Culture, Minorities, Equity & Adult Learning

Masters in Adult Education

Annabel Desira & Rachel Schembri

Objectives

Establish an overview of minority groups. Create an awareness of the difficulties of

two specific minority groups. Discuss ... the next step ...

Minorities

Minorities are disadvantaged ethnic, national, religious, linguistic or cultural groups who are smaller in number than the rest of the population and who may wish to maintain and develop their identity.

Everday someone is discriminated against due to:age, race, gender, disability, religion & sexual orientation.

The Mosaic Diversity Project as part of the

European Year of Equal Opportunities for All, 2007

Direct Discrimination This occurs when a person is treated less favourably

than another simply because of a personal characteristic.

Indirect Discrimination This occurs when a policy or requirement, which at first

glance seems fair, in fact operates to the detriment of a particular group of people because of a characteristic of that group, such as age, family circumstance or gender, and the requirement is not reasonable or necessary in the circumstances.

Hayes, A. (2006) Teaching Adults

Feminism First wave of feminism (mid-1800s – beginning of 1900s)

- basic rights such as voting and education- based on gaining recognition for women

Second wave (mid 1900s – present)- citizens’ rights, independent obligations of the family- gender equality- contestation of social order and status quo- redefining gender ideologies

“Despite considerable heterogeneity the women’s movement is best understood as an attempt to introduce change from outside the centres of political power … The main source of their authority … resides in the attainment and transmission of new knowledge and the fostering of a new social vision.”

Stromquist, N. (2004) The Educational Nature of Feminist Action

Combating persisting gender inequalities in all spheres of society is a longer-term challenge, since it entails structural and behavioural changes and a redefinition of the roles of women and men.

Progress is slow, and gender gaps persist as regards:- employment rates- pay- working hours- positions of responsibility- share of care and household duties - risk of poverty

Lofstrom, A. (2009) Gender Equality, Economic Growth and Employment

Gender equality or inequality …

Addressing the Lisbon StrategyWomen in employment:-

In 2007 1,712 women were placed in employment, 2880 women trained, and talks delivered to girls in schools to further encourage females to take up non-traditional occupations.

The Maltese Government launched various initiatives aimed to attract more women to the labour market which include:- the setting up of a part-time employment register- paid maternity leave increased to 14 weeks- training of child carers to improve the provision of child care services- tax benefits for parents for childcare

Malta’s National Reform Programme, 2008-2010: Addressing the Lisbon Strategy. (2008)

Gender inequality:-

The Gender Unit (ETC) strives to improve the situation of equality between men and women in employment by encouraging clients to move away from gender bias stereotypes, encouraging employers to make gender neutral decisions at recruitment stages and simultaneously assisting employers in establishing gender neutral and family-friendly working environments.

Nista` - The Benefits of Sharing Life’s Responsibilities (ESF 59) 

The main aim of this project is to encourage more women to enter and remain in the labour market through a media campaign that will span over three years (2009 – 2011).

Addressing the Lisbon Strategy

Addressing the Lisbon StrategyLifelong learning:-

Malta has registered marginal progress in lifelong learning. The rate of adults engaged in lifelong learning increased from 4.5% in 2000 to 6% in 2007.

Government’s strategy: - to promote the importance of private investment and private consumption of education and training within mainstream adult population- assist and provide training and retraining opportunities in priority areas in particular those related to the needs of the unemployed- provide a range of formal and informal training programmes on a part-time basis after regular hours- open schools after school hours to transform them into community learning centres - foster lifelong learning with a view to strengthening the opportunities of those who may have fallen behind

“..investing in women is not only the right thing to do. It is the smart thing to do. I am deeply convinced that, in women, the world has at its disposal, the most significant and yet largely untapped potential for development and peace.”

Ban Ki Moon, UN Secretary General, 8 March 2008

Race Searchin' hard / For a land of hope / Without prejudice / with our

telescope/ We’re together but we cannot care / For this race. Together in Diversity: StudentFest 2009 UOM

“Race Matters” – Cornel West

“White people think that they can forget color: treat everyone the same, and race will cease to be an issue. But for people of color it is always the issue. We see everything in the world through the lens of race.” African American Student in Preskill’s Research

Is it just a question of perception? - The story of Joshua Bell- The People of Auschwitz Today vis a vis the Jews of Today- The Story of Sharaud as narrated by Erin Gruwell- European Football

United States

2006: only 16% of students in FE are non-white Statistics cited in Teaching Adults by Amanda Hayes

Under the Race Relations Act 1976, as amended by the Race Relations Amendment Act 2000, colleges have the following general duties:- eliminate unlawful race discrimination- promote equality of opportunity- promote good relations between people from different racial groups

Colleges also have the following specific duties:- prepare a written statement of the policy for promoting race equality- make arrangements to implement the policy, publicise its contents and results as well as monitoring its effectiveness- assess the impact of its policies on learners and staff of different racial groups- monitor, by reference to racial groups, the admission and progress of learners and the recruitment and career progress of staff.

Racism in Malta!?!

Current Situation- NGO’s offering services and promoting the idea of equality- Articles / press releases – Jesuit Refugee Services- Documents released by the Migration Policy Group- EU Commission together with DG for Employment, Social Affairs and Equal Opportunities release material for guidance such as the European Commission manual: Combating Discrimination: A training manual. (2006)

Research Brookfield & Preskill (2005) suggest:

- Honoring and respecting difference- Naming ourselves- Circle of objects- The encircled circle- Affiliation groups- Methodological belief & the 5 minute rule- Outlet for anger & grief

The Adult Educator’s Role, Brookfield (2005):- Monitoring discussion (particular attention to use of language)- Perception check

The Adult Educator’s Role, Freire (2005):- Teacher’s work must always be realised in a context- Immediate world of action- Sensitivity to the learners

Bridging Differences

Departure from the learner’s context then emphasising the importance to learn the standard language and the norms of the maybe “higher class” so that s/he gains the fundamental tool for the fight against injustice and discrimination targeted at him/her.

