Learning from a Decade of the "Canadian Journal for the Study of Adult Education" Publications: Community-Based Research with Marginalized Adults

Autor/inn/en	Butterwick, Shauna; Smythe, Suzanne; Li, Jing
Titel	Learning from a Decade of the "Canadian Journal for the Study of Adult Education" Publications: Community-Based Research with Marginalized Adults
Quelle	In: Canadian Journal for the Study of Adult Education, 33 (2021) 2, S.45-63 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-993X
Schlagwörter	Foreign Countries; Periodicals; Adult Education; Educational Research; Research Methodology; Critical Theory; Feminism; Participatory Research; Action Research; Minority Groups; Canada + Suchen Sie Ihr Suchwort? Ausland; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Kritische Theorie; Feminismus; Forschungstätigkeit; Projektforschung; Ethnische Minderheit; Kanada
Abstract	Informed by critical feminisms, we undertook a cartography of publications in the "Canadian Journal for the Study of Adult Education" (CJSAE) from 2009 to 2019. We focused on two sets of publications: those that reported on community-based research (CBR) methods and those that aimed to address marginalization as a mode of oppression, with a particular interest in those articles in which CBR and marginalization intersect. Our explorations led us to reflect on important shifts in CBR reported in CJSAE in the decade of study, as well as persistent tensions surrounding the recognition of this research within mainstream academia. We also observed that the theorization of marginalization, and how this concept is taken up with respect to researcher positionality and the politics of research, requires more attention in adult education research. We interpret adult education research as an institution, a regime of truth (Smith, 1987) that opens and/or forecloses possibilities for social transformation, with implications for academic practices and the democratization of knowledge. (As Provided).
Anmerkungen	Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01