Stuck at Home: A Portrayal of Educational Work in Community Spaces

Autor/in	Clemans, Allie
Titel	Stuck at Home: A Portrayal of Educational Work in Community Spaces
Quelle	In: Studies in the Education of Adults, 42 (2010) 2, S.156-169 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
Schlagwörter	Adult Education; Community Education; Lifelong Learning; Educational Policy; Educational Attitudes; Professional Identity; Semi Structured Interviews; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Life-long learning; Lebenslanges Lernen; Politics of education; Bildungspolitik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Ausland; Australien
Abstract	This paper considers the positioning of work in community learning spaces through insights drawn from a particular case of adult community education in Victoria, Australia. Despite the rhetorical location of adult community education in Victoria as a legitimate and important sector of post compulsory education and as part of the platform on which the government's lifelong learning agenda is realised, perceptions held of it continue to devalue the significant educational work that is done within it and the outcomes it achieves. The paper draws on an analysis of a sample of qualitative interview data collected in the course of related research projects (Clemans, 2005; Billett "et al.", 2005; Seddon "et al." 2008) to highlight the ways in which work in a community learning space is positioned, perceived and (mis)understood. These perceptions stem from those who work both within and are located outside of the community-based adult education sector. The findings demonstrate the centrality of the notion of the "domestic" or home space in the ways that educational work in community settings is constructed and perceived. They suggest that a consistent emphasis on care overlays notions of unpaid, private and domestic work onto those who work in the community learning space. The paper invites readers to view the community as a spatial construction, drawing on ideas founded in feminist geographies and those within adult education. It argues that these scholarly resources are helpful in understanding the ways in which work within the adult community education space is distinctively positioned, yet consistently devalued, despite its significant impact on "second chance" learners. (Contains 3 notes.) (As Provided).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/academic-journals/studies#
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10