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Descriptors:
Adult Education; Informal Education; Independent Study; Self Efficacy; Activities; Communities of Practice; Power Structure; Political Attitudes; Ideology; Activism; Teaching Models; Teaching Methods; Cooperative Learning; Participation; Open Source Technology; Educational Practices; Life Style; Quality of Life; Sharing Behavior; Skills

Abstract:
This study explored innovative alternative processes of living, learning, and knowledge sharing of a loosely knit community of anarchist, anticapitalist "Do-It-Yourself" (DIY) activists. Generated through participant observation and interviews, findings reinforced adult education theories--that adults can diagnose their own learning needs and carry out appropriate learning activities. Participants also critiqued prevailing educational practices, suggesting alternatives such as autonomy, choice, critical thinking, cooperative learning, and deconstructing hierarchy. In particularly promising findings, the DIY activists described radical alternative channels for knowledge sharing: piracy, skillshares, Internet/open source media, the streets, and zines. Employing older and newer technologies, and legal and illegal methods, these modalities embodied in powerful ways the participants' radical political commitments. The DIY activists also gave cause to reflect on the nature of cultural dialogism, community, and communities of practice as they struggled with the nature of their own identities, ideologies, and desires to broaden outreach beyond their immediate community. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adult Learning; Learning Theories; Adult Development; Transformative Learning; Informal Education; Cultural Centers; Popular Culture; Mass Media Effects; Identification; Museums

Abstract:
The authors examine the modernist underpinnings of traditional adult learning and development theories and evaluate elements of those theories through more contemporary lenses. Drawing on recent literature focused on "public pedagogy," the authors argue that much learning takes place outside of formal educational institutions. They look beyond modernist narratives of adult development and consider the possible implications for critical adult learning occurring in and through contemporary fragmented, digital, media-saturated culture. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Theater Arts; Foreign Countries; Out of School Youth; Informal Education; Teaching Styles; Story Telling; Secondary School Students; Drama; Dramatics; Art; Drama Workshops; Theaters; Singing; Dance

Abstract:
In 2005-2009, the author researched the theatre-making practices of young people in selected black townships near Cape Town, South Africa. Township theatre groups comprised secondary school learners and out-of-school youth who join together to learn about and make theatre, perform and watch each other. These theatre practitioners do not describe their activities as "education", "teaching" or "learning". Nevertheless, the writer was continuously confronted with the practice's educational orientation and value. This is significant in a context in which the quality of formal education is profoundly wanting. This article endeavours to tease out the learning and teaching orientation and curricular processes embedded in the theatre activities of township groups. The overarching intention, rather than a detailed explication, is to notice the character and contribution of the inextricable interwoven-ness of the context, teaching style and curriculum, in township theatre-making practices, to the informal education of township youth. Prefaced by a brief description of those aspects of township living which most affect the theatre-makers, this article looks, firstly, at how theatre-makers are drawn to this pursuit and how they are skilled. Secondly, it examines the informal organisation of theatre groups with regard to the processes of leading, learning and teaching. Thirdly, it examines the theatre-making practices more closely, noticing how these are coloured by the township habitus and local performance-based culture, and also by theatre education as it is accessed by township theatre-makers. Overtly there appears to be little system, but an attempt is made to articulate trajectories of intention, skills building, learning and teaching within what appears to be a seamless gestalt of practice. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Gap; Oral History; Males; Informal Education; Nonformal Education; Church Role; Churches; Clubs; Family Influence; Blacks; Adults; African Americans; African Culture; Community Programs

Abstract:
This study examines how and why peoples of African descent access and utilize community-based pedagogical spaces that exist outside schools. Employing a theoretical framework that fuses historical methodology and border-crossing theory, the researchers review existing scholarship and primary documents to present an historical examination of how peoples of African descent have fought for and redefined education in nonschool educative venues. These findings inform the authors' analysis of results from an oral history project they conducted into how Black Bermudian men utilized learning spaces outside schools, such as the family, Black church, and athletics clubs, to augment their personal and scholastic development. Based on their historical and empirical research findings, the authors argue that educational actors (including teachers, administrators, policy makers, and researchers) focused on school-based issues like the academic achievement gap would do well to recognize the impact learning spaces outside of schools may have on student scholastic success, particularly for minority men. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Multimedia Instruction; Computer Software; Computer Simulation; Educational Games; Computer Assisted Instruction; Computer System Design; Program Descriptions; Class Activities; Learning Activities; Teaching Methods; Astronomy; Lesson Plans; Elementary School Curriculum; State Standards; Core Curriculum; Informal Education; Science Instruction; Open Source Technology; Electronic Learning; Instructional Design; Space Exploration; Space Sciences

