behavior&nbsp;(Nutter,&nbsp;1998), as well as three characters in these films whom I identify as having had a large influence on me as a teenager, particularly in fostering my ongoing (un)learning surrounding the willful subject (Ahmed, 2014). These three characters are Sidney Prescott from&nbsp;Scream, Sally Owens from&nbsp;Practical Magic, and Rachel Wagner from&nbsp;Disturbing Behavior.</p> Ash Grover Copyright (c) 2021 Canadian Journal for the Study of Adult Education 2021-02-17 2021-02-17 33 1 Designing A Peer Leader Training Manual for Community-Based Sexual Health Research <p><em class=""><span class="">This paper recounts the development and implementation of the&nbsp;</span></em><span class="">Peer Leader Training Manual<em class="">&nbsp;for the Story-Sharing for Sexual Health Research (SSSH) Study conducted in Toronto, Canada.&nbsp;</em></span><em class=""><span class="" lang="EN-US">In the disciplinary integration of health and adult education, the community-engaged health research</span></em><em class=""><span class="">&nbsp;reported here reflects the successful partnership of academic researchers with a community-based organization. Eight South Asian women peer leaders were collectively recruited and trained as research associates to explore how stories (relative to fact sheets) can be used to promote dialogue and knowledge about sexual health and reduce HIV stigma among South Asian women. This paper is about the adult education tool used to orient them to the SSSH Study and train them for related field work: recruit participants, arrange intervention site and logistics, deliver intervention, administer pre and post surveys, conduct focus groups, and ensure data security. The manual played a significant role in training the peer leaders to further engage in future community health partnerships. This tool will also be helpful for other community-engaged health research involving sexual health&nbsp;</span></em><em class=""><span class="" lang="EN-US">initiatives in vulnerable communities.&nbsp;</span></em></p> <p>&nbsp;</p> Roula Kteily-Hawa Copyright (c) 2021 Canadian Journal for the Study of Adult Education 2021-03-02 2021-03-02 33 1 Strengthening Democracy Through Participation and Critical Adult Education <p>Reducing education to pure technique is to anesthetize curiosity (Freire, 1997). Neoliberal policies privilege private interests and promote a model of education based on competition and consumerism (Harvey, 2005). This model of education perpetuates and increases inequalities. It also affects education whose priority is not to deliver learners with an immediate financial return. I claim that critical citizenship education and adult education principles have the potential to oppose the neoliberal forces in education. Additionally, promoting a “thick” vision of democracy (Carr, 2008) underpinned in citizens’ participation is a strong tool to counter neoliberal policies. In this study, I will look into the Brazilian participatory budget initiative as a tool to promote democracy and citizenship. Finally, I will propose a theoretical framework that incorporates strong adult education principles to strengthen democracy in times of neoliberalism.</p> Marlon Sanches Copyright (c) 2021 Canadian Journal for the Study of Adult Education 2021-03-14 2021-03-14 33 1 Lessons Learned from Programme Evaluations of Coach Development Programmes in the UK <p>Coach Development Programmes (CPDs) are important, but significantly under-researched or understood, elements in the preparation of sport coaches. This paper draws upon experience of carrying out five programme evaluations of CDPs in the United Kingdom. Each of the programme evaluations was based on an evaluation model that focused on relevance, fidelity, and intermediate outcomes; logic models incorporating each programme’s intentions were devised and informed the evaluation. Evidence was gathered from interviews with coaches, coach developers, mentors, and other stakeholders, supplemented by questionnaires to coaches. Issues discussed include: the relevance and impact of particular delivery modes, the incorporation of coaches’ practice, the enhancement of future capacity versus current performance, the emphasis on personal development and interpersonal skills, the degree of embeddedness, and the degree of alignment between programme elements and personnel. The lessons learned have implications for similar mid-career adult education, both formal and non-formal, in Canada and more widely.</p> John Lyle Copyright (c) 2021 Canadian Journal for the Study of Adult Education 2021-04-29 2021-04-29 33 1 Antonio Gramsci: A Pedagogy to Change the World. Nicola Pizzolato & John D. Holst (Eds). Cham, Switzerland: Springer. Sara Carpenter Copyright (c) 2021 Canadian Journal for the Study of Adult Education 2021-03-02 2021-03-02 33 1 Books Across Borders. Miriam Intrator <p><em>Books Across Borders: UNESCO and the Politics of Postwar Cultural Reconstruction, 1945-1951</em>, by Miriam Intrator, Palgrave Macmillan, 2019, 280 pp., ISBN 978-3-030-15816-3 (eBook).</p> Mahdi Ganjavi Copyright (c) 2021 Canadian Journal for the Study of Adult Education 2021-03-09 2021-03-09 33 1 Editorial: A Reflection on the COVID-19 Pandemic and Academic Journal Administration Robert Mizzi Jean-Pierre Mercier Copyright (c) 2021 Canadian Journal for the Study of Adult Education 2021-03-19 2021-03-19 33 1 Éditorial : Réflexion sur la pandémie de COVID-19 et la gestion d’une revue scientifique Robert Mizzi Jean-Pierre Mercier Copyright (c) 2021 Canadian Journal for the Study of Adult Education 2021-04-29 2021-04-29 33 1 iii v Beyond Duolingo <p>As members of a faculty of education, personal and professional learning is often a priority. However, for adult second-language learners, particularly at the intermediate level, it is often difficult to find meaningful, informal learning opportunities. As a result, we have created an Academic French Club to bring together academic and support staff interested in using and improving their language skills. The Club focuses on French second language research and adult learning to provide content and topics for discussion, and has become an informal community of practice. Using a reflective approach, we analyze academic language and second language teaching and learning ​​from the articles we read. We also reflect on our journeys as adult learners of French. In this article, we reflect on our experiences and lessons learned on informal adult learning in a second language.</p> Cameron Smith Roswita Dressler Michael Holden Jaime Leigh Fiddler Judith Berzins Copyright (c) 2021 Canadian Journal for the Study of Adult Education 2021-02-16 2021-02-16 33 1