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Training Teachers As Researchers in Adult and Non-Formal Education

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Presentation by Alan Rogers at UEA's School of Education and Lifelong Learning

Presentation by Alan Rogers at UEA's School of Education and Lifelong Learning

Published in Education , Technology
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Transcript

  • 1. TRAINING OF TEACHERS AS RESEARCHERS IN ADULT AND NON-FORMAL EDUCATION LETTER: Learning for Empowerment Through Training in Ethnographic-style Research
  • 2. ORIGINS
    • Coming together of
    • a) adult education
    • b) New Literacy Studies/ethnography
  • 3. TEACHING ADULTS
    • “ Start where they are”
    • Usually done in ag-ext but not in health, literacy-numeracy and other adult programmes
    • No training in how to find out
  • 4. LIMITATION OF TRADITIONAL APPROACHES
    • Choose sample
    • Ask questions
    • Accept answers (triangulation)
    • Draw conclusions
    • Sample taken to be typical
    • They are our questions
    • Cannot often answer (unconscious learning)
    • Conclusions need to be tested: (“when not true?”)
  • 5. ETHNOGRAPHICAL APPROACHES
    • Move from skills to practices (in agric-ext; also health etc; but rarely in literacy/numeracy)
    • telling case studies
    • look through their eyes
    • observation (espoused theories vs theories in practice)
    • can gain general conclusions but not necessarily typical.
  • 6. THE DELHI PROGRAMME
    • Approach from Nirantar 2000 – gap between home and school epistemologies
    • The participants
    • The resource persons
    • The funding
    • Workshop 1 – Ethnography (practicum)
    • Research projects
    • Workshop 2 – revise and application
    • No workshop 3
    • Publication – Exploring the Everyday
  • 7.  
  • 8. THE ETHIOPIAN PROGRAMME
    • Approach from ANFEAE
    • They raised funds
    • The participants
    • The resource persons
    • Workshop 1 – Ethnography with practicum (report)
    • Research Projects
    • Workshop 2 – Ethnography Guidelines
    • Research Projects and training event
    • Workshop 3 – Building findings into learning programmes
  • 9. WORKSHOP 1
  • 10. WORKSHOP 2
  • 11. PLANNED OUTCOMES
    • Publication in three parts:
    • a) What is ethnographical approach?; why is it important? how do we do it?
    • b) Case studies
    • c) Implications of findings for our teaching programmes
    • Group of trainers to cascade
    • We hope to get there!!!!
  • 12. ONE CASE STUDY
    • MICRO-CREDIT SCHEME: four women traders
    • a) two women combined
    • multiple occupations, not just one (banana selling; araki; cloth selling)
    • place of religion
    • secrecy (banana selling)
    • no role for formal literacy/numeracy
    • b) one woman (cheka; sheep)
    • c) one woman
    • loss of funds; sale of cow
    • now selling pepper and salt
    • disillusion
    • What are implications of this for our non-formal education programmes?
  • 13. ONE CASE STUDY