Freire, P. (2005) Teachers as Cultural Workers.

Reflections ...

What should we ask ourselves as Educators: What are my values as an adult educator? Where do adult participants come from? Does s/he belong to a minority group/s? What are the participants’ needs? What are the participant’s main objective for attending

the workshop/lesson? What is the participant’s level of education? How am I giving space for everyone in the group to have

a say on a level playing field?

Equity based Adult Learning Bottom-up rather than top-down approaches which can

jeopardise an important aspect of adult learners’ empowerment.

Programme curriculum designed together with minority groups to reflects their voices & aspirations

Culturally responsible approaches (community education linked to political action & empowerment)

Rights-based approach to adult education Literacy adult education programmes Recognising and valuing multiple languages & literacies Adult education programmes’ attempt to look outwards,

expand knowledge & skills, whilst simultaneously looking inwards at the group’s identity & history.

“We are now at a point where we must decide whether we are to honour the concept of a plural society which gains strength through diversity, or whether we are to have bitter fragmentation which will result in perpetual tension and strife.”

Former US Supreme Court Chief of Justice - Earl Warren

Food For Thought

References Abela, A. & Tabone, C. (2008) Family Poverty and Social Exclusion with a Special Emphasis on

Children: Research on the Family Series No 1. Malta: National Family Commission. Aragon, S. R. (Ed.) (2000) Beyond Access: Methods and models for increasing retention and

learning among minority students. New Directions for Community Colleges, Issue 112. San Francisco: Jossey-Bass.

Armstrong, P., Miller, N. & Zukas, M. (Eds.) (1997) Crossing Borders, Breaking Boundaries: Research in the education of adults, An international conference. Birkbeck College, University of London: Standing Conference on University Teaching and Research in the Education of Adults.

Bardak, U. (2006) “An overview of educational systems and labour markets in the Mediterranean region.” In Sultana, R. G. Mediterranean Journal of Educational Studies, Volume 11, No 1. University of Malta: Euro-Mediterranean Centre for Educational Research.

Borg, C. et al. (2009) Letter to a Teacher, Lorenzo Milani’s Contribution to Critical Citizenship. Luqa: Miller Distributors.

Brookfield, S. et al. (2005) Discussion as a way of Teaching. San Francisco: John Wiley & Sons. Brookfield, S. (1986) Understanding and Facilitating Adult Learning. New York: Open University

Press. Cutajar, J. et al. (Eds.) (2009) Social Transitions in Maltese Society. Luqa: Miller Distributors. European Commission. (2006) Combating Discrimination: A training manual. Luxembourg: Office

for Official Publications of the European Communities. European Commission. (2010) Report on Equality Between Women and Men. Luxembourg:

Publications Office of the European Union. Foley, G. (Ed.) (2008) Dimensions of Adult Learning: Adult education & training in a global era.

Berkshire: Open University Press. Freire, P. (2005) Teachers as Cultural Workers. Colorado: Westview Press. Freire, P. (1970) Pedagogy of the Oppressed. London: Penguin Books.

Gore, J. (2003) “What can We do for You! What can ‘We’ do for ‘You’?: Struggling over empowerment in critical and feminist pedagogy.” In The Critical Pedagogy Reader. New York: RoutledgeFalmer.

Gruwell, E. (2007) Teach with your Heart. New York: Broadway Books. Gruwell, E. (1999) The Freedom Writers Diary with Erin Gruwell. New York: Broadway Books. Hayes, A. (2006) Teaching Adults. Great Britain: Continuum International Publishing. Jarvis, P. (2010) Adult Education and Lifelong Learning: Theory and practice. 4th edition. London &

New York: Routeldge. Lofstrom, A. (2009) Gender Equality Economic Growth and Employment. (Study financed by the

Swedish Ministry of Integration and Gender Equality). Umea University: Department of Economics. http://www.se2009.eu/en/meetings_news/2009/10/19/report_gender_equality_economic_growth_and_employment

Malta’s National Reform Programme, 2008-2010: Addressing the Lisbon Strategy. (2008) Ministry for Finance, the Economy and Investment and Management Efficiency Unit Office of the Prime Minister.

Mayo, P. (2004) Liberating Praxis. Westport: Greenwood Publishing. Mayo, P. (2007) “Adult Education in Malta.” In International Perspectives in Adult Education. No 15.

Bonn: DVV-International. National Commission for Higher Education (NCHE). (2009) A Report on Skills for the Future.

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Resource Institute. Rogers, A. (2002) Teaching Adults. New York: Open University Press. Stromquist, N. (2004) “The Educational Nature of Feminist Action.” In Dimensions of Adult Learning:

Adult education & training in a global era. Berkshire: Open University Press. Weiler, K. (2003) “Feminist Analysis of Gender and Schooling.” In The Critical Pedagogy Reader.

New York: RoutledgeFalmer. Xuereb, P. G. (Ed.) (2008) The Fight Against Poverty. Civil Society Project Report. University of

Malta: The European Documentation and Research Centre, Jean Monnet European Centre of Excellence.