The following content analysis aims to explore how community development has been conceived in Canadian adult education. The analysis is based on publications of the "Canadian Journal for the Study of Adult Education" (CJSAE) from 2009 to 2019. This article is motivated by the understanding that community development is an intrinsic part…

The following article describes how one organization, the Coady International Institute, met multiple monitoring, evaluation, research, and learning objectives while still staying true to its roots in transformative adult education. The Learning from Stories of Change (LSC) methodology brought together stories-based techniques with aspects of the…

This paper re-examines the position of the Tanzanian Folk Development Colleges, a national network of adult education institutions, at a time when their long-term financial assistance by the Swedish International Development Agency has come to an end and they are being transferred from the Tanzanian Government Ministry of Community Development to…

Drawing from extensive experience as community educators, this paper discusses accreditation and its relationship to community development as informed by a cooperative inquiry conducted by tutors. Beginning with our rationale for undertaking the inquiry, it details our approach to community development and the centrality of education within this.…

This paper explores the use of "learning circles" as one form of knowledge production in social action research. It reports on a project that used learning circles as a setting within which to increase the engagement of people living with low income in developing strategies for the reduction and elimination of poverty in Canada. It…

In this dissertation, through semi-structured interviews with 36 female social movement participants and 3 male participants in El Salvador, Nicaragua, Bolivia, and Argentina, I ask, "How do women in Latin American social movements perceive the influence of theology on these movements' pedagogies?" I argue that through this work, the…

The concept of cadres as small bands of committed, trained personnel capable of leading and training others is applied to adult education. Such cadres would be dedicated to the objectives of educational reconstruction, socioeconomic equality, and humanistic education. (SK)

From 1912 to 1975 the Department of Extension at the University of Alberta provided an impressive range of programmes and services to people across the Canadian province of Alberta. The four Directors of Extension at the University of Alberta during this period became leading figures in the history of adult education in Canada. They positioned…

The author states that there are inherent contradictions and assumptions in community development (CD) theory and practice. Contradictions spring from a tendency to apply CD on an inappropriate level and for incorrect purposes. Assumptions spring from CD's Western cultural origins. (CH)

Sociocultural animation is education promoting democratic values and empowerment for social regeneration. In its participatory approach, social change focus, and use of action research, it shares an agenda with adult education. (SK)

Article describes the dilemma of adult learners and makes suggestions for improving community change. (GB)

The Antigonish Movement, Farm Radio Forum, and Centre for Community Studies were three Canadian community development programs that supported adult education's social change mission. Current extension practice focuses on cost recovery and marketing courses to those who can pay; these historical examples show a way to renew the mission and vision…

Founded in 1932 at Monteagle, Tennessee, Highlander has functioned as a residential school, serving a variety of constituencies. Throughout its history, it has sought to help disadvantaged victims of injustice and poverty, principally in the South, to learn how to change their conditions. (SSH)

Through the use of anecdote, case study, and analysis, this book establishes a theoretical framework for union trainers to use. Part 1 describes union training--the trainers, participants, union culture, and language and methods. It also examines the differences between trade union training and other forms of adult education and training. Part 2…