1

TheImpactofAdultandCommunityEducation

onWomen’sLives

Athesissubmittedinfulfilmentoftherequirementsforthe

Degree

ofMasterofArtsinEducation

SchoolofEducationalStudiesandLeadership

intheUniversityofCanterbury

by

JenniferAlisonLeahy

UniversityofCanterbury

2016

2

Abstract

AdultandCommunityEducation(ACE)inAotearoaNewZealand(ANZ)ispartofthe

tertiaryeducationsectorandtakesplacealongsidetheformalsector.Thisresearch

projectfocusesonwhatpromptswomentoengageinACEandthesubsequent

impactontheirlives.Furthermore,itwilldefinethefeaturesofsuccessfullearning

environmentswithinACEasidentifiedbythewomenparticipants.Inparticular,the

researchconcentratesonwomenwhoparticipatedinnon-accreditedandnon-

vocationalACEprogrammesinarangeofcommunity-basedcontexts.Underpinned

bysocialconstructionistandinterpretivistunderstandings,thisinquiryfocuses

primarilyonparticularimpactsinthesocialandpersonaldevelopmentofwomen

involvedinACE.

Qualitativedatacollectionmethodswereused,byexploringwomen’sexperiencesin

face-to-faceinterviews.Keythemeshighlightedwomen’sinvolvementinACEwas

anopportunityforwomentomeetnewpeople,managetheimpactofsocial

isolationandtoexperienceand/orenjoythemutualsupportofotherwomen.ACE

wasalsoundertakenforpracticalreasonssuchasfinancialaccessibilityandfewer

barrierstoparticipation.Otherthemesidentifiedwerearoundopportunities

availableforwomentodeveloptheirconfidenceandenhancetheirpersonal

development.Forsomewomen,thissubsequentlyhadpositiveimpactsontheir

families.

Anunexpectedfindingfromtheseresultswas,forsomewomen,participationinACE

wasprimarilyforsocialandpersonaldevelopmentasopposedtoafocuson

credentialingandvocationalskills.Incontrasttopreviousliterature,theresearch

projectprovideslittleevidenceoflimitationsimposedbyconventionalideasof

women’srolesoralackofparticipants’confidencerestrictingtheirparticipationin

ACEcourses.TheseresultshaveprovidedanewpictureofthemeaningofACEin

women’slives.Thestudyisareminderoftheimportanceofdiverseprogramme

provisionwhichwomenvalueforvariousreasons.

3

Dedication

ThisresearchisdedicatedtothememoryofmymotherAlisonLeahyandfriendand

formercolleague,CeceliaLashlie.Youbothhaveinfluencedmylifeinsomany

incrediblewaysandmylifeisricherbecauseofthepositiveimpactyouhavehadon

mylife.Ithasbeenaprivilegetohavespentmanyhappyyearswithyou.

Formychildren,MillieandJackOsborne.Thankyouforyourpatienceand

inspirationsothatIwanttotrytodomybestalwaysforyouboth.Eventhoughyou

couldn’tseethepointofmyconstantcommitmenttocompletingthisworkJack,I

hopeonedayyouwillrecognisetheimportanceofbeingabletocompleteaproject

youfeelstronglyaboutdespiteanychallenges.ThankyouMillieforbeingsopositive

aboutmyworkandsowise.Youarebothaconstantjoyinmylife,Iamsoproudof

youandIamremindedeverydayhowluckyIamtobeyourmother.

4

Whakatauki(Proverb)

Thisthesistakesinspirationfromthreewhakataukiwhichreflectthefocusofthe

thesis.

Mearokoekiteha

Hineahuone

Payheedtothedignityofwomen

Matemohiokaora

Mateorakamohio

Throughlearningthereislife

Throughlifehereislearning

Kotepikootemāhuri,kotērātetupuoterākau

Thewayinwhichthesaplingifnurtured,determineshowthetreewillgrow

Inmystudyofwomenandtheirinvolvementinadultandcommunityeducation,it

wasevidentthatmanyoftheselearnershadnotexperiencedthequalityof

educationalexperiencesearlyintheirliveswhichenabledthemtohaveconfidence

intheirfuturepathways.Thethesisidentifiesthewaysinwhichwomenchooseto

engageinawidevarietyofAdultandCommunityeducationcourseswhichmay

impactontheirownlivesandthelivesoftheirwhanau(family).

5

Acknowledgements

Thejourneyofthisresearchhasbeenalongandsometimeschallengingpartofmy

life.In2010afterbeingmaderedundantfromtheUniversityofCanterburyAdult

EducationTeachingandResearchDepartment,Ihadtheopportunitytocontinue

withaPhDthatIhadstartedasamemberofstaff.Throughthere-establishmentof

anewcareer,theseriousearthquakesthathitChristchurchin2010and2011and

thesuddendeathofmyclosefriend,CesLashlie,Icontinuedon.Afterhugesacrifice

anddeterminationtodomyabsolutebest,tomysaddisappointment,thePhDwas

nottobe,butimportantlythisresearchiscomplete.

