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Abstracts

Volume 34, Number 2, October 2002

[ Julia Clarke ] [ Elaine Cox ] [ Jane Cruikshank  ] [ Edward W Taylor ]

A new kind of symmetry: Actor–network theories and the new literacy studies
This article offers an introduction to both actor-network theories and the new literacy studies, assuming no prior knowledge of either, but referring to examples of empirical research in both areas of study. The article points to useful lessons for adult education research that might be derived from approaches developed in the Sociology of Scientific Knowledge. The goals of such research are to enhance our understanding of educational policy and practice as effects of power circulating in networks of human and non-human entities. There is a critical discussion of some of the concepts and assumptions underpinning both actor-network theories and the new literacy studies, and some of the problems are not resolved in this article, but identified as issues to be worked through in practice. An example of current government strategy for improving adult literacy and numeracy skills in England is mapped onto a framework designed for researching four stages in the translation of complex networks into ‘facts’ about phenomena that scientists seek to control.

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Rewarding volunteers: A study of participant responses to the assessment and accreditation of volunteer learning
This article is concerned with the assessment and accreditation of learning for volunteers in the United Kingdom. It acknowledges the perceived need for training in the voluntary sector, but presents evidence that many volunteers are not motivated by the need to obtain qualifications. The study outlines the current policy context for the trend towards providing certificated training for volunteers and identifies four accredited training schemes, each sharing the same completion and retention dilemmas. Values distinctive to volunteering are discussed and evaluated in the context of economic prosperity and educational expectations.

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Lifelong learning or re-training for life: Scapegoating the worker
This article explores the current focus of lifelong learning in Canada. It looks at the new economy, the increasing polarisation between the rich and the poor, the role lifelong learning plays in supporting this polarisation and describes why so many Canadians continue to believe the training-as-panacea rhetoric. The article highlights the need for research that will challenge current lifelong learning policies, explore new economy issues from alternative perspectives and view lifelong learning from a more holistic perspective. It also identifies a need for adult educators to lobby for more progressive lifelong learning policies that will improve the quality of life for all citizens.

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Using still photography in making meaning of adult educators’ teaching beliefs
Photography as a research tool has been under-appreciated and marginally used in the field of education and even less so in adult education. An area, where photography has potential is in the exploration of teaching beliefs. Teaching beliefs are important concepts when attempting to understand teacher thinking, thought processes and classroom practices. However, they are at times difficult for participants to articulate, particularly since they often operate on a tacit or subconscious level. Still photography offers a means of addressing these concerns, by helping elicit often hidden beliefs about teaching. In particular, two techniques, auto-photography and photo-elicitation help address some of the challenges found when trying to make meaning of teaching beliefs. This article will illustrate photography’s potential through a review of related literature and a discussion of implications associated with the use of still photography in the exploration of teaching beliefs of adult educators.
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