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The Assessment of the Key Competences for Lifelong Learning—The Fuzzy Model Approach for Sustainable Education
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In: Sustainability; Volume 14; Issue 5; Pages: 2686 (2022)
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The Digital Game for the Learning of Reading Skill
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 50-59 ; 23380683 ; 2087-345X (2022)
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Formation continue d’enseignants de français langue étrangère en didactique de la prononciation : le cas du projet JEDA
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In: ISSN: 1951-6088 ; EISSN: 2260-653X ; Synergies Europe ; https://halshs.archives-ouvertes.fr/halshs-03572010 ; Synergies Europe, GERFLINT, 2021, pp.145-162 ; http://gerflint.fr/Base/Europe16/miras_vignes.pdf (2021)
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| 4 |
International assessment of low reading proficiency in the adult population: A question of components or lower rungs?
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In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Special issue on Literacy and numeracy: Global and comparative perspectives (2021)
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LIFELONG FOREIGN LANGUAGE LEARNING FOR SPECIAL PURPOSES IN THE INFORMATION SOCIETY ; ЦІЛЬОВЕ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ ВПРОДОВЖ ЖИТТЯ В УМОВАХ ІНФОРМАЦІЙНОГО СУСПІЛЬСТВА
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In: Youth & market; No. 4/190 (2021) ; Молодь і ринок; № 4/190 (2021) ; 2617-0825 ; 2308-4634 ; 10.24919/2617-0825.4/190.2021 (2021)
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L’italiano come seconda lingua nei CPIA (Centri Provinciali per l’istruzione degli Adulti): questioni e Prospettive
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Characteristics and experiences of third age foreign language learners
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| 8 |
Negotiating a Gendered Neo-Calvinist Pillar: Immigrant Loss, Transformation, and Lifelong Learning
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Abstract:
Employing a critical feminist perspective, I conducted a sociocultural analysis of the lifelong learning of Dutch neo-Calvinist women who immigrated to Canada shortly after World War II. The purpose of the research was a critique of the institutional ruling relations (schooling, religion, family, workplace) that shaped and influenced the trajectory of these women’s lifelong learning. More specifically, the inquiry included an interrogation of their Canadian schooling experience, in the context of an immigrant family life, their pillarized Dutch culture, and Calvinist religiosity. In choosing a life history methodology, the scope of the research broadened where one’s life story was juxtaposed to a theory of context. Applying this methodology, I critically analyzed structures, operations, and contestations of power in lifelong learning institutions through an exploration of the multiple contexts that shaped the lives of immigrant women. It is within that relationship that the critical feminist was possible. The life histories were not a description of the mainstream but rather were positioned to dialectically interrogate the meaning and significance of the past as it influenced the present and future. Applying a dialectic method to the participants’ life histories, 7 tensions were raised that made visible ruling relations relevant to the participants’ everyday experiences and brought awareness to the underlying contextual and ideological assumptions related to their trajectory of lifelong learning. Employing a critical feminist perspective, I examined how 3 neo-Calvinist immigrant women interpreted and negotiated the ambiguity created by cultural contradictions experienced in a Canadian context. As a researcher who herself has been shaped by this specific immigrant experience, a key attribute of life history methodology was its capacity for the researcher self to be visible in the research.
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Keyword:
critical feminist; dialectic method; Dutch neo-Calvinist immigration; Life history; lifelong learning
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URL: http://hdl.handle.net/10464/14613
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| 9 |
Informing language training with multimodal analysis: insights from the use of gesture in tandem interactions
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In: Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century ; https://hal.parisnanterre.fr//hal-03110760 ; Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century, Research-publishing.net, pp.199 - 228, 2020, ⟨10.14705/rpnet.2020.44.1106⟩ ; https://research-publishing.net/manuscript?10.14705/rpnet.2020.44.1106 (2020)
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| 10 |
Intergenerational Family Learning Programs: Stories of Latinx, Immigrant Families and Their Journeys to and through Higher Education
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In: Dissertations (2020)
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| 11 |
Flexibilização e customização: Um modelo formativo para PME
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| 12 |
Practice makes perfect: Practice engagement theory and the development of adult literacy and numeracy proficiency
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In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Literacy and numeracy: global and comparative perspectives (2020)
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| 13 |
Using a multiliteracies approach to foster critical and creative pedagogies for adult learners
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In: Education Publications (2020)
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| 14 |
Seniors, French, and Conversation Groups: An Investigation Into Seniors Who Pursue French As A Leisure Activity
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In: Electronic Thesis and Dissertation Repository (2020)
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Lifelong learning and esp vocabulary: Reflections in telecommunications and ICT ; Vseživljenjsko učenje besedišča angleščine kot jezika stroke: Refleksije na področju telekomunikacij in IKT
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In: ELOPE: English Language Overseas Perspectives and Enquiries [ISSN 1581-8918], v. 17 (2), p. 195-218, (Enero 2020) (2020)
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| 16 |
La ecología del aprendizaje resiliente en ambientes ubicuos ante situaciones adversas
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 62, 2020, pags. 43-52 (2020)
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| 17 |
Paulo Freire as Learning Theorist
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In: Adult Education Research Conference (2019)
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Adult literacy, local languages and lifelong learning in rural African contexts
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Local knowledge, global knowledge: The role of local language literacy for lifelong learning in rural African contexts
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| 20 |
Обучение и образование взрослых в контексте экономического развития регионов ; Adult training and education in the context of economic development of regions
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