Do we need journals in adult education?
July 9, 2015 2 Comments
As adult educators, we should be mindful of our own professional development and continued intellectual growth. We expect this of our adult students, who have busy lives and are prioritising their learning alongside other demands on their time. Relevant reading helps us to keep abreast of developments in teaching and learning theories and practice, resources, techniques, curriculum, policy and the wider context for our work. Journals have had a key role as a resource for people involved in various aspects of adult education for many years.
Paul Stanistreet’s blog here about the end of the Adults Learning publication gives an informed view of that journal’s history and the context in which it was published. He also refers to Highway, the WEA’s influential magazine which was published from 1908 to 1959, reaching a circulation of 20,000 in 1939. Highway was described as, “a necessary component of most university libraries” and “a forum for both educational and wider political debate“. Highway’s contributors included Virginia Woolf and George Orwell as well as prominent politicians, journalists and adult educators. Bound volumes of Highway are available in the WEA central archive, which is managed by London Metropolitan University and attached to the TUC Collection. You can find details of the archive here.
The Adults Learning journal is described on NIACE’s website here as, “essential reading for adult education practitioners and policy makers, offering an informed mix of news, analysis, expert commentary and feature writing, dedicated to adult learning. Available in print and digitally, each issue is filled with in-depth and topical articles written by leading practitioners and experts in the field.” Back issues as far back as 2011 are now available to download for free.
I share Paul Stanistreet’s regret at the impending demise of Adults’ Learning but the extract above from “George Orwell the Essayist: Literature, Politics and the Periodical Culture” by Peter Marks illustrates some of the financial challenges that face journals’ publishers.
Is there a need for a specialist UK adult education journal in the age of blogs?
There are some excellent blogs by adult educators and about adult education. There are links to some examples here (written when I worked for the WEA). Some blogs’ content can be similar to journal articles but blogs feel more ephemeral and unsystematic. They are more spontaneous and interactive, offering a democratic pick and mix of views, usually with no third party editorial influence or reviewing.
They are easy to access but also easy to miss.
Journals bring more order, reliable access and editorial rigour. The assumption of a collective enterprise and an editing process adds weight to their content, giving them more status than individual blogs.
The reported cessation of Adults Learning will leave a gap for many of its readers, especially among those of us who remain committed to the view of transformational adult education that Paul Stanistreet identifies as ‘this great movement of ours”.
There are some remaining educational journals, such as Forum which focuses on 13-19 Comprehensive education, but has some general relevance to adult educators. The Journal of Philosophy of Education is a regular publication produced by The Philosophy of Education Society of Great Britain but its focus is not specifically on adult learning.
Perhaps we will have to be less parochial and look beyond the UK? Lifelong Learning in Europe, LLinE, offers a European perspective and other current journals include the International Journal of Lifelong Education.
Alternatively, is there scope for an online platform capable of taking on the role of “offering an informed mix of news, analysis, expert commentary and feature writing, dedicated to adult learning”? This would require dedicated time and resources, journalistic skill and reviewing processes to establish and maintain credibility. Could EPALE, the Education and Training Foundation, the WEA or a University Department of Lifelong Learning host such an initiative?
Paul Stanistreet ends his blog by saying,
“I’d love hear what people think about this and what their thoughts are as to what might replace Adults Learning, what the sector needs and what would be valuable as a way of developing thinking and advocacy within and about adult education. Please feel free to comment on this post. I’d love to hear what you think.”
I hope that people will respond to his blog here and pick up on the discussion that he has started.