This Girl Can. ESOL students can.

The WEA’s curriculum is based on the four themes of Employability, Health and Wellbeing, Community Engagement and Culture. The themes are not mutually exclusive and it’s always good to see tutors being creative in how they use their time, imagination and resources to stimulate students and enrich their learning.

Hazel Richardson, a WEA tutor teaching in Bradford, is generous in sharing ideas and updates from her ESOL classes. Her tweets are a good example of reflective practice and show how adult ESOL students benefit from her keen interest and enthusiasm in inspiring and challenging them..

Hazel tweeted last term about students visiting Bagshaw Museum and voting in a local consultation. This week she reported that students watched the “This Girl Can” film as a stimulus for discussion and learning.

Hazel

The film is part of a topical campaign and raises a lot of issues for discussion. You can find out more about it here.

The campaign has been developed by Sport England and is attracting well-deserved attention. It’s a challenging choice to prompt critical thinking and debate as ESOL students improve their English language skills. The Independent reported on the campaign fairly positively here but a piece in the Guardian’s “Comment is free” section asserted that, “The This Girl Can campaign is all about sex, not sport”. You can read this opinion here.

What do you think of the “This Girl Can” campaign and how might it be embedded in teaching, learning and assessment across the curriculum?

Past blogs have included examples of literacy and numeracy sessions in supermarkets, with students putting their learning into practice in situations that are directly relevant to their daily lives, and of enriching ESOL lessons with the Six Book Challenge or Quick Reads.

Any other examples of resources or ideas to ginger up teaching and learning in ESOL or across educational themes to keep learning inspiring, challenging, relevant and effective?

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Fat Man on a Keyboard said… (Adult Ed)

I missed “Adult Education – Another Rant” by Peter Ryley, who blogs under the name of “Fat Man on a Keyboard”, when he published it in October. He was responding to Peter Wilby’s Guardian article about Alan Tuckett.

Here is an extract from Peter Ryley’s blog, which you can find here.

The picture of adult education that, “It’s just flower arranging, tap dancing, Pilates, lonely old folk going to dusty classrooms to learn about the Tudors”, was never the whole truth. There may have been a time in the post-war boom when so-called ‘leisure classes’ were the most visible part of our provision, but it is atypical of our history. Political radicalism, social egalitarianism and adult education marched together as part of a movement for emancipation; the Mechanics Institutes, working class autodidacts and self-improvement associations, the university extension movement, the WEA, trade union education, the residential colleges, Birkbeck and so on, were all constructed in the belief that what we now tend to call lifelong learning was central to the creation of a better society and to the development of individuals and communities. It was a cause.

And we lost this sense of mission, together with its language, and with them went the provision, as Wilby makes clear in an understated way. Fighting back with utilitarian justifications was always going to seem to be special pleading. We need to recover that vision of human possibility, though I fear it is too late.

I had a glimpse of just how much adult education is a deep human need today when my window cleaner tried to recruit me for his pub quiz team. He was intrigued by the number of books he saw in the house and thought I might help them win things. He described how he reads anything and everything, sitting in bed every night with a factual book, learning. He loves learning things, anything. Adult education’s problem is that this is seen as having no utility, a private pleasure maybe, but never a public good. I see it as something more, as a human right. And we’re losing it.

The WEA and others share his vision of human possibility and education for public good and we know it’s never too late to highlight the cause. It’s too important to give up on and there is kernel of determined support for it.

In the WEA we have reaffirmed our traditional commitment to adult education for collective and social benefit as well as for individual advancement. Our longstanding vision and mission are back at the heart of our planning and we are not alone in seeing education for social purpose as a vital part of a civilised society.  Mechanics’ Institutes might have gone but we are still working alongside residential colleges such as Northern College and Ruskin, as well as trade union educators, Birkbeck and other universities. 

We are still active in (non-party) political education, community engagement and self-improvement – as well as, yes, running courses about the Tudors as Peter Ryley mentioned. There is a demand for community based part-time, high quality, tutor-led Humanities courses.

The Winter edition of WEA News shows how the Specialist Designated Institutions – Hillcroft College, City Lit, Fircroft College, the Mary Ward Centre, Northern College, Ruskin College, Morley College, the Working Men’s College and the WEA – are still going strong and continuing to raise the profile of adult education while we working with our students and their communities. You can read it here.

