Monday, May 26, 2014

SCUTREA Seminar - Dr Janice Malcolm


Global Issues, Local Solutions:
The changing face of adult education

A free day seminar/AGM hosted by SCUTREA and the University of the West of Scotland, Paisley. 3rd July 2014. 9.30am – 4.00pm

To book a place contact: s.j.galloway@stir.ac.uk

Speakers:
Dr Linda Morrice, University of Sussex
Adult Education as a Panacea for ‘Fractured Britain’: A Subaltern Perspective

Professor Emilio Lucio-Villegas, University of Seville
The Country and the People - Adult Education and Communities: a Participatory Approach

Dr Janice Malcolm, University of Kent
Adult education as academic work

For Abstract and biography for all speakers 

Dr Janice Malcolm, University of Kent, UK
Dr Janice Malcolm
Dr. Janice Malcolm is Director of the Centre for the Study of Higher Education at the University of Kent. Her main research focus is on academic work and the construction and practice of academic and disciplinary identities. She is particularly interested in the nature of the academic workplace, and the impact of policy and regulation on disciplinary practice.
Adult education as academic work
In this seminar I will be looking at how the changing sites and practices of adult education and of the university itself present new challenges and possibilities for our understanding of adult education as academic work. The seminar draws on two current studies; one on the experience of social science academics who began work in the 1960s and early 1970s, and the other (funded by the Society for Research into Higher Education) on contemporary academic work in social science departments and on a previous study of academic identity among university adult educators. These current projects set out to explore how the experience and practice of academic work varies across time, disciplines and institutional settings, and have uncovered a surprising level of engagement with adult education practices and contexts among academics who do not see themselves primarily as adult educators. The latter study explored the experiences of dispersal and transition with a group of academics who moved from a disbanded adult education department to various university worksites, as part of the general upheaval which characterised university adult education in the UK at the time.
In all of these studies it is clear that the disciplinary affiliations and positionings of the academics are in a complex and shifting relationship with their adult education engagements, pedagogy and practice. In the last twenty years, adult education as a form of practice and as an institutional presence within the university has been transformed. At the same time, ‘work and learning’ has emerged at the intersection of a number of disciplines and practices and has transformed research in the field. This provides a rich and revitalising resource for new understandings of what we do as academics and adult educators, and how we want to do it in the future.