7 results
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2. Fifty Years of Learning by Older Adults in Aotearoa New Zealand
- Author
-
Tobias, Robert
- Abstract
This paper reflects on the history of adult and community education (ACE) in Aotearoa New Zealand with special reference to older people's learning. The paper adopts a critical framework and draws on both primary and secondary sources. Key economic, political, social, demographic and cultural forces are discussed along with the huge growth in tertiary education, the increasing pressures on people to continue their education in later life, and the impact of social movements on this expansion. This growth in tertiary education has not been paralleled by a comparable growth of ACE, and I argue that the history of ACE is in fact more complex and subtle, with many different stories being told. I then discuss the history of older adults' learning and report briefly on some ACE programmes which have emerged over the years and some trends in government policy with special reference to the New Zealand Positive Ageing Strategy and its implications for older people's learning. In the light of the positive ageing rhetoric I also raise questions about the very limited government investment in ACE generally and in particular in older people's learning.
- Published
- 2017
3. Tears of the Collective: Healing Historical Trauma through Community Arts
- Author
-
Rakena, Te Oti
- Abstract
In this paper, I advocate that culture matters in music education and should be a measure we consider when we assess the quality of music-making in the community. Community arts education can address a multitude of social issues that impact marginalized communities if viewed through an appropriate lens. I propose historical trauma as an appropriate lens for a (post)colonial context. It provides a framework for disrupting music education practices in university music programs and reconsidering the competencies that need to be emphasized when training conservatory educated performers to be community music facilitators. This text is a story, written in the style of a genealogical narrative (whakapapa korero). It moves through a specific body of experiences, interconnected stories, contexts and emotions, a process identified by indigenous social work researchers as a culturally appropriate healing intervention for indigenous communities. If you are looking for a bullet-pointed exposition of suitable procedures to employ in your work, you are missing the point. In the past we indigenous academics have made it very easy for other academics and researchers to access our knowledge, but to appreciate the new knowing offered in this text you will have to work a little harder. You will need to shift your cultural paradigm and any academic bias to a world where you are not given direct answers, but rather you are encouraged to listen (and with the audio examples provided I mean that literally), reflect, become aware of your physical reactions, open yourself to the spiritual dimension and consider how these words and sounds may impact your future thinking. Most importantly, I hope this chapter will allow you to understand and share the un-mourned grief of the indigenous people in your (s)p(l)ace. [The month shown on the PDF (June) is incorrect. The correct month is July.]
- Published
- 2019
4. Tertiary Education Reform and Legitimation in New Zealand: The Case of Adult and Community Education as a 'Local State of Emergency'
- Author
-
Strathdee, Rob
- Abstract
This paper explores recent changes in tertiary education policy in New Zealand, which are designed to address legitimation deficits. By offering an analysis of the making, and the subsequent unmaking, of quasi-markets in tertiary education, this paper attempts to describe how the state dealt with legitimation deficits resulting from providers' of tertiary education use of the adult and community education funding category to increase their revenues. In providing this description, the paper helps to provide a way of understanding how the state in New Zealand has responded to legitimation deficits by introducing a new regime of governance. The paper concludes by arguing that, in terms of its treatment of category 5.1 funding, this regime is supportive of neo-conservative goals. (Contains 1 note.)
- Published
- 2009
- Full Text
- View/download PDF
5. Paying for Community Education
- Author
-
Geertshuis, Susan
- Abstract
Within New Zealand, Adult and Community Education providers are facing radical reductions in government support. Providers are reacting in different ways with many being forced to withdraw from offering non-credit education at affordable rates. This paper explores the likely consequences, in terms of changes in learner profile, of efforts to maintain the viability of programs through increased fees. The research explores strategies for maintaining student numbers and access despite substantial fee increases. The work is based on a survey of over 550 university community education learners and uses approaches derived from consumer decision-making research. The results suggest that fee increases will contribute to a shift towards community education being an activity limited to the better off but that measures are available that will go some way to safeguard learner numbers and access. (Contains 6 tables.)
- Published
- 2011
6. Tertiary education reform and legitimation in New Zealand: the case of adult and community education as a 'local state of emergency'.
- Author
-
Strathdee, Rob
- Subjects
EDUCATIONAL change ,EDUCATION ,POSTSECONDARY education ,LEGITIMATION (Sociology) ,ADULT education ,COMMUNITY education ,EDUCATION policy - Abstract
This paper explores recent changes in tertiary education policy in New Zealand, which are designed to address legitimation deficits. By offering an analysis of the making, and the subsequent unmaking, of quasi-markets in tertiary education, this paper attempts to describe how the state dealt with legitimation deficits resulting from providers' of tertiary education use of the adult and community education funding category to increase their revenues. In providing this description, the paper helps to provide a way of understanding how the state in New Zealand has responded to legitimation deficits by introducing a new regime of governance. The paper concludes by arguing that, in terms of its treatment of category 5.1 funding, this regime is supportive of neo-conservative goals. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
7. Struggling Against the Tide? University Continuing Education in Aotearoa New Zealand.
- Author
-
Bowl, Marion
- Subjects
HIGHER education ,UNIVERSITIES & colleges ,CONTINUING education ,NEOLIBERALISM ,ADULT education ,COMMUNITY education ,COMMUNITY colleges ,EDUCATORS - Abstract
This paper discusses how changing higher education policies and perspectives are impacting on university continuing education in Aotearoa New Zealand, particularly in the light of its decline in England. It describes the context of university continuing education in New Zealand and the strategic and pragmatic ways in which continuing education departments have responded to the challenges of recent years. With the continued encroachment of commodification and credentialism in education, and with the recent election of a rightward leaning government, the paper assesses the prospects for New Zealand's university continuing education departments in neoliberal times. It concludes that university continuing education is as vulnerable as the wider adult and community education sector to the neoliberal shift and argues for the need for adult educators and academics to unite in the struggle for the principles of radical adult education. [ABSTRACT FROM AUTHOR]
- Published
- 2010
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