Study-Unit Description

Study-Unit Description


CODE ACA5003

 
TITLE Adult Learning, Identity and Social Difference 1

 
LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
ECTS CREDITS 5

 
DEPARTMENT Arts, Open Communities and Adult Education

 
DESCRIPTION Gender, and ethnicity are two of the main forms of social difference discussed in the adult education field, apart from social class tackled elsewhere. Gender will be tackled in its broader dimensions, including sexuality, while ethnicity and 'race' will be tackled in the context of migration.

The first part of this study-unit unit contextualises a critical and high level engagement with a specialized area of adult education, namely gender and adult education including a guided guided, critical analysis of: the terms 'women', 'gender', 'LGBTI', 'feminism' and 'queer theory' in academic literature and research in the field of adult education and feminist perspectives on gender and adult education. It also includes queer theory and intersections studies as they impinge on adult education.

The second part focuses on another form of difference. It is intended to foster a deeper understanding of the issues surrounding migration which has often resulted in ethnic strife, based on a failure or a lack will to understand those constructed as ‘Other”, and human tragedies. What are the ramifications of such a scenario for adult education? What role can adult education play in combating racism and xenophobia?

Study-unit Aims:

1. Exposure to concepts, theories, social dynamics and empirical research related to the study of gender, ethnicity, 'race', migration and adult education;
2. Guidance and assistance with making a critical analysis of the use of concepts, theories and empirical research related to the study of the above forms of difference and related issues;
3. Insights to inspire and assist potential research engagement in the field of gender, ethnicity, migration and adult education;
4. Explore who benefits from current adult educational provision and who is being excluded on the bases of valorisation or marginalisation of cultures (gender and ethnic). Which particular cultures are being valorised and which cultures are marginalised?

Learning Outcomes:

1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:

a. Know and understand the meaning of and differences between main concepts used in the study of gender, migration, ethnicity and and adult education;
b. Understand main Feminist, Queer and Critical Theory (including Critical Race Theory) perspectives and their relevance to the study of adult education;
c. Know how gender and ethnic cohorts have been and are located (in comparison to other social cohorts, issues and themes) in the field of adult education;
d. Understand how socio-demographic variables such as age, gender, class and ethnicity may affect (with an outcome of agency and/or vulnerability) the experience of adult education as they (individually or simultaneously) intersect with each other;
e. Understand how gender and ethnicity cohorts' experience may be affected by broader social constructs - particularly, economy, education policy, law, media and religion;
f. Know and understand main paradigms, trends, findings and reflexive outcomes related to studies on ethnicity, gender and adult education;
g. develop a particular meaning of social solidarity in this day and age which identify oppression as existing not within ultra-nationalistic boundaries but which cuts across ethnic, national and gender barriers and learn how adult education can contribute to raising consciousness about this;
h. understand international and local policy-making processes, including adult or lifelong learning policy making processes, and their implications for ethnic, racial and gender difference.

2. Skills:
By the end of the study-unit the student will be able to:

a. Identify and explain concepts; theories; approaches to locating gender cohorts; socio-demographic and macro variables at play, AND research paradigms and outcomes that explicitly or implicitly underpin academic literature and/or empirical evidence related to gender, ethnicity and adult education;
b. know terminology: eurocentrism, racism, ethnocentrism, essentialism, sexism, homophobia,subjectivity, biculturalism, colonialism, Empire, decolonization, postcolonialism, anticolonialism, afrocentrism, ‘hegemonic globalisation’, centre-semiperiphery-periphery, ‘globalisation from below’, etc.;
c. doxa concerning the field e.g. Multiculturalism, intercultural education, push-back, ‘burden (sic) sharing’, ‘responsibility sharing’, illegal migrants, klandestini, economic migrants, normalising discourses;
d. familiarity with relevant conventions and policy documents e.g. Geneva Convention on Asylum , Dublin II etc.

Main Text/s and any supplementary readings:

Set Texts:

- Apitzsch, U. (2013) Migration, Education, Gender. In Mayo, P (ed.) Learning with Adults. A Reader, Rotterdam, Boston and Taipei: Sense Publishers (main reference text).
- Queering Sex Education: Young Adult Literature with LGBT Content as Complementary Sources of Sex and Sexuality Education. In Journal of LGBT Youth 4, 357-372. (Available through Hydi and will be uploaded on VLE).