Iamextremelyproudtohavebeenabletoproducethisresearchasitwasalways

importanttometobeabletohonourthewomenthatinspiredmeandwhoareat

theheartofthiswork.ThankyoutothewomenImetintheEducationCentreat

ChristchurchWomen’sPrisonfrom1989–2000.Yourcommitmenttolearningand

totrytochangeforthesakeofyourwhanau(family)hasbeenaguidinginfluence

throughoutthisproject.ThankyoutootothewonderfulwomenthatIinterviewed

inthisprojectandthestaffmemberswhohelpedmetobeabletointerviewthe

studentsatvariousACECentres.Iamverygratefultoyouforsharingyourliveswith

me.

Throughoutthisjourneyhasbeenmyconstantadvisorandsupporter,mySenior

SupervisorDrMarionBowlwhoIwillalwaysfeelenormousrespectforandgreatly

appreciateallthatyouhavedonetosupportmewiththisresearch.Ireally

appreciatedyourpromptandskilfulhelpfromacrosstheworldinBirmingham,U.K.

andespeciallyyourvisitsbacktoAotearoaNewZealand.Rightupuntilthefinaldays

youpushedmetotrytobe“moreacademic”inmyapproachandIwillneverforget

youreffortstohelpmetocompletethisproject.ThankyouaswelltoDrKathleen

Quinlivan,mysecondsupervisor.Ihavevaluedtheopportunitieswehadtomeet,

learn,discussandgreatlyappreciatedyourencouragementtocompletethisproject.

ThankyoutoDrHelenHaywardforyoursupportintheearlydaysofthisthesis.

6

ThankyoutoTimDaviesinBirminghamforyourclearandpreciseeditingand

formatting.Yourgeneroussupportatakeytimereallyhelped.

Iwillalwaysbesogratefultomyfriendandformercolleague,DrRobynChandler

andourscholarlymeetingsat“UndertheRedVerandaCafe”.Yourgentleand

supportivewisdomgotmetocompletionandIwillneverforgetyoursupport.Iam

veryappreciativeforDrJessicaRitchie’spatienceandprofessionalguidancefrom

theUCAcademicSkillsCentre.Youliftedmyspiritsandperformanceatacrucial

time.ThankyoutootoJanMeehanforyourcoachingsessionsthathelpedmeto

keepgoing.

Myloveandgratitudetomyparents,AlisonandTerryLeahywhonurturedmy

lifelonglearningjourney.Ihavebeenluckytohaveon-goingsupportfrommyfamily

andfriendsandmanyofyouarepresentinthethesisasyournamesare“used”in

thisresearchtoensuretheconfidentialityofthewomenIinterviewed.Iamalso

luckytohaveagroupofwonderfulfriendsandIthankyouallforyourcare.AsI

struggledonatmykitchentableforyears,yoursupportkeptmegoinginsomany

differentways.

ToMoWilkinson,MareeGemmellandKerrieAshcroft,thankyouforyoursupport

fromafar.OurannualholidayintheAbelTasmanParkwillatlastbeaholidayforall

ofusandnotinterspersedwithmyreadingandwritingtaskseachday.ToSarah

Maindonald,JennieFarrar-DeWagt,JulieMoon,andDrNataliyaOryshuchuk,thank

youforyourhelpatcriticalstages.ForBronwynYates,BridgetO’Regan,ThereseLa

Porte,AnaliessRobertsonandGillian-Rosethankyouforyoursupportandfor

employingmeoffandonovertheyears.ThankyouJacquiBenter-Lynchforcareand

helptokeepgoingaswellasDianaLaw,HeatherClark,DrRowanJefferyandmy

othercolleaguesatAraInstituteofCanterbury.ThankyoutootomyACE

whanau(family)inChristchurchforyouron-goingsupportespeciallyAmeliaDavis,

MattWaltersandthelateMarykeFordyceandforteachingmesomuchaboutACE,

KatherinePeetandRobertTobias.

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Tomysisterandclosefriendswhoarewithmealwaysthroughour“blog”

connectionsinlife,HelenLeahy,LindaClark,ClaireRyan,MaryLambieandRoss

Crosson.Youkeptmegoingandshowedmetimeandtimeagainhowmuchyou

wantedtohelpmetocompletethisthesis.Thankyouallforbeingthereinmylife

andespeciallyHelenandLindaforyourmuchappreciatedhelpandadvice.

Finally,thankyoutomyhusbandJohnOsborne.Ireallycouldnothavesurvived

thesepastyearsonthisthesisjourneywithoutyourunconditionalloveandsupport.

YouhavealwaysbelievedinmeandIloveyouforthat.

Thisworkistheculminationofsupport,inspirationandguidancefromsomany

people,IhopethatIhavedonejusticetoyoursupportandIespeciallyhopethatI

havebeenabletoproduceapieceofresearchthatvaluestheAdultandCommunity

EducationsectorinAotearoaNewZealandandespeciallythewomenwhohave

inspiredandcontributedtothisresearch.

