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- W10092214 abstract "This thesis explores community education in Ireland in a threefold enquiry examining;(a) the core meaning which community education holds for practitioners in the field,(b) how the role of community educators shares a connectedness with liberatory strugglefor social justice, and(c) what space community education and its educators occupy within its institutionalprovider, the Vocational Education Committees (VECs).Community education in Ireland is a vibrant field of practice operating on the fringes ofmainstream education. Its origins can be traced to the early instructors of the VocationalEducation Committees in the early part of the last century. Women’s community educationhas shaped the practice in Ireland since the 1970s. The year 2000 marked a significant stepforward in terms of recognition for community education with the publication of the WhitePaper on Adult Education.In this thesis the author draws on his experience working in the community educationsector to engage with other community educators to reflect on the generative themes ofmeaning, educator role and institution in this field of practice.The first aspect of the research explores the meaning of community education from thepractitioner perspective, and finds a clear preference for an empowerment meaning.However, the findings suggest there is no clear settlement on the meaning ofempowerment, and concludes there is a need to articulate an understanding ofempowerment in the context of a critical analysis of power.The second aspect of the research concerns the role of the community educator and theconnectedness of this role to a broader liberatory struggle for social justice. UsingHonneth’s concept of a struggle for recognition, the findings point to a critical role which ispoorly recognized within the education field in Ireland. A key purpose of the research is torediscover the roots of this role in Gramsci’s organic intellectuals and Freire’s radicals andreclaim the critical role of the community educator within the Irish education site.The third aspect of this research examines the space which community education occupieswithin its institutional provider, the Vocational Education Committees in Ireland. Theresearch presents an assessment of the institutional culture of the VECs. The findings recallthe VEC’s radical origins, and its later immersion within the mainstream educationalapparatus. Findings point to the tensions between a dominant school ethos and subordinatecommunity education ethos in the VEC and proposes a critical coalition for the future. Thefindings suggest that community education facilitators have a role to play in occupying acritical space within the VECs.The unique contribution of this research is that it presents a theorized community educationfrom the perspective of its workers, the community educators. The research methodologycombines Charmaz’s constructivist grounded theory with Freirean liberatory pedagogy.The result is a unique contribution to a generative grounded theorization of communityeducation in Ireland today." @default.
- W10092214 created "2016-06-24" @default.
- W10092214 creator A5029502892 @default.
- W10092214 date "2012-05-01" @default.
- W10092214 modified "2023-09-27" @default.
- W10092214 title "Community Educators and the Strugglefor RecognitionTheorising meaning, educator and institution in Ireland’scommunity education field using a generative groundedtheory approach." @default.
- W10092214 hasPublicationYear "2012" @default.
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