Advertisement

International Review of Education

, Volume 61, Issue 1, pp 99–113 | Cite as

Purposes, pedagogies and practices in lifewide adult education in New Zealand: A preview

  • Nick Zepke
Original Paper
First Online:

Abstract

This paper is interested in projecting the likely purposes, pedagogies and practices influencing lifewide adult education in New Zealand ten years from now. It first identifies learning spaces in which lifewide adult education takes place. It explores formal, non-formal and informal spaces which conform to or oppose dominant ideological policies, trends and discourses. Second, it discusses current purposes, pedagogies and practices in lifewide adult education. The official purposes are seen as adult education contributing to New Zealand’s success in a global marketplace. While lifewide adult education provides spaces to achieve such official purposes, it also creates spaces of neutrality and opposition. In the third section, the paper uses causal layered analysis (CLA) to project the likely future of lifewide adult education. The paper concludes that that while neoliberal purposes, pedagogies and practices will remain dominant, what will be flourishing in diverse spaces is counter-learning.

Keywords

Lifewide adult education Futures Learning spaces Causal layered analysis New Zealand 

Résumé

Aperçu des buts, pédagogies et pratiques de l’éducation des adultes coextensive à la vie en Nouvelle-Zélande – L’auteur de cet article se propose de projeter dans dix ans les buts, pédagogies et pratiques qui influenceront vraisemblablement l’éducation des adultes dans tous les domaines de la vie dispensée en Nouvelle-Zélande. L’auteur identifie tout d’abord les espaces éducatifs où s’accomplit l’éducation des adultes coextensive à la vie. Il explore les espaces formels, non formels et informels qui sont conformes ou s’opposent aux politiques idéologiques, tendances et discours dominants. Il analyse dans une seconde partie les cibles, pédagogies et pratiques actuelles dans l’éducation systémique des adultes. Les objectifs officiels semblent porter sur une éducation des adultes contribuant à la réussite de la Nouvelle-Zélande sur le marché mondial. Si l’éducation systémique des adultes met en place des espaces visant à atteindre ces intentions officielles, elle crée également des espaces de neutralité et d’opposition. En troisième partie, l’auteur applique l’analyse causale multidimensionnelle pour projeter dans un avenir probable l’éducation des adultes coextensive à la vie. Il conclut en constatant que si les intentions, pédagogies et pratiques néolibérales demeureront dominantes, une forme de contre-apprentissage connaîtra un essor dans plusieurs espaces.

This is a preview of subscription content, log in to check access.

