Patricia A Gouthro
Biographic Data
| ID | 768619 |
|---|---|
| NAME | Patricia A Gouthro |
| GIVEN NAMES | Patricia A |
| FAMILY NAME | Gouthro |
| SIGNATURE | GOUTHRO P A |
| AFFILIATIONS | Mount Saint Vincent University |
| ORCID | 0000-0001-6748-8651 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 58 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Critical social theory, inclusion, and a pedagogy of hope
In recent years, issues of inclusion within the field of adult education have garnered increasing attention and have expanded to consider various equity and social justice concerns. Frequently, however, these concerns are considered in a piecemeal fashion, either with a narrower focus on a particular equity issue, or as a simplified add-on to wider debates about educational design, delivery modes, or policy structures. To deepen the discussion ar…
Lifelong learning in a globalized world
This paper traces the evolution of discourses around the role of critical social theory in the field of lifelong education that have played out in the pages of the International Journal of Lifelong Education and elsewhere in the field, beginning with early critical theoretical discourses, a consideration of the impact of some key theorists and topics in the field, and then exploring the impact of feminist discourses and postmodernism and increasi…
Selective and layered storytelling in life history research
Drawing upon two research studies using life history interviews to explore the learning trajectories of traditionally published fiction authors, this paper focuses on the selective and layered level of storytelling that occurs in life history research; before, during, after, and beyond the interview process. Various aspects of stories that authors choose to share about their lives are explored, as well as how this complex process of storying one'…
The promise of lifelong learning
This paper explores how Peter Jarvis’s work offers a comprehensive grounding in many of the key principles and insights offered through the field of adult education. His work directs us to the different factors – psychological, social, economic and political required for understanding lifelong learning contexts. As scholars and educators, he argues, we can acknowledge the difficulty and reaffirm the promise of lifelong learning to create a better…
Building on Critical Traditions
Every few years the Canadian Association for the Study of Adult Education/Association Canadienne pour l’etude de l’education des adultes, collaborate with Thompson Educational Publishing to produce
Reclaiming the radical
Traditionally, adult education has had a focus on learning connected to social purpose. In the current neoliberal climate, lifelong learning is increasingly defined as an endeavour whereby individuals must situate themselves in a competitive position in order to succeed in the global marketplace. Radical educators who believe that education should have a broader mandate need to explore alternative pedagogical approaches that will challenge adult …
Slow learning
Peter Jarvis and 30 years of the International Journal of Lifelong Education
As we near the end of the International Journal of Lifelong Education’s thirtieth volume, we offer an unusual editorial. We—two of the journal’s present editors—wish to recognise the contribution m
Teaching resistant novice educators to be critically reflective
Drawing upon our experience as university faculty in teaching novice educators, we explore the issue of resistance from students around learning that entails critical reflection. By novice educators, we refer to pre-service teacher candidates and graduate students in Education faculties, particularly graduate students in adult education/lifelong learning programs, who often do not have prior Education degrees or extensive experience as educators.…
Well‐being and happiness
This paper argues that while the Inquiry into the Future of Lifelong Learning that was commissioned by NIACE makes some helpful recommendations for broadening the scope of lifelong learning to include considerations around well‐being and happiness, the reports do not provide a sufficiently critical or philosophical analysis of the challenges facing the field of lifelong learning today. Perhaps because it is intended to inform policy makers and th…
Active and inclusive citizenship for women
In this paper a critical feminist theoretical framework is used to explore the challenges of creating democratic learning spaces that will foster active and inclusive citizenship for women. Three democratic considerations are addressed to assess how adult educators can create more inclusive opportunities for lifelong education for women. The first consideration is the need for a careful examination of structural inequalities that create disadvant…
A critical feminist analysis of the homeplace as learning site
Using a critical feminist analysis, this paper delves into the way in which current discourses in lifelong learning are frequently delineated by a masculine and competitive framework of values, reflective of the impact of the global marketplace. To challenge these underlying assumptions of what constitutes important learning, the article focuses on the significance of the homeplace as an important site of living and learning. By examining how ide…