8

TableofContents

Abstract…………………………………………………………………………………………………………………2

Dedication………………………………………………………………………………………………………….3

Whakatauki/Proverbs…………………………………………………………………………………………4

Acknowledgements……………………………………………………………………………………………….5

ChapterOne:Introduction…………………………………………………………………………………11

Backgroundtotheresearch……………………………………………………………………….11

Theimportanceofresearchingwomen’sinvolvementinACE……………………11

Thecontextfortheresearch……………………………………………………………………12

KeyorganisationsintheACEcontext…………………………………………………………15

FeaturesofACEpolicy………………………………………………………………………………17

WhatdidIhopetolearn?..............................................................................19

AimsandObjectivesoftheresearch………………………………………………………….20

Structureofthethesis………..……………………………………………………………………..20

ChapterTwo:Areviewoftheliteratureonwomen’sinvolvementinAdultand

CommunityEducation……………………………………………………………………………………..23

Socialconstructionism……………………………………………………………………………..24

Adulteducationandadultlearning………………………………………………………….25

Theconfusionaroundthenatureandpurposeofeducationandlearning…27

Thedifferenttypesofeducation………………………………………………………………28

Thegainsforwomenfromtheirparticipationinadulteducation……………..30

IndividualgainsfromparticipationinACE………………………………………………….31

Impactonfamilymembersfromwomen’sparticipationinACE………………35

Featuresofsuccessfullearningenvironments……………………………………………38

Environmentalfeatures…………………………………………………………………………….38

Theroleoftheadulteducator………………………………………………………………….39

Theopportunitiesforsupportandfriendship……………………………………………40

Chapterconclusion……………………………………………………………………………………41

ChapterThree:ResearchMethodologyanddesign…………………………………………….42

9

Methodology…………………………………………………………………………………………….44

Ethicalconsiderations……………………………………………………………………………….44

Researchdesign………………………………………………………………………………………45

SelectionofACEcentresinvolvedintheresearch……………………………………45

Accessissuesthatimpactedontheinterviewprocess……………………………..49

Preparationfortheinterviews………………………………………………………………….51

ConductinginterviewsinACEsettings……………………………………………………….53

Myroleintheinterviewprocess……………………………………………………………….53

Reflectionontheinterviewprocess………………………………………………………….55

Dataanalysis…………………………………………………………………………………………….55

Collapsedthemes………………………………………………………………………………………56

Chapterconclusion……………………………………………………………………………………57

ChapterFour:FirstFindings…………………………………………………………………………………..58

ParticipationinACEenableswomentomeetnewpeople………………………….58

ParticipationinACEasatoolformanagingsocialisolation………………………..61

Newarrivals…………………………………………………………………………………….61

Athomewithchildren…………………………………………………………………….62

ParticipationinACEprovidedwomenwithmutualsupportfortheirlearning……….63

OtherpracticalconsiderationssupportingACEparticipation……………………..65

Chapterconclusion…………………………………………………………………………………..68

ChapterFive:SecondFindingsChapter………………………………………………………………69

Theimpactsofwomen’sparticipationinAdultCommunityEducation:effects

onpersonalandfamilylife…………………………………………………………………………………….69

Confidence………………………………………………………………………………………69

Personaldevelopment……………………………………………………………………72

Theimpactonwomen’sfamilylives…………………………………………………………76

Women’sexperienceswiththeirACEteacherswerepositive……………………79

Chapterconclusion…………………………………………………………………………………..82

ChapterSix:Discussionoffindings……………………………………………………………………83

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Introduction………………………………………………………………………………………83

WhywomenparticipateinAdultandCommunityEducation………………….83

Theimpactsofwomen’sparticipationinAdultandCommunityEducation87

Featuresofsuccessfullearningenvironments…………………………………………89

Chapterconclusion…………………………………………………………………………………91

ChapterSeven:Conclusions:ThemeaningofAdultandCommunityEducationin

women’slives……………………………………………………………………………………………………92

Informationdrawnfromwomen’sexperiencesofACEwhichmayinform

policyandpractice……………………………………………………………………………………97

References………………………………………………………………………………………………………..99

Appendices……………………………………………………………………………………………………….110

PhotoTribute……………………………………………………………………………………………………116

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ChapterOne:Introduction

Backgroundtotheresearch

Thefocusofmyinterestontheissuesofwomenandtheireducationhasdeveloped

from my work as an adult educator over the past thirty years. I have worked

principallywithwomen in a variety of settings since 1988. I have taughtwomen

incarceratedatChristchurchWomen’sPrison, facilitatedparentsupportgroups for

partners and family members of people in prison (the majority of these group

members were women) and taught and learned alongside mothers from a local

kindergartenandprimaryschool.Inaddition,Ihavetaughtgroupsofstudentsinthe

collegeanduniversitysetting,andagainthemajorityofthesegroupmemberswere

women.Myprofessionalexperiencehas, in turn, shapedmyunderlyingbelief that

education may act as a catalyst for personal change for women. Through these

various experiences I have witnessed the impact that involvement in education

activitieshasappeared tohaveon themaspeople.Additionally,womenhave told

meofthechangesthatparticipationineducationhashelpedthemtoeffectintheir

lives.Therefore,asapractitionerandteacher, Ihavebeenkeentoknowwhatthe

impactoftheirinvolvementineducationhasbeenonthecourseoftheirlives.