References

  1. Barnett, R. (2010). Life-wide education: A new and transformative concept for higher education? In N. Jackson and R. Law (eds), Enabling a more complete education: Encouraging, recognizing and valuing life-wide learning in higher education. Conference e-proceedings online (pp. 23–34). Guildford: University of Surrey. Accessed 27 November 2014 from http://lifewidelearningconference.pbworks.com/f/Lifewide+learning+Conference+E-Proceedings+version+April+09+2010.pdf.
  2. Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education. Maidenhead, UK: Society for Research into Higher Education and Open University Press.Google Scholar
  3. Barr, R., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 13–25.CrossRefGoogle Scholar
  4. Benseman, J. (2005). Paradigm lost: Lifelong education in New Zealand in the 1970 s and 1980s. New Zealand Journal of Adult Learning, 33(1), 6–20.Google Scholar
  5. Biesta, G. (2005). The learning democracy? Adult learning and the condition of democratic citizenship. British Journal of Sociology in Education, 26(5), 687–703.CrossRefGoogle Scholar
  6. Bowl, M., & Tobias, R. (2012). Learning from the past, organizing for the future: Adult and community education in New Zealand. Adult Education Quarterly, 62(3), 272–286.CrossRefGoogle Scholar
  7. Codd, J. (2005). Education policy and the challenges of globalisation: Commercialisation or citizenship? In J. Codd & K. Sullivan (Eds.), Education policy directions in New Zealand (pp. 3–18). Melbourne: Thomson Dunmore Press.Google Scholar
  8. Cody, T.-L. (2010). Devising theatre from personal narratives: Investigating tensions for participants in a New Zealand community theatre experience. New Zealand Journal of Research in Performing Arts and Education: Nga Mahi a Rehia, 2. Accessed 27 November 2014 from http://www.drama.org.nz/publications/journals/.
  9. Coll, R., Eames, C., Paku, L., Lay, M., Ayling, D., Hodges, D., Ram, S., Bhat, R., Fleming, J., Ferkins, L., Wiersma, C. & Martin, A. (2009). An exploration of the pedagogies employed to integrate knowledge in work-integrated learning in higher education institutions: A summary. Wellington: Teaching & Learning Research Initiative (TLRI). Accessed 27 November 2014 from http://www.tlri.org.nz/sites/default/files/projects/9263-summary-report.pdf.
  10. Collier, S. (2005). The spatial forms and social norms of “actually existing neoliberalism”: Toward a substantive analytics. New School University International Affairs Working Paper 2005–04. New York, NY: The New School University. Accessed 27 November 2014 from http://milanoschool.org/wp-content/uploads/2013/04/Collier_2005-04.pdf.
  11. Dyer-Witheford, N. (2005). Cognitive capitalism and the contested campus. In G. Cox & J. Krysa (Eds.), Engineering culture: On “the author as (digital) producer”. New York: Automedia.Google Scholar
  12. Edwards, B. (2010). Inequality in NZ: [3]. The eclipse of economic inequality by “social inequality”. Liberation. Accessed 27 November 2014 from http://liberation.typepad.com/liberation/2010/08/inequality-in-nz-3-the-eclipse-of-economic-inequality-by-social-inequality.html.
  13. Fahrni, N. (2013). Weiterbildung sozial und medial: Ist wirklich alles anders mit Social Media? Education Permanente: Schweizer Zeitschrift fur Weiterbildung, 2, 4–6.Google Scholar
  14. Foley, G. (2003). Thinking big in popular education. New Zealand Journal of Adult Learning, 31(2), 72–84.Google Scholar
  15. Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.CrossRefGoogle Scholar
  16. Freire, P. (1994). Pedagogy of the oppressed. New York, NY: Continuum Publishing Company.Google Scholar
  17. Hardt, M., & Negri, A. (2000). Empire. Cambridge, MA: Harvard University Press.Google Scholar
  18. Høstaker, R., & Vabø, A. (2005). Higher education and the transformation to a cognitive capitalism. In I. Bleiklie & M. Henkel (Eds.), Governing knowledge. A study of change in higher education (pp. 227–243). Dordrecht: Springer.Google Scholar
  19. Hrimech, M. (2005). Informal learning. In L. English (Ed.), International Encyclopedia of Adult Education (pp. 310–312). Basingstoke: Palgrave MacMillan.Google Scholar
  20. Inayatullah, S. (2004). Causal layered analysis: Theory, historical context, and case studies. In S. Inyatullah (Ed.), The causal layered analysis reader (pp. 1–52). Taipei: Tamkang University Press.Google Scholar
  21. Inayatullah, S. (2014). Causal layered analysis defined. The Futurist, 48(1). Accessed 27 November 2014 from http://www.wfs.org/futurist/january-february-2014-vol-48-no-1/causal-layered-analysis-defined.
  22. Jackson, N. & Cooper, B. (2012). Life-wide learning, education and personal development e-book. Guildford: Lifewide Education. Accessed 27 November 2014 from http://life-wideeducation.co.uk/page/life-wide-learning-education-personal-development-e-book.
