Consider the learning outcomes in this unit and think about the ways that the readings and the videos this week inform the challenges of social action through adult education. Explain the continuing challenges, and offer some ideas for confronting these challenges in the context of Canadian adult education.

Adult education for social change improves all populations, and where the fair treatment of those socially disadvantaged is improved. Concern about social inequality and a belief that adult educators can contribute to social change based on smart, sustainable and inclusive growth is the driving force behind creating the programs such as social inequality, migration and intercultural cooperation and collaboration.

Education has been accepted as a significant socialization agency, and teachers and educational institutions are socializing agents. The relationship between education and social change takes a dual form – education as an instrument and education as a product. This implies that education as a tool is used to bring about desired changes in society. In the latter case, changes in the educational structure follow due to changes that have already taken place in society. Adult education as an instrument of social change means education helps people to bring social change. Education not only preserves the cultural traditions, i.e., customs, traditions and values, etc. but transmits them to the next generation (Srivastava, 2016).

Adults may be encouraged to seek social change whose interests lie in social movements such as (environment, women’s movements, peace and disarmament), humanitarian movements (human rights, churches, United nations), and disadvantaged or inclusion initiatives (First nations, elderly, the poor, handicapped).   Access to adult education may be widened by advisory bodies giving input into diversity, equity, and inclusion, such as the Canadian not for profit called Caledon Institute of Social Policy:

https://www.crwdp.ca/en/partners/caledon-institute-social-policy

The Caledon Institute of Social Policy does rigorous, high-quality research and analysis; seeks to inform and influence public opinion and to foster public discussion on poverty and social policy; and develops and promotes concrete, viable proposals for the reform of social programs at all levels of government and social benefits provided by employers and the voluntary sector. Caledon’s work covers a broad range of social policy areas, including income security (e.g., pensions, welfare, child benefits, Employment Insurance, benefits for Canadians with disabilities), community capacity-building, taxation, social spending, employment development services, social services, disability supports and health. While Caledon focuses on Canadian issues, it draws upon international experience and innovations in social policy. Caledon also seeks to inform social policy experts and policymakers in other countries on Canadian social policy issues and developments.

Other measures to increase the relevance of adult education to particular social groups may include; acknowledging the anticipation of the continued rapid growth of participation in adult education; advocate for an increase in government support of adult education, and recognizing the importance of a wide variety of adult learning needs (vocational training, literacy training, environmental, multi-cultural); and to develop a service ethic approach to adult education and use it as an instrument of social change;

I enjoy research because it is good, clean, nerdy fun. If I am engaged in critical social research, then I am interested in making social change. Who knows, I may have the opportunity to engage in social change movements with research that may promote new attitudes or create exciting new practices.

Laurie

References

Srivastava, T. (2016, March 01). Role of education in social change. Pioneer Shiksha.

http://www.pioneershiksha.com/news/3085-role-of-education-in-social-change.html