| Citation | Concept of interest | Main thesis or argument | Evidence used to support main thesis or argument | Key points | Critique |
| Kidd, J.R. (Ed.). (1950). Adult education in Canada [pdf version]. Retrieved from https://files.eric.ed.gov/fulltext/ED024875.pdf |
The author introduced the history of adult education in Canada and its evolution from the 19th to the mid-20th century. He covered a breadth of topics; including, the goals and aspirations of adult education, the movement that organized and formalized adult education, and the technology that assisted the mobilization of adult education. |
He argued that economics and social justice are the impetus of the adult education movement in Canada. He stressed the importance of educating adults to become an active participant in moving society forward. Pivotal to the concept of adult education are training for citizenship, education for all, the importance of individual and group goals, and participation. | The author’s work was descriptive. This book was based on journals, accounts, and experiences of various leaders in the field, their goals, and aspirations for adult education. | The main points in this book are: (1) The influence of The Mechanics Institutes in the birth of adult education in Canada. Hence, Britain had strongly influenced Canadian adult education. (2) The role of universities in the formation of adult education as a profession. (3) The role of education technology in supporting education for the masses, especially in rural areas. | As a pioneer in the adult education movement in Canada, the author provided a breadth of history on the inception of adult education in Canada. J.R. Kidd was one of the first Canadian that held a doctorate in Adult Education from Columbia University. His influence in the education field bolstered the evolution of adult education and supported by other scholars, labour forces, and government agencies. This book depicted the rise of adult education, which its focus was on educating the working poor. It further explored the organization of various programs and the role of technology in assisting the dissemination of educational materials to the adults, especially in rural areas. There was a brief mention of adult education for women and “coloured,” as described in the book. Given that the book was written in the 1950s, there was no mention of adult education for the indigenous, and other non-European immigrants. It seems that the aspirations and goals of social justice and education for all were missed for certain groups in the history of adult education in Canada. |
| Darville, R. (1992). Adult literacy work in Canada [pdf version]. Retrieved from http://en.copian.ca/library/research/work/adultlit.pdf | The study mapped the literacy work in Canada, which identified key issues that can be used to inform educators, government agencies and policy- makers on the state of literacy in various Canadian jurisdictions. The author asserted that the study is also intended to maintain public awareness in the development of literacy work in Canada. | This report summarized the results of the national survey of literacy across Canada and the critical issues for the future. The author argued the long history of literacy issues in Canada, highlighting the underlying problems such as social and economic factors. He discussed the literacy work and history from 1960-85 and the current dilemmas in the 1990s. He also outlined the programs and activities of the different government bodies in aiding in the increase of literacy in the country. This support included the expansion of basic adult education in community colleges, library centres, and other community programs. | Various statistical analysis was used to measure the level of literacy in the country. The census data was used as a proxy measure of basic illiterate (0-4 years of schooling) and functional illiterate (5-8 years of schooling). In 1987 the Southam test was conducted, simulating “everyday tasks” in literacy, such as finding the expiry date on a label or a driver’s license and filling out a job application. In 1989, Statistics Canada did a national survey on the level of skills in reading and writing. | The author claimed that the statistics were focused on measurement and left out a critical piece; which is the realities of people’s lives. He indicated that the definition of functional illiterate was too broad and was subjected to different interpretations. For example, UNESCO’s interpretation of functional literate was someone who can engage in all activities that required reading, writing, and calculation for his/her development and the community’s development. While Southam definition was the ability to function in society using printed and written forms, other provincial policy stated literacy as the ability to read and write to improve one’s living conditions. He also postulated the idea that illiteracy was a label. With many that were deemed illiterate do not think they have a problem or the need to attend school. Many can deal with everyday routine and can cope well in their lives. He further asserted that people with the least education participate least in adult education. The unequal participation could be avoided by political and policy choices, as well as changes in the programming of adult education to cater to the needs of the learners. | The author articulated the history of literacy in Canada in 1960-85 and the participation of various labour forces and government agencies in developing literacy and basic adult education programs for workers. Similar to the adult education movement in the 18th -19th century, the impetus for literacy and adult education program was inspired by economic and social justice. Even when the funding from the federal government ceased due to the economic recession in the 1990s, community groups and volunteers continued with providing basic adult education and literacy program. This report illuminates the importance of adult education to cope with the issue of illiteracy. One weakness of this report is the inconsiderate view of groups such as the indigenous and the new immigrants. They based literacy on the ability to read and write in the English language; without taking into consideration the cultural and language barriers, especially the ones that are new to the English language, hence the report missed to account other aspects of this issue. |
