Provincial Instructor Development Program e-portfolio

Author: robbi (page 1 of 1)

Trends

There are many trends in adult education. Gender and Game-based learning were what my partner and I each chose to look into. One of my research interests is in marginalized learners, and adult women can be part of this marginalized group. I know there exists a great body of scholarly work on the topic of gender bias in secondary and primary education contexts, but unsure of what was available in adult education, I started the search process for available articles post 2015 for “gender in adult education”. 

Gender in Adult Education

Gender dominance still prevails in most contexts, specifically post-secondary education. As the online article in Huffpost mentions (Ramsay, 2016) that was listed in our Moodle tab, statistics indicate that using a gender or equity lens specifically for gender, is very relevant, despite mainstream beliefs that bias against female gender is something that existed in the past. The article indicates that gender parity is only a true reality within the 10 years (Ramsay, 2016). One fact of note, is that women, especially minority women faculty, are outnumbered in post-secondary institutions as faculty. This is important, because the Ramsay article mentions that there are a high percentage of women students currently, and outnumber men in many cases. Women continue to dominate traditional fields such as nursing and English literature (2016).

If we do not apply a gender-focused lens on post-secondary education, with the increase in female students, we are missing an opportunity to shape educational future and continue to serve females students in the ways that we have traditionally taught, which was initially developed for a male student. The article I chose to read on this topic was actually a book chapter, and I was surprised not to find a great deal of articles around this topic. English (2019) summarizes her argument by indicating that it is necessary to continue to use a critical feminist framework in post-secondary education, and I would tend to agree, in light of the statistics noted in the article posted in our class Moodle (Ramsay, 2016). If there have been substantial increases in female participation in not only traditionally female fields, educational areas, but also in typical male dominated fields such as Ramsay points out. “The percentage of women architecture students at UBC is 62.7 percent and at the University of Toronto is 45 per cent. The same proportions hold for community and urban planning: 62 per cent women at U of T and 59.5 per cent at UBC.” (Ramsay, 2016). 

If this is the case, it just makes sense to use this lens. English (2019) connects the feminist framework with a larger issue of community, activism, and nuanced power issues. She recommends taking up this lens as a way of leveling power differentials, but using it alongside other lenses, essentially an intersectional approach to teaching. She describes the critical feminist lens as a part of the toolbox, not the sole lens to utilize in developing teaching practice, but an integral one that is applicable for all students.

She reminds us that resistance, activism and female learning continue to require a particular focus (Sandberg, 2013) because mainstream myths exist in that our society has moved on from requiring a specific focus. She uses a theorist of power, Mary Parker Follett, who was a community-based educator who worked in the early part of the 20th Century (Follett, 1924; 1941). Democratizing educational spaces and male / female power differentials are still areas of concern in our current adult education context. 

Barriers exist in embracing feminist terminology. I mentioned already, that English points out that there are popular myths that feminism is no longer necessary because parity exists today. Another issue is that younger generations of women may not be as comfortable with the radical connotations that the word feminism has had, and may still have, or may simply not have the oppressive experiences as women who are of older generations.

Integral to this argument is the fact that adult education has been slow to recognize the impact that feminist theory has had on mainstream educational theorizing, specifically transformative learning and inclusive education (Brookfield, 2010; English & Irving, 2015). 

Game-Based Learning

Conversely, game-based learning has connotations of fun, interactivity, progressiveness, and seems to avoid controversy. Game-based learning, as Merriam and Brockett (2007) define in adult education, can be “activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” (p.8). The gaming trend has had criticism despite being lauded as an exciting way to engage and retain learners as well as reach a variety of learners who learn differently. There may be hesitancy for certain demographics of adults to embrace technology. Secondly, there are concerns around entertaining students, rather than teaching. For example, moving the responsibility of learning from the student to the teacher is problematic for some, and in direct conflict with the notion that as adults, motivation, direction, and the pacing is generated from the student, not the teacher. Finally, one important concern is that games connote a lack of seriousness, and may be distracting and seemingly disruptive and ineffective in the classroom.

