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The assignment criteria:
Topic:
How should the professional practice of adult education respond to globalisation and the social movements to which it gives rise?
Dear writer,
Hope you are well.
Please note I’ll attach three attachments (module two, three and four) to this order. The attachments are mini lessons written by the lecturer of the unit, and I’ve copied them for you to give you a good idea and assist you in writing this essay and the criteria needs to include some information from these modules such as readings….etc.
Please answer the criteria accurately and pay your focus on each part of the criteria:
Length: 3000
Topic: How should the professional practice of adult education respond to globalization and the social movements to which it gives rise?
Task: Write a paper that argues for the particular position you would take in a discussion of the relationship between globalization, social movements and adult learning. Feel free to focus in on one particular social movement, or on a selection of movements, as provided in the Module Three readings. Try to locate your own views in relation to those of at least three of the authors whose work you have studied in Modules Two and Four.
You may find one or more of the following quotations a useful starting point or prompt:
Harnessing the capacities of working class learning networks could be seen as an important step towards the reinvigoration of the labour movement and its program for progressive social change and economic democracy. (Sawchuck 2003, p.228)
My commitment to engaged pedagogy is an expression of political activism. Given that our educational institutions are deeply invested in a banking system, teachers are more rewarded when they do not teach against the grain. The choice to work against the grain, to challenge the status quo, often has negative consequences. (Hooks, 1994, p.203)
It was by travelling all over the world, it was by travelling through Asia, through Australia and New Zealand, and through the islands of the South Pacific, it was by travelling through the whole of Latin America, the Caribbean, North America and Europe – it was by passing through all these different parts of the world as an exile that I came to understand my own country better. (Paulo Freire, cited in Giroux 1993, p. 182)
NOTE:
The professional practice of adult education means the work that we do as adult educators, whether that be training people in workplaces, teaching literacy in marginalized communities, or working with mature aged students in universities and technical colleges.. We are challenged to respond to the issue of globalization and in particular to the critique mounted by social movements, such as Occupy Wall Street and the World Social Forum.
This is more clarification from the unit coordinator sent by email:
The field of adult education has begun to respond to globalisation
and social movements e.g in a range of acedemic articles in adult
education journals which deal with these questions. You need to read
some of these articles, and develop your own position on this
question.
You can find some these articles through the use of academic search
skills. Search the adult education journals for relevant articles.
Our library staff can help you if you are unsure how to do this.
For example, globalisation has been both a positive and a negative
factor in the Arab Spring. Globalisation, and neoloberal economic
policies – the Washington Consensus- helped bring on the economic
problems of North Africa; but when the people began to rally in
protest, global networking took their concerns to a world audience,
heliping that movment to overcome some of its challenges. The social
movment is a lrarning movment, and adult educators need to decide
where they stand in relation to the learning that occurs therein Do
we study it? How do we judge its worth? Do we actively support it
Assessment criteria;
#This assessment written down by the unit coordinator, I have copied it to show you in order to grant a high quality papers please and hope everything in HD column.
Desirable HD D C P N Undesirable
Critically analyses impact of globalisation in your profession Lack of understanding of globalisation and its impact on your profession
Clear, coherent position on relevance of social movement learning to your profession put and defended Position unclear and/or not well defended
Good grasp of some of the social movement learning and popular education literature Poor grasp of the social movement learning and popular education literature
Engages with ideas and analysis of two or more specific authors/studies Failure to engage with specific authors/studies
Evidence of research using written and/or web-based resources No evidence of research
Analyses role and implications for practice of adult education in relation to social movement learning arising from globalisation Does not analyse adult education practices and/or does not refer to social movement arising from globalisation
Clear, coherent paper logically structured and well-argued Paper unclear and/or not well structured or argued
Thoughtful reflections on own position or understandings in relation to authors studied Failure to engage with specific authors studied. No attempt to reflect on own position
Self-reflection No self-reflection
_ PLEASE writer you HAVE TO use some of the below references in addition to other relevant ones:
Title
Author(s)
Publish Date
The ‘ Accidental ‘ Activist : Activism , Community and Social change
Ollis, Tracey 2008
Activist Education
The Change Agency 2009
Activists call for green jobs
Sydney Morning Herald 2009
Adult Learning in New Social Movements : Environmental Protect and the Struggle for the Clayoquot Sound Rainforest
Walter, P. 2007
Afghan women’s rights protest
Macdonald, Lisa 2009
An Antiracist Feminist Analysis for the Study of Learning in Social Struggle
Gouin, R. 2009
The Communist Party of Australia’s Involvement in the Struggle for Aboriginal and Torres Strait Islander Peoples’ Rights , 1920 – 1970
Boughton, Bob 2001
Conclusion : When might it work ? Transformative adult education in context
Mayo, P. 1999
The disability movement is a new social movement !