Theimportanceofresearchingwomen’sinvolvementinACE

Thewomenwhoseperspectives Iwish toexploreare thosewhodonotappear to

havebenefittedfrompreviousformallearning,butwhohavebeeninvolvedinadult

andcommunityeducation(ACE)inthecontextofacommunitysetting.ACEfocuses

primarily on the personal and social development of the learner, rather than on

accreditationorvocationaloutcomes. I chose to focusonwomen’s involvement in

ACE,asIwaskeentotaketheopportunitytoexamineandtheorisemyexperiences

withwomenparticipatinginarangeofcommunitybasededucationalcontexts.Iwas

alsomotivatedtoundertakethisresearchasIwantedtoidentifywhatworkedabout

ACEfortheparticipants.

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My observation of ACE programmes was that they worked with individuals to

identitytheir learningneedsandtheprogrammestartedwherethe learner isat. I

wantedtofindoutiftherewerereasonsthatwomenchosetoparticipateinACEas

wellasthe impactoftheir involvement. Ialsorecognisedthataccessibility, learner

engagementandthepositive, interactiveandexperiential learningapproachesthat

women experienced through ACE may have been attractive for women. In

particular,IwantedtoidentifythefeaturesofanACEenvironmentthathadspecific

appealtowomen.

Thecontextfortheresearch

TheAdult andCommunity Education (ACE) sector inAotearoaNew Zealand (ANZ)

takesplacealongsidetheformalsectorandispartoftheANZtertiarysector.Atthe

time of the research, 2008-2012 the Tertiary Education Commission Te Amorangi

Matauranga (TEC), established by the Ministry of Education in 2003 had

responsibility for ACE. In 2008, the Ministry of Education defined ACE as ‘non-

formal’ education as it did not contribute towards a recognised qualification.

However ACE was described as complementing the formal education system

(Ministry of Education (MOE), 2008, National Report). Three core roles were

attributedtoACEatthistime:toservelearnerswhosefirstlearningexperiencehad

been unsuccessful, to assist those seeking pathways into tertiary learning, and to

assist people who lacked the literacy, language and numeracy skills for work and

furtherstudy(MOE,2010,P.20).

One of the key influences onmy researchwas the impact of the Labour/Alliance

Government’sattemptstorebuildtheACEsectorin1999.Asignificantoutcomeof

theirsupportwastheimplementationofanadulteducationandcommunitylearning

working party to provide Government with suggestions for new policy and

recommendationsforanewfundingframework.ThestrengthsoftheWorkingParty

were that it consistedof thirteenexperiencedpractitioners, consultedwidelywith

the sector and was committed to the inclusion of Maori and Pacific views. This

workingpartyconsistedofacademics,researchersandpeoplewhoheldkeyrolesin

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ACEatthattimeandwhowerefromdifferentorganisationswithinACEi.e.Worker’s

Education Association (WEA), Literacy Aotearoa, Rural Education Activities

Programme (REAP). Whilst the Working Party’s focus was on adult learning

opportunitiesprovidedbyeducationproviders, itaimedtobroadentheconceptof

ACE by considering issues of community learning priorities, community relevance,

community involvement,and familyandwhanau(family) learning (TEC,2001,P.7).

One of the priorities that the Chair of the Working Party, Mary-Jane Rivers,

articulatedregardingtheirvisionforaneffectiveACEsectorwastheideathatthere

neededtobe“widerrecognitionthat learningdoesnotonlytakeplacewithinfour

walls,doesnotstopatacertainage,isnotjustfortheindividualanddoesnotcount

only if it leads to a formal qualification” (TEC, 2001, P. 7). This statement of the

WorkingParty’sphilosophyoffersacontextforACEatthebeginningofmyresearch.

Thedefinitionfrom2001providesabroadoutlineofhowACEwasperceivedbythe

WorkingPartyatthistime.

AdultandCommunityEducation(ACE)isaprocesswherebyadultschooseto

engage in a range of educational activities within the community. The

practicefostersindividualandgrouplearningwhichpromoteempowerment,

equity, active citizenship, critical and social awareness and sustainable

development. In Aotearoa New Zealand, ACE is based upon the unique

relationshipsreflectedintheTreatyofWaitangi

(AdultEducationandCommunityLearningWorkingParty,2001,P.10).