Abstract:
Exploring the Solar System in the elementary school curriculum has traditionally involved activities, such as building scale models, to help students visualize the vastness of space and the relative size of the planets and their orbits. Today, numerous websites provide a wealth of information about the sun and the planets, combining text, photos, and graphics, and even interactive models. Some sites also include lesson plans and suggested classroom activities. Yet none of these resources allow for development of a lesson plan interactively, or offer tracking of student performance. Many lesson plans also have materials or space requirements that are impractical for some schools. SpaceSafari is an interactive multimedia software program for learning about the solar system that integrates information, exploration, and instruction. It employs a real-time 3D space for navigation, a module for learning about the planets, and an administrative interface for creating activities and tracking student progress. The design of the software resembles a first-person adventure game: a treasure hunt through the solar system in which the missions are created by the teacher. SpaceSafari was developed for both the formal (classroom) and informal (home) learning spaces, with a choice of input modes and display options. This integrated solution for teaching elementary Astronomy using personal computers poses an intriguing research question: "What is the impact of game mechanics, combined with an immersive, kinesthetic, 3D interface, on learning outcomes about the solar system?" (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Quality of Life; Vocational Education; Informal Education; Foreign Countries; Case Studies; Empowerment; Outcomes of Education; Skill Development

Abstract:
This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Homeless People; Emergency Shelters; Nongovernmental Organizations; Motivation Techniques; Educational Technology; Children; Program Descriptions; Program Effectiveness; Capacity Building; Vocational Education; Informal Education; Training Methods; Access to Education; Enrollment; Adults; Library Services; Health Services; Libraries; Legal Aid; Documentaries; Video Technology; Educational Objectives; Reading Habits; Reading Motivation; Poverty; Community Centers; Community Education; Community Programs; Community Services; Community Information Services; Academic Libraries; Library Materials; Library Role; Community Development

Abstract:
Each night, around 20,000 people--both adults and children--make the streets of Dhaka (the capital city of Bangladesh) their home. Living amongst the noise, rubbish, and traffic, thousands of families walk down the streets of Dhaka, looking for a safe place to rest for just a few hours each night. Trapped in a vicious cycle of poverty, the pavement dwellers are amongst the most vulnerable people in Bangladesh. Pavement dwellers can be found in ferry landings, train stations, bus stations, market centers, religious shrines, parks, and on footpaths. There are very few organizations which are serving for them. CWW (Concern Worldwide) (one of the International Non-government Organizations) and DCC (Dhaka City Corporation) have jointly come forward to support 10,000 pavement dwellers through dedicated pavement dweller centres, providing them with the opportunity to make their own choices for a better future. It will also establish sustainable services for providing basic functional education for 900 children/youth and 400 adults, psychosocial counseling for 600 children and 150 adults, market-based vocational skills training for 450 children/youth and adults, entrepreneurial skills training for 400 children/youth, and life skills education for 800 children/youth. With a view to this, the project decided to set up libraries based on their shelter centres. The project realizes that as of today in Bangladesh, the poorest communities do not have access to a library. This damages educational outcomes for many. The author has been appointed as a library consultant in that project. It is an amazing experience that based on the demand of the pavement dwellers, the author had to collect the resources and different audio-visual aids. At the beginning, the author had to face tremendous challenges to get their attention because most of the children of the pavement dwellers did not feel interest to any attractive reading books or illustrative collections. They were very much fond of watching movie, cinema, drama, cartoon, Hindi film, action film, and so on. To attract them on library resources, the author has prepared and presented different video documentaries on how river erosion affected children encouraged to read and go to school, how children sex workers become curious to create reading habit which leads them to go to school. For motivating youth pavement dwellers achieving social skills on different professions (like barber, carpenter, shopkeeper, hawker, micro-investor, cooperatives, maid-labour, day-labour, rickshaw-puller, van-driver, etc.), short video documentaries have been made and presented on different IGAs (income generating activities). Thus, libraries have turned into integral part in the lives of the pavement dwellers. The basic aim of the paper is to share the ideas on how a considerable number of children pavement dwellers have been admitted in government and public schools during the last couple of years by the help of the library services. This will reveal how the youth pavement dwellers' capacity has been increased through training and library services. It will also explain a good progress in enabling better access for pavement dwellers and their children to basic services in education, health and legal aid through library and information services. Some interesting case studies will also be discussed in this paper. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nonformal Education; After School Education; Educational Research; Informal Education; Youth Programs; Photography; Radio; Computer Uses in Education; Art Activities; Music Activities; Film Production; Creative Activities; Leisure Time; Learning Theories; Advocacy; Foreign Countries