The article goes on to point out the benefits of game-based learning, in that it has the potential to reach more students, by nature of encouraging more flexible thinking (Kiili, 2007), and offering simulated environments that can allow for risk-taking in safe environments. This can result in a positive situation to facilitate uncomfortable concepts or risky learning such as medical procedures. Collaborative learning is possible through digital mediums and appeals to learners in certain contexts such as online education and allows learners to interact with a wider variety of people than previously due to the number of students attending online.

References

Brookfield, S. D. (2010). Theoretical frameworks for understanding the field. In C. KaswormA. D. Rose, & J. M. Ross-Gordon (Eds.), Handbook of adult and continuing education (2010 ed., pp. 71–81). Thousand Oaks, CA: Sage.

English, L. M. (2019). Re-Infusing Adult Education with a Critical Feminist Framework: Inspiration from Mary Parker Follett. In Power and Possibility (pp. 97-105). Brill Sense. https://doi.org/10.1163/9789004413320_009

English, L. M., & Irving, C. (2015). Feminism in community: Adult education for transformation. Rotterdam, The Netherlands: Sense Publishers.

Follett, M. P. (1924). Creative experience. New York, NY: Peter Smith.

Follett, M. P. (1941). Dynamic administration: The collected papers of Mary Parker Follett (H. C. MetcalfL. Urwick, Eds.). New York, NY & London: Harper & Brothers.

Merriam, S. B. & Brockett, R. G. (2008). The profession and practice of adult education: An introduction. San Francisco, CA: Jossey-Bass.

Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology, 38(3), 394-404.

Ramsay, B. (2016, December ). Canadian women are storming the ivory towers. Huffpost Canada. Retrieved from https://www.huffingtonpost.ca/bob-ramsay/gender-equality-academics_b_13303586.html

Sandberg, S. (2013). Lean in: Women, work, and the will to lead. New York, NY: Knopf.

 

 

 

 

Implications

The gender lens that the article I read suggested that it be utilized, not just for women, but for all, is an indication that utilizing multiple frameworks and lenses is essential when preparing to facilitate or teach a class. My learning partner and I discussed a number of things, one of them, an indication that we, as instructors may be teaching in very different disciplines and that this may direct our approach. It was clear to me from reading both articles on game-based learning and gender frameworks, that progressive teaching includes reflexive practice. We both work in different contexts. I have worked in a technology sector. My last job was in a male-dominated field, creating learning objects for online courses. I was always the one to adapt or put up with various employment behavior that has been normalized.

For example, going out for drinks after work, privileges male employees. This appears on the surface like a benign informal gathering. Who would object to doing this? We’ve all chosen our path…if parents can’t attend, what is the big deal? However, gatherings like this privileges those who aren’t parents, mostly women, who may not bear family responsibilities. In my case, going out for an informal drink, would require a great deal of planning in advance. Knowing that this collegial informal gathering builds community within a workplace, and if certain employees are not able to be present, it can disadvantage them from full participation and various opportunities in the workplace. 

How does this relate to teaching? This also occurs in classrooms. Opportunities to connect with other students, instructors, and simple access to education can be more difficult for women who may have families at home, children to put to bed, make dinner for… and the list goes on. Sometimes this is why online courses can be attractive to female students with many other responsibilities and identities. In order to fulfill professional development or university degrees, the flexibility of online education can offer opportunities where traditional classrooms cannot. 

This has assisted me in completing my degree and enabled me to take this program. I’m a single parent and would need a lot of support, financial and childcare, if I was to take this program in person.  Even the ability to take one or a few courses this way, enables me to participate. 

This barrier that disproportionately affects women, can be ameliorated if online education is possible. This is just one aspect a critical feminist lens can assist with awareness which is integral to adult education. Considering who has access to education and why, who has had access historically, and how those mind frames may still be in play, even in North America, is important. 