ThepolicyfocusthenshiftedtoanexpectationthatACEwouldengagelearnerswho

hadnotbeenwell servedbyeducation in thepast, improve literacy, languageand

numeracyskillsforindividualsandwhanau(family)andsocontributetotheoverall

cohesivenessofthecommunity(MOE,2010,P.20).FollowingthisdefinitionofACE,

theGovernmentfocused itseffortsonpromotingandfacilitating“theengagement

of adults in lifelong learning with few barriers to participation, and saw ACE as

contributing to the government’s goals of strengthening communities and raising

foundation skills” (MOE,ACEReferenceGroup, 2002, P. 4). This focus emphasised

theneedforadultstobetrainedtoachievequalificationsandtobepreparedforthe

14

labourmarket(Tobias,2004).IthighlightstheGovernment’semphasisonthedeficit

statusofadult learnersatthistimeasGovernment’srecognitionofaskillshortage

concentratedontheneedtoup-skilladultsinliteracy/numeracyinparticularandon

raisingfoundationskills.AsTobias(2005,P.16)argues,theconceptofthe“deficits”

ofindividualscanbeseenasproblematic,asitignoresanycompetencethatpeople

mayhaveinthebroaderaspectsoftheirlives,andinsteadconcentratesonlyonthe

educationaldeficitsofpeoplewhoareunabletoreadorwrite.

Withtheseexpectationsinmind,theGovernmentsetthenationalprioritiesforACE

asin2007as–

1. Targetinglearnerswhoseinitiallearninghadnotbeennotsuccessful

2. Raisingfoundationskills

3. Encouraginglifelonglearning

4. Strengtheningcommunitiesbymeetingidentifiedcommunityneeds

5. Strengtheningsocialcohesion

(MinistryofEducation,2007,P.17).

However, in2008,thechangeofGovernmenttoacentre-rightcoalition ledbythe

NationalPartycreatedsubstantialchangesinthesector.FundingforstaffintheTEC

andACEwasreduced. Inparticular, the funding forschool-basedadulteducation,

non-accreditedandgeneralinterestcoursesor“hobbyclasses”(Tolley,2009)asthe

new Minister of Education called them, were a specific target (Bowl, Tobias and

Leahy, 2010, P. 6). These changes were seen by the sector as a reaction to the

economic downturn, as well as a shift in focus to a more instrumental approach

whichconnectedACEcoursestoeconomicoutcomesandtrainingforemployment,

rather than the social improvement andpersonal developmentemphasis thathad

previously been its focus (Bowl, Tobias and Leahy, 2010, P. 5). Despite national

protests,fundingforACEwasreducedandthesubsidiesthathadsupported“hobby

classes”werecompletelycut,whichmeantthatinordertobeabletoparticipatein

personaldevelopmentand recreation/leisureprogrammes,participantshad topay

fullfees.Itwasthebeginningofthe“userpays”approachtoadulteducation(Bowl

andTobias,2012,P.278).Thisshiftwasimplementedbyareductioninfundingfor

15

ACE in schools, which was instead redirected to the priority areas of literacy,

languageandnumeracy(Tobias,2016,P.72;Bowl,2011,P.ii94).

TheMOE2010definitionofACEreducedthe2007Governmentprioritiestothree.

Thesewere:targetinglearnerswhoseinitiallearningwasnotsuccessful;encouraging

lifelong learning;andstrengtheningcommunitiesbymeeting identifiedcommunity

needs.Theaimsofraisingfoundationskillsandstrengtheningsocialcohesionwere

omittedfromthedefinition.Thisthereforelimitedthedefinitionofthesector,and

accordingtoTobiasithighlightedthefailurebytheTertiaryEducationStrategy(TES)

torecognisethepotentialvalueofACEorthebreadthofthesectororthenumberof

adultlearners(Tobias,2010).Tobiasarguedforabroadercontributionfromtertiary

education,ratherthanafocussolelyonprogrammeswhichhelpedadultstoachieve

credentials. He contends that at this time there was an “apparent failure to

recognise that thecontributionof tertiaryeducation institutionsshouldgobeyond

theconstraintsofcredentialingand includeACEprogrammeswhicharecredential-

free”(Tobias,2010,P.81).

Atthecompletionofmyfieldworkforthisstudy in2012,theprioritiesfortheACE

sector proposed that subsidies for personal development and leisure/recreation

coursesshoulddisappear.Theemphasisoneducationforadults,nowfocusedon

“employment and increased productivity rather than personal or social

enhancement”, resulted inanarrowing in scopeofACEcourses,anda shift in the

provision of ACE courses for adults (Ministry of Education, 2010). The following

sectionwill outline the changing contextofACE that impactedon the years that I

conductedmyresearch.