Education for sale
This paper examines the influence of the marketplace on discourses in lifelong learning and raises questions about the future direction of these discussions, drawing upon critical and feminist analyses. A brief overview of how the notion of lifelong learning has shifted from an emphasis on cooperation and shared development to a discourse of competition and individualism is given. Drawing upon the works of various educators, an overview is given …
Active and inclusive citizenship for women
In this paper a critical feminist theoretical framework is used to explore the challenges of creating democratic learning spaces that will foster active and inclusive citizenship for women. Three democratic considerations are addressed to assess how adult educators can create more inclusive opportunities for lifelong education for women. The first consideration is the need for a careful examination of structural inequalities that create disadvant…
A critical feminist analysis of the homeplace as learning site
Using a critical feminist analysis, this paper delves into the way in which current discourses in lifelong learning are frequently delineated by a masculine and competitive framework of values, reflective of the impact of the global marketplace. To challenge these underlying assumptions of what constitutes important learning, the article focuses on the significance of the homeplace as an important site of living and learning. By examining how ide…
Education for sale
This paper examines the influence of the marketplace on discourses in lifelong learning and raises questions about the future direction of these discussions, drawing upon critical and feminist analyses. A brief overview of how the notion of lifelong learning has shifted from an emphasis on cooperation and shared development to a discourse of competition and individualism is given. Drawing upon the works of various educators, an overview is given …
Lifelong learning in a globalized world
This paper traces the evolution of discourses around the role of critical social theory in the field of lifelong education that have played out in the pages of the International Journal of Lifelong Education and elsewhere in the field, beginning with early critical theoretical discourses, a consideration of the impact of some key theorists and topics in the field, and then exploring the impact of feminist discourses and postmodernism and increasi…
Reclaiming the radical
Traditionally, adult education has had a focus on learning connected to social purpose. In the current neoliberal climate, lifelong learning is increasingly defined as an endeavour whereby individuals must situate themselves in a competitive position in order to succeed in the global marketplace. Radical educators who believe that education should have a broader mandate need to explore alternative pedagogical approaches that will challenge adult …
The promise of lifelong learning
This paper explores how Peter Jarvis’s work offers a comprehensive grounding in many of the key principles and insights offered through the field of adult education. His work directs us to the different factors – psychological, social, economic and political required for understanding lifelong learning contexts. As scholars and educators, he argues, we can acknowledge the difficulty and reaffirm the promise of lifelong learning to create a better…
Well‐being and happiness
This paper argues that while the Inquiry into the Future of Lifelong Learning that was commissioned by NIACE makes some helpful recommendations for broadening the scope of lifelong learning to include considerations around well‐being and happiness, the reports do not provide a sufficiently critical or philosophical analysis of the challenges facing the field of lifelong learning today. Perhaps because it is intended to inform policy makers and th…
Selective and layered storytelling in life history research
Drawing upon two research studies using life history interviews to explore the learning trajectories of traditionally published fiction authors, this paper focuses on the selective and layered level of storytelling that occurs in life history research; before, during, after, and beyond the interview process. Various aspects of stories that authors choose to share about their lives are explored, as well as how this complex process of storying one'…
Teaching resistant novice educators to be critically reflective
Drawing upon our experience as university faculty in teaching novice educators, we explore the issue of resistance from students around learning that entails critical reflection. By novice educators, we refer to pre-service teacher candidates and graduate students in Education faculties, particularly graduate students in adult education/lifelong learning programs, who often do not have prior Education degrees or extensive experience as educators.…
Education for sale
This paper examines the influence of the marketplace on discourses in lifelong learning and raises questions about the future direction of these discussions, drawing upon critical and feminist analyses. A brief overview of how the notion of lifelong learning has shifted from an emphasis on cooperation and shared development to a discourse of competition and individualism is given. Drawing upon the works of various educators, an overview is given …