How this affects my teaching practice?

Always remaining vigilant regarding inclusivity and ensuring equity in digital or traditional classrooms enhances opportunities for all students. Flexibility is an integral aspect of this. I’ve had the benefit of instructors offering me flexibility because of last-minute family emergencies, or simple overload not allowing me to adhere to timelines. Ensuring that I remain compassionate, empathetic and understanding my students is imperative to creating space for a critical feminist perspective. Remembering that adult learners are directing their own learning, and a solid reminder about viewing education as a journey, rather than

In terms of preparation, ensuring that I am aware of who my students are, and continuing to seek out scholarly material on this perspective can help me to understand how I can incorporate a feminist lens into pedagogy to benefit all students. Introductions to share a bit of who we all are in the first week of classes can assist with understanding each student, and their story. Another way of incorporating this framework is to create a safe space by sharing something of myself, and ensuring that flexibility in terms of customizing assignments, deadlines, and creating an open atmosphere are important first steps.

English (2019) indicates that a feminist lens does not only privilege women, but women-identifying individuals, LGTBQ2S, parents, and ensures those typically marginalized, and without access, are included or given a voice. Equity is an integral aspect of this pedagogy and noting that using a feminist lens, provides an increasingly progressive framework with which to include and value more perspectives than the traditional hegemonic mainstream values.

References

English, L. M. (2019). Re-Infusing Adult Education with a Critical Feminist Framework: Inspiration from Mary Parker Follett. In Power and Possibility (pp. 97-105). Brill Sense. https://doi.org/10.1163/9789004413320_009

AHA Moment

I was struck initially by how little scholarly material there is on the topic of gender. I am aware that there is a great deal of focus on gender and how gender bias impacts secondary students, elementary school students. I wonder if there is an assumption that adult education, as a pedagogy, already incorporates a feminist approach because of the definition of the adult education student as an adult learner, individuals who are engaged in “activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” (Merriam and Brockett, 2007). 

What caused me to reflect the most?

The item that struck me the most was that my learning partner, Maria, brought up an interesting point. She was concerned that utilizing a critical feminist approach, ironically to increase inclusion, may alienate the few male learners in her field. She and I discovered that we are in very different fields: the dental field is dominated by women and the technology field is primarily predominantly comprised of men. Her comments resonated with me because I hadn’t even considered this, which is typical when you’re entrenched in a viewpoint. As a minority in my field, I am more preoccupied with equity, and inclusion, rather than alienating anyone. It was refreshing to be made aware of this, and a reminder that various age groups and careers may be served by various pedagogies and approaches to learning. 

This reticence to the concept of a feminist approach validated the author’s comments regarding barriers and criticisms of a critical framework regarding gender. Younger generations of women may have difficulty embracing the concept because it conjures an activist, radical approach. Not understanding the critical framework fully in that there exists nuance and that it serves the entire community, and addresses equity for all learners. This was the biggest aha moment in my conversation with my learning partner. An intersectional and fluid teaching and curriculum development approach may be integral to developing reflexive teaching practice. I may adjust my teaching practice at the moment, depending on the audience, and using various lenses may serve students best, rather than a unilateral approach.

Interestingly, the articles seemed to be rooted in different historical contexts, one concerned with the future of learning, while the other preoccupied with equity, and power differentials, that seem to remain a part of the past. However, going forward, both concerns for pedagogical transformation are integral: shifts to inclusion, equity, and intersectional lenses being used depending on the specific audience in the classroom.

References

English, L. M. (2019). Re-Infusing Adult Education with a Critical Feminist Framework: Inspiration from Mary Parker Follett. In Power and Possibility (pp. 97-105). Brill Sense. https://doi.org/10.1163/9789004413320_009

Merriam, S. B. & Brockett, R. G. (2008). The profession and practice of adult education: An introduction. San Francisco, CA: Jossey-Bass.