KeyorganisationsintheACEcontext

OrganisationsthatprovidedACEatthetimeofmyresearchwereamixofformaland

informalproviders.Specifically,theseweresecondaryschools,communityeducation

centres, regional and national organisations such as LiteracyAotearoa and English

LanguagePartners,theWorkers’EducationAssociation(WEAs),andRuralEducation

16

ActivitiesProgrammes (REAPs),aswellasTertiaryEducation institutions (TEIs)and

PrivateTrainingEstablishments(PTEs)(ACEA,2016:Bowl,2011P.ii85).Inparticular,

thetypesofcoursesthatwereavailablefrom2008-2012were:programmesinadult

literacy and numeracy; English language and social support: Te reo and tikanga

Maori (Maori language and culture); personal development; community

development; and promotion of civil society (MOE, 2008, P. 33). In 2008, ACE

programmes provided both individual and group learning, and were promoted as

flexible and responsive to the educational needs of individual learners and

communities(MOE,2008,P.33).Therewasalsoanemphasisatthistimeon‘taking

learningtothelearner’(MOE,2008,P.34),andprovidingopportunitiesforadultsto

gain unit standards within the National Qualifications Framework, which enabled

learners to takea“first step toon-going learning” (MOE,2008,P.34). Thiswasa

departure from the non-formal and non-accredited definitions of ACE, andmeant

that ACE was able to assist Government to encourage adults in working towards

attainingqualificationsand inbecomingabletocontributetotheworkforce. This

resulted in ACE providers needing to meet ACE funding requirements, as well as

complyingwithACEnationalprioritiesof theTertiaryEducationCommission (MOE

2010).

AnargumentinsupportofACEisthatitprovidesopportunitiesforadultlearnersto

participate either individually or in groups, and that adults choose topursue their

cultural, social, political or economic visions and aspirations (Tobias, 2005, P. 18).

Furthermore,Tobiasarguesthatadultsaremostlikelytoparticipateineducational

opportunities which appeal to them and offer an opportunity to transform

themselvesandtheirconditions(Tobias,2005,P.18).

At this time, as Slater contends, adults would participate in courses such as

assertivenesstraining,angermanagementandothercoursesthattheychose,rather

thanagreeto“externaldictums”(Slater2009,P.711).Furthermore,ACEhastended

torespondtocommunitiesinidentifyinglearnerneeds,asithasbeeninaposition

torespondtotheseneeds. However,asBowl (2014,P.44)argues, thesetypesof

“individual remediation” courses are a response to a subtle shift in focus of adult

17

educationaway from social action and towards thedevelopmentof the individual

throughpersonalproblemsolving.

FeaturesofACEpolicy

It is clear from the definitions of ACE outlined earlier in the document that there

havebeenpolicychangesandthesubsequentdefinitionsofitsnaturehavechanged

overthecourseoftimethatIundertookmyresearch.Duringthattime,therewasa

shift in funding arrangements for ACE thatmeant that subsidies for non-targeted

programmeswerewithdrawn,soadultsneededtopaytoattendsocialandpersonal

developmentprogrammesthathadbeenpreviouslyfunded.Moreover,therewasa

move towards an emphasis onmore programmes that focused on “credentialing,

and labour-market functions” (Tobias, 2010, P. 85). At the time of my research,

similarlytothepositionintheUKandtheUSA,policyinANZhadbeeninfluencedby

the focus of a post-compulsory education emphasised that responsibility for an

individual’s future was through the collection of educational credentials, which

ultimatelyledtobenefitsforthenationaleconomy(BowlandTobias,2012,P.276).

Asaconsequenceoftheeconomicrecession,growingunemploymentandademand

fromGovernmentfora largerproportionof learnerswithhigherqualifications,the

need for a “broader andmore inclusive” approach to ACEwas expressed (Tobias,

2016,P.80).

Afeatureofthepolicycontextofadultandcommunityeducationhasbeenthelack

of on-going support by Government for the ACE sector. Notably, there is no

dedicatedlegislationforACEinANZ(ACEA,2013,P.1).Theimplicationsofthishave

been that ACE has not received due recognition or legitimation, resulting in an

absenceofstatutoryprovisionandmechanisms(Tobias,2016,P.30).ACEinANZhas

sufferedfromthedifferingideologicalstanceofeachpartyasithascometopower,

andthevaryingdegreeofinteresteachhasshownandtheamountoffundingithas

provided. Inrecentyears,anewfocushasemergedwhichseemsmorerestrictive

thanpreviousapproaches toACE,underpinnedby thegovernment’sbelief thatan

18

improvementinliteracylevelswouldmeanincreasedproductivityandemployment

(Tobias,2016,P.72).