Supplementary Readings Gender:

- Dave, D. M, Corman, H. & Reichman, N.E. (2012). Effects of Welfare Reform on Education Acquisition of Adult Women. In Journal of Labor Research 33(2), 251-282. (Available through Hydi and will be uploaded on VLE).
- English, L and Irving, C. (2015) Feminism in Community Adult Education for Transformation, Rotterdam, Boston and Taipei: Sense Publishers.
- Mayo, P. (2012) Learning with Adults: A Critical Pedagogical Introduction (Ch. 13, pp. 159-168). Rotterdam: Sense Publishers. (set text)
- Formosa M. (2005) Feminism and Critical Education Gerontology: An Agenda for Good Practice. Ageing International 30(4), 396-411. (Available through Hydi and will be uploaded on VLE).
- Ghose, M. & Mullick, D. (2012) Empowerment in educational processes: FeministRe-appropriations. In Tett, L., Hamilton, M. & Crowther, J. (Eds.). More Powerful Literacies (pp. 147-164). Leicester: NIACE.
- Hill, R. (2013) Queering the Discourse: International Adult Learning and Education. In Mayo, P (ed.) Learning with Adults. A Reader, Rotterdam, Boston and Taipei: Sense Publishers.
- Houle, C. O. (1947) Women and Adult Education. Annals of the American Academy of Political and Social Science 251, 178-185. (Available through Hydi and will be uploaded on VLE).
- Jackson, S., Malcolm, I. & Thomas, K. (Eds.) (2011) Gendered choices: Learningwork, identities in lifelong learning. New York: Springer.
- Merrill, B. (2005) Dialogical feminism: other women and the challenge of adult education. In International Journal of Lifelong Education, 24:1, 41-52, DOI: 10.1080/026037042000317338. (Available through Hydi and will be uploaded on VLE).
- Pemberton, C. L. A. & Casey White, E. (2013) Women, Sport and Adult Education: Shortchanging Women and Girls. In Mayo, P (ed.) Learning with Adults. A Reader, Rotterdam, Boston and Taipei: Sense Publishers.
- Stalker, J. (2005) Women's learning. In English, L.M. (Ed.). International Encyclopedia of Adult Education (pp. 659-663). Basingstoke, UK & New York: Palgrave-Macmillan.

Race/ethnciity:

Set Texts:

- Apitzsch, U. (2013) Migration, Education, Gender’ in Mayo, P. (Ed.) Learning with Adults. A Reader, Rotterdam & Taipei: Sense Publishers.
- Bauman, Z. (2006). ‘The Crisis of the Human Waste Disposal Industry’ in Macedo, D and Gounari, P (eds.), The Globalization of Racism, Boulder, Colorado: Paradigm.
- Borg, C. & Mayo, P ‘Towards an Anti-Racist Agenda in Education. The Case of Malta’ in World Studies in Education Vol.2,No.2, pp. 47-64. Republished in Macedo, D and Gounari, P (eds) (2005), The Globalisation of Racism, Boulder Colorado: Paradigm ; as a chapter in Borg, C and Mayo, P (2006) Learning and Social Dfference. Challenges for Public Education and Critical Pedagogy, Boulder Colorado: Paradigm; also in Das Gupta, T et al (eds.) (2008) Race and Racialisation. Essential Readings.Toronto: Canadian Scholars Press.
- English, L & Mayo, P. (2012), Learning with Adults. A Critical Pedagogical Introduction, Rotterdam & Taipei: Sense Publishers (Ch 14 ‘Racism and Adult Education’, pp. 169-177).

Supplementary Readings:

- Lutterbeck, D. (2012) “From Malta to Mogadishu: Travel Experiences of Somali Migrants.” In P. Xuereb (ed.) Migration and Asylum in Malta and the European Union, Malta: Malta University Press.
- Mallia, P (2012) ‘The Disembarkation of Migrants Rescued at Sea: where is the ‘Solidarity’?’ In P. Xuereb (ed.) Migration and Asylum in Malta and the European Union, Malta: Malta University Press.
- Mayo, P (2007) ‘Gramsci, the Southern Question and the Mediterranean’ in Mediterranean Journal of Educational Studies, Vol. 12, No.2, pp. 1-17.
- Mayo, P (2016) (forthcoming) ‘Hegemony, Migration & Misplaced Alliances. Lessons for Gramsci’ in Bak Jørgensen, M and García Agustín , O (eds.) Solidarity without Borders: Gramscian Perspectives on Migration and Civil Society, London: Pluto Press.
- Pisani, M. (2010) ‘Addressing the ‘Citizenship assumption’ in Critical Pedagogy. Exploring the case of reject female sub-Saharan African asylum seekers in Malta’ in Education and Power, Vol. 4, No. 2, pp.185-195.
- Pisani, M. (2014) ‘The Elephant in the Room: a look at how policies impact the Lives of Female Sub-Saharan Africa rejected Asylum seekers living in Malta’ In P. Xuereb (ed.) Migration and Asylum in Malta and the European Union, Malta University Press, Malta.

More supplementary Readings will be available to students though VLE.

 
STUDY-UNIT TYPE Seminar

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Resit Availability Weighting
Assignment SEM1 Yes 100%

 
LECTURER/S Maria M. Brown
Peter Mayo
Joseph Vancell

 
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.

https://www.um.edu.mt/course/studyunit