Oliver, M. 2007
The educational influences on active citizens : A case study of members of the Scottish Socialist Party ( SSP )
Kane, Liam 2007
Emancipatory learning
Thompson, J. 2000
Environmental direct action in Australia : The case of Jabiluka Mine
Hintjens, H. 2000
The era of shattered democracies and impoverished capitalism : Adult Education in the aftermath of September 11 , 2001
Welton, M.R. ; Chisti, M. ; Mojab, D.S. 2002
Extract : Competing perspectives
Mayo, M. 1997
Feminist popular education in the light of globalization
Manicom, L. 1997
Globalization and education within two revolutionary organizations in the United States of America
Holst, J.D. 2003
Highlander Folk School : Getting information , going back and teaching it
Adams, F. 1993
How do you learn how to change the world ? Learning and teaching in Australian protest movements
Branagan, M. ; Boughton, B. 2003
Indigenous ‘ genocide ‘ in battle for oilfields
Sydney Morning Herald 2009
Introductory essay : popular education and social movements in Scotland today
Martin, Ian 1999
Learning in a green campaign
Foley, G. 1999
Millewa’s redgum logging stoush continues
Walsh, Nonee 2009
Movement knowledge : what do we know , how do we create knowledge and what do we do with it ?
Cox, Laurence ; Fominaya, Cristina Flesher 2009
Mum’s Day protest over birth concerns
Bourchier, Daniel 2009
Non formal education for social change : A tribute to Horton of Highlander
Editorial 1993
The political economy of adult education
Youngman, F. 2000
Protest over workplace laws case
ABC News 2009
Protesters burn , spear outstation policy
ABC 2009
Protesters rally against changes to planning rules
ABC 2009
Saving the Erskineville Post Office – United local action
Nash, A. 2001
Social movements and social change
Burgmann, V. 2003
Social movements and the education of desire
Crowther, J. ; Shaw, M. 1997
Threat to power plant Greens link to radicals
Buttler, Mark 2010
The Union Education – Research – Policy Dynamic : A case study in workers’ learning and capacity building in the labour movement
Sawchuk, P.H. 2001
WA : Protesters voice BHP uranium concerns
Jones, Lloyd 2010
‘ The Workers’ University ‘ : Australia’s Marx schools
Boughton, B. 2005
Please writer don’t forget the critical reflection letter:
Critical reflection. (1 page only)
I would like you to submit a critical self-reflection of your work with each assignment. This is part of our philosophy in the adult education program of encouraging independent learning through critical self-reflection. It also helps me to give you the most useful feedback on your work. Your critical reflection should take the form of a Dear Ruth letter in which you might talk about:
• your overall approach to handling the topic;
• whether you had any particular difficulties or problems with the assignment, including with the way it was framed;
• what you regard as the major strengths and weaknesses of your paper;
• the most important things you learned from writing it; and
• any help you require in handling future assignments.
Note:
These are some important information about myself may you need them in the assignment:
I am Saudi student- from Saudi Arabia, studying master of education in Australia now.
The title of my next research project is” to emphasize the role of information and communication technology (ICT) in acquiring English as second language for Arabian students in Saudi Arabia).
In the future, I will be an English teacher in Saudi Arabia.
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