In2008,adultswereofferedtheopportunitytoparticipateinlearningopportunities

thatthecommunitydesired,asopposedtotheclassesthattheGovernmentthought

thatthecommunityshouldhave(NZFGW,2011,P.9).AccordingtoACEA,thelead

organisationofACEpractitioners,oneofthekeydifferencesbetweenACEandother

forms of education is that it has had a tendency to attract people who have

experienced failure in the compulsory education sector, and learnerswho like the

informal style that it offers (ACEA, 2013, P. 3). ACEA claims “peoplewho come to

ACEgaintheskillsandknowledgethatwillkeepthemuptodateforfullparticipation

intheirwhanau(family),communitiesandsociety”(ACEA,2013,P.11).Afurtherkey

differencebetweenACEandother formsofeducationarethedifferent ideological

underpinnings of ACE. As Tobias (1996, P. 8) notes, “certain forms of ACE have

historicallyplayedakeyrole inthestrugglesofoppressedandexploitedpeopleto

challengethedominant ideologies insocietyandtoeffectchangeinthestructures

ofinequality”

Thecontributionthattechnologymakestolearningenvironmentswasnotexplored

in this thesis. There isnodoubt that technology ischanging thewaypeople learn

andengagewithknowledge(Mentis,2008,P.1).Theon-goingchallengesbetween

technology and the learning context in all education presents a number of

opportunities and challenges. As identified by Johnson (2011, P. 82), socially

connectedlearningwherelearnersandteachershavetheopportunitytointeractis

seentobethemosteffectivewaytolearn.Thisopportunitytointeractandconnect

socially is seen to reduce the isolation and assist learners to feelmore connected

withothers(Johnson,2011,P.83).Whilstresearch(Johnson,2011,P.89)ongender

differences in the e-learning environment has focused on the disadvantages for

women it has identified the importance of maintaining an interactive and social

environmentforthee-learningenvironment.Justashighereducationischangingin

deliverymethods,theuseoftechnologywillimpactonACEinthefuture.Whilstthis

isnotakey focusof thisdissertation, itdoeshavean impactonanydiscussionof

19

successful learning environments. As other research identifies (Rovai & Jordan,

2004),theimplicationoftheintroductionoftechnologiesalsohighlightstheneedto

create an ideal learning environment for students with increasing attention to

encouragingstudentstoconnectwitha“strongsenseofcommunity”andasenseof

belonging to a group. As Tinto (1993) argues the risk is that students may feel

isolatedandareatriskofdroppingout.ACEcouldbethesupportivecommunitythat

couldhelpkeepstudentsconnectedtoacommunity.

Expertsandeducators(NZFGW,2011;Tobias,2010)havepromotedtheimportance

ofACEcoursesinsupportingself-confidence,andinthesocialnetworkingthatthey

provideforparticipants;theyhavealsopointedoutthatsomerecreationandleisure

courseshavethepotentialtoencouragepeopletosubsequentlyundertakemorethe

formal learning that the Government proposes. But despite these counter-

arguments, and although this model is more restrictive than the range of

programmespreviously provided, policy has remained the same. TheGovernment

continues toenforcetheirbelief in theneedtoencouragepeople toparticipate in

literacy and numeracy courses with little consideration of the importance of

encouraging a connection with a learning community in support of a shift in the

futuretowardse-learning.

WhatdidIhopetolearn?

Thetargetgroupforthisresearchhasemerged,fromobservations,duringmywork

overthelasttwenty-fiveyears,oftheimpactofACEonwomen'slives.Thesewomen

were participants in non-accredited and non-vocational ACE programmes in the

community.ThewomenfromvariousACEcentresthatwereinvolvedintheresearch

covered a variety of age groups, ethnicities and backgrounds, predominantly on

women-focusedcourses.

Iwaskeentoexplorewhatmotivatedthechoiceswomenmadewithregardtothis

education, and what observable changes resulted. I was interested further in

identifyingthefeaturesofsuccessfullearningenvironmentswithinACE,whichcould

20

inturnpromotemoreeffectivepolicyandpracticedevelopment.Inmyview,thisis

an importantsubject,becausetherehasbeenrelatively littleresearchonwomen’s

experiencesofACE inANZ, in termsofwhatworks andwhat changesneed tobe

madetoimproveeffectiveness.

Aimsandobjectivesoftheresearch

Theaimoftheresearchwastoexplorebyface-to-faceinterviewsthereasonsfor,

andtheimpactsofwomen’sparticipationinAdultandCommunityEducation(ACE).

TheresearchalsoidentifiedthefeaturesofasuccessfulACElearningenvironment.It

ishopedthattheknowledgegainedthroughthisresearchwillassistinanacademic

understandingofwomen’sexperiencesofACE,whichmayinformpolicyandpractice

intheeducationofadults.

Structureofthethesis

Thefirstchapterofthedissertationhasintroducedthepurposeandobjectivesof

theresearch.Thischapterhasalsoprovidedanoverviewofthebackgroundtothe

researchandtheimportanteducationpoliciesandchangesinthesectorthatimpact

onadulteducation.Chaptertwoexplorestheliteraturethatdefinesadulteducation

andwomen’sexperiencesofinvolvementinACE.Itwillalsoexaminethedifferent

typesofeducationwhicharereferredtoas“adulteducation”intheliterature.This

willinvolveafocusonthedefinitionsbothofadulteducationandformal,informal

andnon-formaleducationaswell.Myfocushasbeenontheorganisedbutnon-

accreditedprovisionofeducationwhichisrecognisedinAotearoaNewZealandas

AdultandCommunityEducation.Theliteraturereviewwillalsodiscussandevaluate

theresearchevidencewhichwillexplainwhypeoplebecomeinvolvedinACE.