Adult and Community Learning is an important, but often overlooked, part of the education landscape so any further rants in support of lifelong, life-wide are very welcome!

Knowledge democracy, cognitive justice and social justice

A recent SCUTREA event lasted for just over a couple of hours but provided a little time and space for adult educators and researchers to refresh their thinking and practice. It was a rich experience with learning from different disciplines, experiences and cultures and very relevant to the WEA’s Community Engagement theme. Scotland and Canada featured prominently and the buzz of post-referendum politics was evident in the Edinburgh meeting, with an emphasis on the cultural role of community education in democracy.

Scutrea

Jim Crowther, Budd Hall and Darlene Clover involved us in explorations of community, pedagogy, politics and research, linking academia with practice and communities with political agency. It was fertile ground, explored by too few people in mainstream educational debate.

They used the technique of métissage, which was new to me, to braid interwoven narratives read from researchers’ findings. Three different voices, with changing pitch, pace and language styles kept my attention in a way that an individual reading aloud would not have done.

An audio recording of the métissage is available here, courtesy of the Ragged Project.

These observations and triggers for further critical thought give a taste of the rich pickings from presentations and discussion.

  • Community education played an effective role in the Scottish referendum with a range of activities, hustings and public meetings.
  • Research is critical and cognitive justice is a pre-requisite for social justice.
  • The outcomes of research depend on who originates it, who asks the questions and for whose benefit it is intended.
  • Relationships are at the core of everything that matters.
  • We are all map-makers. Maps have power. They show how we project ourselves onto nature.
  • Good pedagogy motivates local people to act.
  • We need, “Disruptive, persistent educators who are not satisfied with the world the way it is”.
  • “Accumulation of wealth, power and knowledge is through dispossession.” Ancient universities enclosed knowledge within their walls at the same time as land was being taken from people and enclosed. “If you were inside, things were just dandy.”
  • “The concept of knowledge has been stolen.” It does not belong by right to the producers of peer-reviewed journals and paid-for research in the Western world.

There was a lot to pick over in this. The concepts of mapping, power and agency would make an intriguing stimulus for study within adult community learning.

What might we conclude from comparing and contrasting the 1886 map of the British Empire with homeless people’s contemporary map of Newcastle upon Tyne?

Map British Empire 1886

 

Homeless newc

From Lovely JoJo’s ‘People’s Map of the British Isles”

Danny Dorling’s cartogram maps might add another dimension.

Mapping, power and agency was just one fascinating theme out of many that spun out of the event. There was almost too much to think about.

Book recommendations included Learning and Teaching in Community Based Research.

SCUTREA book

This is the summary description:

Community-Based Research, or CBR, is a mix of innovative, participatory approaches that put the community at the heart of the research process. Learning and Teaching Community-Based Research shows that CBR can also operate as an innovative pedagogical practice, engaging community members, research experts, and students.

This collection is an unmatched source of information on the theory and practice of using CBR in a variety of university- and community-based educational settings. Developed at and around the University of Victoria, and with numerous examples of Indigenous-led and Indigenous-focused approaches to CBR, Learning and Teaching Community Based-Research will be of interest to those involved in community outreach, experiential learning, and research in non-university settings, as well as all those interested in the study of teaching and learning.

 

Learning from the past and shaping the future

Successful adult educators and students learn from the past, embrace change with enthusiasm and adapt to new ideas and circumstances. At best they innovate and lead development. The current round of Annual General Meetings in the WEA brings these activities to life as we reflect on the 2013-14 academic year and share plans for this year and beyond.

pastpresentfuture-300x225

As an educational organisation with more than 110 years of history, we can look back on a proud tradition and core values that keep bringing us back to our abiding vision, values and purpose.

We want to make sure that our educational movement is as relevant to future generations as it has been in the past.

Our recent AGMs and get-togethers have been upbeat with a sense that we are refreshing our democracy and looking to the future with even more resolve to improve people’s lives through adult education that challenges and inspires.

WEA NE Banner

The WEA North Eastern Region’s banner

The WEA North East Region’s Annual General Meeting, 15 November 2014

The banner on display at the North East Region’s AGM captures some of the WEA’s spirit. It’s made from traditional silks and patterns but includes 21st century images from the Region. Campaigning for adult education – the right to learn – is at its centre.