A critical feminist analysis of the homeplace as learning site
Using a critical feminist analysis, this paper delves into the way in which current discourses in lifelong learning are frequently delineated by a masculine and competitive framework of values, reflective of the impact of the global marketplace. To challenge these underlying assumptions of what constitutes important learning, the article focuses on the significance of the homeplace as an important site of living and learning. By examining how ide…
Active and inclusive citizenship for women
In this paper a critical feminist theoretical framework is used to explore the challenges of creating democratic learning spaces that will foster active and inclusive citizenship for women. Three democratic considerations are addressed to assess how adult educators can create more inclusive opportunities for lifelong education for women. The first consideration is the need for a careful examination of structural inequalities that create disadvant…
Well‐being and happiness
This paper argues that while the Inquiry into the Future of Lifelong Learning that was commissioned by NIACE makes some helpful recommendations for broadening the scope of lifelong learning to include considerations around well‐being and happiness, the reports do not provide a sufficiently critical or philosophical analysis of the challenges facing the field of lifelong learning today. Perhaps because it is intended to inform policy makers and th…
Peter Jarvis and 30 years of the International Journal of Lifelong Education
As we near the end of the International Journal of Lifelong Education’s thirtieth volume, we offer an unusual editorial. We—two of the journal’s present editors—wish to recognise the contribution m
Teaching resistant novice educators to be critically reflective
Drawing upon our experience as university faculty in teaching novice educators, we explore the issue of resistance from students around learning that entails critical reflection. By novice educators, we refer to pre-service teacher candidates and graduate students in Education faculties, particularly graduate students in adult education/lifelong learning programs, who often do not have prior Education degrees or extensive experience as educators.…
Slow learning
Reclaiming the radical
Traditionally, adult education has had a focus on learning connected to social purpose. In the current neoliberal climate, lifelong learning is increasingly defined as an endeavour whereby individuals must situate themselves in a competitive position in order to succeed in the global marketplace. Radical educators who believe that education should have a broader mandate need to explore alternative pedagogical approaches that will challenge adult …
Building on Critical Traditions
Every few years the Canadian Association for the Study of Adult Education/Association Canadienne pour l’etude de l’education des adultes, collaborate with Thompson Educational Publishing to produce
The promise of lifelong learning
This paper explores how Peter Jarvis’s work offers a comprehensive grounding in many of the key principles and insights offered through the field of adult education. His work directs us to the different factors – psychological, social, economic and political required for understanding lifelong learning contexts. As scholars and educators, he argues, we can acknowledge the difficulty and reaffirm the promise of lifelong learning to create a better…
Selective and layered storytelling in life history research
Drawing upon two research studies using life history interviews to explore the learning trajectories of traditionally published fiction authors, this paper focuses on the selective and layered level of storytelling that occurs in life history research; before, during, after, and beyond the interview process. Various aspects of stories that authors choose to share about their lives are explored, as well as how this complex process of storying one'…
Lifelong learning in a globalized world
This paper traces the evolution of discourses around the role of critical social theory in the field of lifelong education that have played out in the pages of the International Journal of Lifelong Education and elsewhere in the field, beginning with early critical theoretical discourses, a consideration of the impact of some key theorists and topics in the field, and then exploring the impact of feminist discourses and postmodernism and increasi…
Critical social theory, inclusion, and a pedagogy of hope
In recent years, issues of inclusion within the field of adult education have garnered increasing attention and have expanded to consider various equity and social justice concerns. Frequently, however, these concerns are considered in a piecemeal fashion, either with a narrower focus on a particular equity issue, or as a simplified add-on to wider debates about educational design, delivery modes, or policy structures. To deepen the discussion ar…
Sociology (12 works) · Adult and Continuing Education Topics (11 works) · Pedagogy (11 works) · Global Educational Policies and Reforms (9 works) · Lifelong learning (9 works) · Political science (9 works) · Adult education (7 works) · Psychology (5 works) · Engineering ethics (4 works) · Epistemology (4 works)