Abstract:
Schools do not define education, and they are not the only institutions in which learning takes place. After-school programs, music lessons, Scouts, summer camps, on-the-job training, and home activities all offer out-of-school educational experiences. In "Learning at Not-School," Julian Sefton-Green explores studies and scholarly research on out-of-school learning, investigating just what it is that is distinctive about the quality of learning in these "not-school" settings. Sefton-Green focuses on those organizations and institutions that have developed parallel to public schooling and have emerged as complements, supplements, or attempts to remediate the alleged failures of schools. He reviews salient principles, landmark studies, and theoretical approaches to learning in not-school environments, reporting on the latest scholarship in the field. He examines studies of creative media production and considers ideas of "learning-to learn"--that relate to analyses of language and technology. And he considers other forms of in-formal learning--in the home and in leisure activities--in terms of not-school experiences. Where possible, he compares the findings of US-based studies with those of non-US-based studies, highlighting core conceptual issues and identifying what we often take for granted. Many not-school organizations and institutions set out to be different from schools, embodying different conceptions of community and educational values. Sefton-Green's careful consideration of these learning environments in pedagogical terms offers a crucial way to understand how they work. (Contains 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preservice Teachers; Science Teachers; Undergraduate Students; Physics; Assignments; Informal Education; Family (Sociological Unit); Friendship; Prior Learning; Interviews; Web Sites; Preservice Teacher Education

Abstract:
Involving people outside of a science course can foster learning for students enrolled in the course. Assignments involving friends and family provided such opportunities in an undergraduate physics course for prospective teachers. These assignments included reflecting upon prior experiences, interviewing friends and family members, engaging them in exploring physical phenomena, and teaching them with relevant websites. The six strands of science learning articulated in Learning Science in Informal Environments (National Research Council in Learning science in informal environments: People, places, and pursuits. National Academies Press, Washington, DC, 2009) provided a framework for analyzing the prospective teachers' responses. Through such assignments, the instructor created opportunities for the prospective teachers to use and build upon knowledge learned in class as well as to gain confidence and experience in facilitating the learning of others. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Informal Education; Family Environment; Learning Processes; Progressive Education; Critical Thinking; Reflection; Thinking Skills; Sociocultural Patterns; Parents as Teachers; Epistemology; Educational Philosophy; Educational Environment; Children

Abstract:
Informal home education occurs without much that is generally considered essential for formal education--including curriculum, learning plans, assessments, age related targets or planned and deliberate teaching. Our research into families conducting this kind of education enables us to consider learning away from such imposed structures and to explore how children go about learning for themselves within the context of their own socio-cultural setting. In this paper we consider what and how children learn when no educational agenda is arranged for them and we link this manner of learning to the Deweyan ideas of learning as transactional and learning-in-context. We also use our empirical evidence to explore the notion of ZPD with regard to informal learning and to consider how children, without specific guidance, go about charting a course of learning through the ZPD. We consider the quality of informal learning particularly with regard to the educational aim of developing reflective and critical thinking, showing how these are integral to informal learning. We suggest that a much wider conception of what learning is and how it happens is needed, away from the confines of formal educational structures. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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