Moira Riseborough, Ian Roberts, Russell Porteous and Michael Crilly, who are voluntary Regional Officers and a Trustee, steered us through the usual AGM formalities. Students, tutors, volunteers, members of governance and management and friends from partner organisations all took an active part in the meeting, focusing on the present and very recent past, with some stories of notable practice in teaching, learning and volunteering.

Greg Coyne, the Regional Director, brought the Annual Report to life by using the example of a gardening course taught by Amelia Luffrun. Amelia had encouraged students to stretch their learning beyond practical gardening skills to think about wider environmental issues and sustainability. The students had gone on to enrich their experience by sharing some of their new-found skills with men attending the Day Centre at St Clare’s Hospice in South Shields. The students taught the Centre users how to make bird-feeders from recycled materials.

“Giving something back”, is a theme that we often hear from students who become involved in voluntary activities as a result of their learning.

Greg Coyne's final comments on the gardening course in South Shields

Greg Coyne’s final comments on the gardening course in South Shields

The Right Reverend Martin Wharton, the former Bishop of Newcastle, spoke from the heart at the meeting. He described his own experiences as an adult learner, acknowledging a debt to the WEA that surprised those of us who didn’t know his background. He spoke about how he had left school with few qualifications, but  took up part-time study with the WEA as a mature student. He built on this learning and went on to gain a degree at Durham University before training for the ministry at Oxford. His story is one of countless examples from the WEA’s history, but progression to become a Bishop is a one-off student outcome – as far as we know!

We celebrated Kath Connolly and Grant Crichton’s achievements as worthy winners of WEA Awards before a session on the WEA Manifesto and some lively group discussions looking to the future and sharing ideas to develop and support our:

  • tutors;
  • branches;
  • sustainability.

Nigel Todd, a WEA Ambassador and Regional Committee member, shared this cartoon. It was a good stimulus for discussion in the group who concentrated on sustainability.

climatesummit

The groups came up with specific ideas for action, so we ended the meeting with a focus on the future after we had celebrated the past.

P.S. We love a bit of rousing singing in the WEA.

NESocChoir

The North East Socialist Choir

Educational Thinkers’ Hall of Fame – Myles Horton

Myles Horton (1905-1990) put his thinking about adult education for social purpose into practical action and left a legacy that lives on in the Highlander Center in Newmarket, Tennessee.

Myles Horton (left) with Paulo Freire

Myles Horton (left) with Paulo Freire

Horton was born into a poor family in Tennessee. He had few early advantages but became inspired by the model of Folk Schools in Denmark. He, Don West and others founded the Highlander Folk School in 1932. It became a meeting place, an adult school for democracy and for developing leaders of the labour and civil rights movements. It grew into a hub where people learnt to organise coal miners and textile workers into trade unions. The Highlander Research and Education Center lives on and its website here has this description:

Highlander serves as a catalyst for grassroots organizing and movement building in Appalachia and the South. We work with people fighting for justice, equality and sustainability, supporting their efforts to take collective action to shape their own destiny.

Rosa Parks attended workshops at the Highlander before her iconic bus protest on December 1, 1955. Parks, an African American refused to give up her seat for a white man on a racially segregated Montgomery City bus on her way home from work. Her actions led to profound and lasting change. Martin Luther King also attended the Highlander Folk School, where the civil rights anthem, “We shall overcome”, first became popular.

Myles Horton developed citizenship schools for African American Sea Islanders in South Carolina. These spread throughout the southern USA. They helped 100,000 African Americans to become literate. This in turn qualified them to register to vote and was integral to growing the USA’s civil rights movement of the 1960s.

Horton believed fervently that ordinary people have the capacity to organise and to take actions to change their communities and the world. Speaking in 1982, at Highlander’s 50th anniversary, he said:

“The future is out there, ready to be changed. You must be creative, imaginative, and courageously dedicated for the long haul.”

Horton had an immense influence at Highlander but many other inspirational educators worked there or had links. A letter of Helen Lewis‘s 90th birthday recollections of Highlander is on the Center’s website. It shows the Center’s reach and describes connections forged between Appalachian and Welsh miners.