  23. Johnson, L., Adams, S., & Cummins, M. (2011). Technology outlook for New Zealand tertiary education 2011–2016. An NMC Horizon Report Regional Analysis. Austin, Texas: The New Media Consortium.Google Scholar
  24. Kucukaydin, I. (2010). Counter-learning under oppression. Adult Education Quarterly, 60(3), 215–232.CrossRefGoogle Scholar
  25. Leach, L., & Zepke, N. (2011). Engaging students in learning: A review of a conceptual organiser. Higher Education Research & Development, 30(2), 193–204.CrossRefGoogle Scholar
  26. Lifelong Learning Council Queensland (2012) What is lifelong learning? Ashgrove West, QLD: Lifelong Learning Council Queensland Inc. Accessed 27 November 2014 from http://www.llcq.org/01_cms/details.asp?ID=12.
  27. Margaret, J. (2009). Learning in social movements: Experiences in the Päkehä Treaty workers’ movement. A thesis submitted in fulfilment of the requirements for the degree of Master of Arts in Development Studies, The University of Auckland.Google Scholar
  28. New Zealand Government (2014). Tertiary education strategy 2014–2019. Wellington: Ministry of Business, Innovation & Employment and Ministry of Education, Office of the Minister of Tertiary Education, Skills and Employment. Accessed 27 November 2014 from http://www.education.govt.nz/assets/Documents/Further-education/Tertiary-Education-Strategy.pdf.
  29. O’Neill, B. (2010). New Zealand politicians’ use of social media applications: A political social capital perspective. Master’s thesis. Auckland: Unitec New Zealand, Department of Communication Studies. Accessed 27 November 2014 from http://unitec.researchbank.ac.nz/bitstream/handle/10652/1450/Bonnie%20O%27Neill%20MIC.pdf?sequence=1.
  30. Riedy, C. (2008). An integral extension of causal layered analysis. Futures, 40(2), 150–159.CrossRefGoogle Scholar
  31. Roberts, P. (2009). A new patriotism? Neoliberalism, citizenship and tertiary education in New Zealand. Educational Philosophy and Theory, 41(4), 410–423.CrossRefGoogle Scholar
  32. Rule, P. (2004). Dialogic spaces: Adult education projects and social engagement. International Journal of Lifelong Education, 23(4), 319–334.CrossRefGoogle Scholar
  33. Salmi, J. (2007). Autonomy from the state vs responsiveness to markets. Higher Education Policy, 20(3), 223–242.CrossRefGoogle Scholar
  34. Sandlin, J., Wright, R., & Clark, C. (2013). Re-examining theories of adult learning and adult development through the lenses of public pedagogy. Adult Education Quarterly, 63(1), 3–23.CrossRefGoogle Scholar
  35. Savin-Baden, M. (2008). Learning spaces: Creative opportunities for knowledge creation in academic life. Maidenhead: Open University Press and McGraw Hill Education.Google Scholar
  36. Schuller, T. & Desjardins, R. (2007). Understanding the social outcomes of learning. Paris: Organisation for Economic Co-Operation and Development (OECD), Centre for Educational Research and Innovation (CERI).Google Scholar
  37. Shor, I. (1980). Critical teaching and everyday life. Boston, MA: South End Press.Google Scholar
  38. Stalker, J. (2003). “Ladies’ work” and popular education: Fabricating new approaches. New Zealand Journal of Adult Learning, 31(2), 21–35.Google Scholar
  39. Sword, H., Leggott, M., & Hamer, J. (2010). An “immersive experience” involving spiders. In J. Jesson, V. Carpenter, M. McLean, M. Stephenson, & Airini (Eds.), University teaching reconsidered: Justice, practice, inquiry (pp. 172–183). Wellington: Dunmore Publications.Google Scholar
  40. Toohey, S. (1999). Designing courses for higher education. Buckingham: Society for Research into Higher Education and Open University Press.Google Scholar
  41. Waldrop, M. & Nature magazine (2013). Massive Open Online Courses aka MOOCs transform higher education and science. Scientific American, 13 March. Accessed 27 November 2014 fromhttp://www.scientificamerican.com/article.cfm?id=massive-open-online-courses-transform-higher-education-and-science.
  42. Westra, A. (1964). Washday at the Pā. Te Papa Museum of New Zealand art collection. Wellington: Museum of New Zealand Te Papa Tongarewa. Accessed 27 November 2014 from http://collections.tepapa.govt.nz/theme.aspx?irn=952.
  43. Zepke, N. (2009). A future for adult and lifelong education in New Zealand: Neoliberal or cosmopolitan? International Journal of Lifelong Education, 28(6), 751–761.CrossRefGoogle Scholar
  44. Zepke, N. (2011). Navigating between Māori particularism and economic universalism in adult literacy provision in Aotearoa New Zealand: The case of a Wānanga. Discourse: Studies in the Cultural Politics of Education, 32(3), 431–442.Google Scholar
  45. Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11(3), 167–179.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2015

Authors and Affiliations

  1. 1.Institute of EducationMassey UniversityPalmerston NorthNew Zealand

Personalised recommendations

Cite article

Buy options