| Selman, G., and Selman M. (2009). The life and death of Canadian adult education movement. Canadian Journal of University Continuing Education, 35 (2), 13-28. https://doi.org/10.21225/D5X59M | The authors examined the history of the adult education movement and the aspirations of its leaders that education should be accessible to all adults to improve their way of life. Fast forward to our current time, the paradigm shifted. According to the authors, societal changes and the move from collective action to individualism caused the fall of the movement. | The authors explored the evolution of the adult education movement in Canada and how its transformation to a professional and recognized body with the formation of the Canadian Association for Adult Education (CAAE) came into fruition. CAAE was a strong influence in the matter of public policy until its demise in the early 80s. With its demise, according to the authors, the adult education weakened, and the collective action that activated the movement shifted into individualism. Primary goals of the movement were to make education accessible to all adults and to improve their lives; however, despite the massive expansion of the education system, there remain the disadvantaged groups being left behind due to unmet educational needs. | This article was based on the experiences and reflection of the authors. They posited that the shift in the focus of adult education in the 21st century posed an issue to the primary goals of the movement. | The authors provided several recommendations to promote the goals of the adult education movement. First, to have broad participation from people in the diverse cultural and political background to govern the adult education body. Second, the organization needs to maintain its independence but work collaboratively with other groups, and to be cautious not to allow the organization to be used as a platform to advance a particular interest. Third, be clear on its objectives and exercise a pragmatic approach to adult education and learning. Fourth, is to revert to the Canadian values of working creatively to address differences and cohesively move forward. | The authors accentuated the primary goals of the adult education movement, which is to promote equal access to education and citizenship (i.e. develop skills to enhance the way of living). As society evolved with the change of times, and adult education paradigm shifted to life-long learning, the authors asserted, that these changes contributed to the fall of the adult education movement. They further asserted that even with the expansion of education, the education needs of adults in certain groups are still unmet. What missing in their narrative was this aspiration of social justice and equal access to education was an issue of the past, present and maybe the future. The article seems to illustrate a one-sided view of the adult education movement. They celebrated the achievements of the adult education movement and forgotten the disparity that existed during those times. |
| Nesbitt, T, and Hall, B. (2011). “Canadian Adult Education: Still Moving,” Adult Education Research Conference.Retrieved from http://newprairiepress.org/aerc/2011/papers/72 | This article is in response to the Selmans’ argument of the demise of the adult education movement in Canada. The authors counter-argument chronicled the diversity in adult education and the transformation of the activities and practices within the discipline but keeping to the inherent values of adult education of encouraging people to learn how to gain control of their lives better and participate in civic duties. | The authors argued that the vitality of the adult education movement is still present and more energized as it was in the past. The complexities of contemporary life may have reshaped the means and forms of the social movement, with new players and scholars in the mixed. They eluded that technology and the internet could have aided in the creation of a movement that is much looser and less structured. | The authors referenced various literature to defend their counter-argument. They have also included their personal experiences and reflection on the current state of adult education across Canada. | The authors emphasized the vigour that still exists in the adult education movement; including examples of achievements from the emergence of a strong field of indigenous adult education, led by indigenous scholars. Rather than relive the tradition of the past movement, the focus for adult educators, practitioners, and scholars should be to encourage collaboration with various disciplines to address the contemporary issues facing adult education. | The authors’ objection of the Life and Death of the Adult Education Movement demonstrated two schools of thoughts in this subject- the pragmatic approach asserted by the Selmans’ and the coetaneous practice presented by these authors. They articulated the importance of evolving with modern times to effectively addressed the contemporary issues facing adult education. However, they stressed that although methodology and practices may have transformed, the primary goals of adult education are unbroken. The authors counter-argument would have been stronger if they also emphasized the influence of online tools and social media in raising awareness and jolting like-minded people to activism and continue with the aspiration of equal access to adult education. |
| Selman, G. (1987). The Fifties: Pivotal decade in Canadian Adult Education [pdf version]. The Canadian Journal for the Study of Adult Education, 1 (1), 5-24. Retrieved from https://cjsae.library.dal.ca/index.php/cjsae/article/view/2960 | This article focused on four main points that transpired during the 1950s: (1) vocation and moving towards the professionalization of adult education, (2) availability of training opportunities, (3) institutional support, and (4) literature of adult education. | The author illustrated the transformation of adult education in Canada from a social movement to a governing body of professionals, under the leadership of Dr. Roby Kidd. The author emphasized the dedication and commitment of various leaders in the field during those times, especially Dr. Kidd, who led the transformation of adult education to a professional field in education. | This paper is descriptive of the author’s experience in the field as an adult educator at the University of British Columbia. He also drew on literature to write this essay. | The author focused on the activities that supported the development of adult education as a profession. Although adult education as a profession was slow in its evolution, the growing interest from practitioners and educators in the field promoted the professionalization of adult education. There was a sentiment of the danger of the rapid growth and institutionalization, steering it away from the social movement to a profession of individuals, hence, neglecting the social needs. | The author articulated the importance of the activities that transpired in the 1950s that helped shape the adult education as a professional body, anchored in learning theories and methodology. He focused on Dr. Kidd’s work and legacy. The article’s account of history and evolution is primarily focused at the province of British Columbia, where he was a professor at the University of British Columbia. Hence, there was minimal mention of other provinces achievements in transforming adult education into a vocation and a discipline. While this gap in history exist in the article, as the author acknowledged, one can still appreciate the details that he provided that made the adult education as it is now in the present. |