Like Paulo Freire, Horton linked literacy with democracy and political activism and education with a wider social purpose. The two men met in 1987 and had the idea of “speaking a book” together . Their conversations are captured in the book, “We Make the Road by Walking: Conversations on Education and Social Change”

horton Freire book

 

Whose exchanges about education inspire social change on a similar scale today? Who is “making the road by walking” in 2014 and whose conversations would you like to see captured?

Suggestions?

Lessons will be learnt…..democracy and political education

Last week included the International Day of Democracy and the dramatic climax of Scotland’s independence referendum. Education for citizenship, democracy and social justice has never been more relevant as politicians, commentators and the public rake over recent events and the implications for the future of Scotland, England and the United Kingdom.

Three strong messages have emerged during the Scottish referendum campaign.

  • People are interested in politics when debate is brought alive, involves them and when they can see that their vote can make a real difference.
  • Westminster politicians are seen as remote and disconnected from the public. This is not just a Scottish phenomenon.
  • People don’t trust politicians to keep their promises.

Analysis of the UK Parliament’s make up gives a clue about why Members of Parliament might seem distant from the electorate, as this diagram from “Elitist Britain” shows.

“Lessons will be learnt”, has to become more than just a mantra trotted out when politicians are short of an excuse or explanation. There is a role for adult education to:

  • encourage informed debate of political issues outside the narrow confines of political parties;
  • make sure that voters are not just informed, but are involved and active in exploring how democratic – and non-democratic – political systems work so that they can hold politicians to account;
  • support the development of a new and more inclusive generation of politicians who are more representative of the electorate that they serve.

ConcernWe might find some answers in a return to the principle of representative democracy, with people from communities developing the skills and expertise to stand for election by their local peers. Practical political education can support people to learn about critical thinking, communications, analysis, debating and public speaking skills so that they can become confidently active in democratic decision-making.

The WEA is one of thirty member organisations who have joined together in the “Democracy Matters” alliance to promote practical political education.  This graphic explains our shared aim.

DM

The Scottish electorate has shown that there is an appetite for public debate and exchanges of views about economics, health, education, welfare, equality, employment, energy production, nuclear weapons and the issues that matter to people. They want to influence decisions that affect them and realise that our current political system is neither representative nor fully democratic. Surely a politician elected by  – and from – his or her community to be their advocate will be less remote than a career politician dropped into a safe seat to keep their chosen party in power.

It’s a long time since people have been engaged so fervently in political debate and the turnout in the Scottish referendum gives an opportunity to revitalise our democracy. Can we afford to waste it?

Educational Thinkers’ Hall of Fame – Stephen Brookfield

Stephen Brookfield is widely respected as a leading contemporary thinker in adult education. His academic research and writing is informed by his experience of teaching adults in England, Australia, Canada and the USA. Born in Liverpool in 1949, he has written extensively on adult learning, critical thinking, discussion and critical pedagogy. His work should be on the reading lists of all adult educators who are committed to reflective practice and critical pedagogy.

Stephen Brookfield

Stephen Brookfield

His personal website gives more information: http://stephenbrookfield.com/Dr._Stephen_D._Brookfield/Home.html

He is probably best known for the concept of ‘Brookfield’s lenses’, which describes four perspectives that teachers can consider in their critical reflection. He identifies these as:

  1. the autobiographical, (the teacher’s own view)
  2. the students’ eyes (the students’ views)
  3. our colleagues’ experiences (fellow professionals’ views)
  4. theoretical literature.

These four lenses bring together the processes of self-reflection, student feedback, peer assessment and consideration of relevant academic literature. They sum up various elements of critical thinking that reflective practitioners bring to their teaching with adult learners.

Giulia Forsythe, who tweets as @giuliaforsythe, has produced this wonderful visual summary of Brookfield’s 1995 book, “Becoming a Critically Reflective Teacher” (Jossey-Bass Higher and Adult Education). It would make a fantastic poster and is shared with Giulia’s kind permission.

Giulia Forsythe's visual summary of Brookfield's, “Becoming a Critically Reflective Teacher"

Giulia Forsythe’s visual summary of Brookfield’s, “Becoming a Critically Reflective Teacher”

This blog scratches the surface of Brookfield’s work. Have you got any comments or observations about the impact of his work on your professional practice, your experience as a student, or pointers to other relevant resources?