Importantly,itwilldiscusswhythistypeofadulteducationparticularlyattracts

womenparticipants.Thefinalsectionoftheliteraturereviewwilldiscussand

evaluatetheresearch-basedliteraturewhichexploreswhatwomengainfromtheir

participationinACE,specificallyasindividuals,asafamilymembersandasmembers

ofsociety.Thethirdchapterdiscussesthemethodology,researchdesignanddata

21

collectionmethodsIhaveemployedtosupporttheunderpinningphilosophyofmy

chosenapproach.

Chaptersfourandfivereportonthefindingscollectedfromtheresearch.Thefirst

ofthetwofindingschaptersexplainsthereasonswhythewomeninthisresearch

projectparticipatedinACE,,andincludesadiscussionofwhatitisaboutACEasa

formofprovisionwhichspecificallyattractswomen.Womenidentifiedthattheir

reasonsforparticipationinACEweretotaketheopportunitytomeetothersto

moderatetheimpactofsocialisolation,toenjoymutualsupportonthecoursesas

wellasforpracticalreasons.Inaddition,womenweremotivatedtoattendcourses

fordevelopmentoftheirconfidenceandfortheirpersonaldevelopmentaswellas

fortheirchildren.Thesecondofthefindingschapterswillreportonthevarious

impactsofACEonthesewomen’spersonalandfamilylives.Thischapterhighlights

women’sdevelopmentinconfidenceandtheiremphasisontheirpersonal

development.Theimpactonwomen’sfamilieshighlightsthechangesthatwomen

haveappearedtomakethathadapositiveinfluenceontheirfamilies.

Chapterfivediscussesthefindingsinrelationtopreviousliteratureandthe

identificationofanswerstomyresearchquestions.Thischapterprovidesevidence

thatthereisabroadrangeofreasonsfor,andimpactsfrom,women’sparticipation

inACE.Inaddition,itidentifiestheattributesofsuccessfullearningenvironments.

Analysisofthefindingshighlightwomen’sinterestinparticipatinginACEcoursesfro

personalandsocialreasonsasopposedtothepolicyemphasisontheattainmentof

qualificationsandfutureemployment.Inparticular,thischapterfocusesonthe

fourthresearchquestiononanynewlearningthatmayinformpolicyandpractice.

Finally,theconcludingchapterhighlightstheimplicationsofthisresearch.Italso

outlinesareasforfurtherresearch.Thechapterdrawsattentiontothelackof

academicstudiesonACEinANZ.Thechapteralsohighlightstheneedformore

researchintheareaoftheimpactofteachersandthelearningenvironment.Unlike

muchoftheacademicliterature,thereislittleevidencethatwomenunderstood

themselvesfromadeficitperspective.Thedissertationhasemphasisedthe

22

importanceofthefeaturesofasuccessfullearningenvironment.Importantto

continuetoprovideprogrammesinACEforpersonalandsocialreasons,butmostly

toprovidearangeofdifferentprogrammeswhichprovideappealtodifferent

womeninvolved.

23

ChapterTwo:Areviewoftheliteratureonwomen’sinvolvementinAdultand

CommunityEducation

Thischapterbeginswithanintroductiontotheliteratureonsocialconstructionism,

thetheorythatunderpinsmyresearch.Iwillthenpresentandanalyseliteraturethat

discussesthenatureandpurposeofadulteducationandadultlearning.These

termswillbedefinedalongwiththedefinitionsofformal,informal,andnon-formal

education.Thiswillbefollowedbyabriefreviewofthetheoreticalframeworkof

socialconstructionism.

Thesecondsectionoftheliteraturereviewexaminestheliteraturethatspecifically

pertainstowomenandeducation,andthereasonssuggestedintheliteratureasto

whywomenbecomeinvolvedinACE.Thisisfollowedbyanexaminationofthe

literaturewhichhelpstounderstandwhatwomensaytheygainfromparticipatingin

ACE.Thefinalsectionwillpresentandreviewtheliteratureoneducation

environmentswhich,ithasbeensuggested,workbestforadults.Thefinalpartof

thereview.Thereviewoftheliteraturewillsignalthecurrentunderstandingsof

ACEthattendtofocusontheformaleducationsector.Theliteraturehasatendency

tofocusonthebenefitsforwomenwithlittleexaminationofthereasonsthat

womenmayparticipateinACE.Theliteraturehasconcentratedontheincreasein

women’sconfidence,whichisaclaimthatIwillchallengeasthereisaneedto

closelyexaminewhatismeantbythetermconfidenceandwhetheritiscontext

specific.Iwillalsointerrogatetheclaimsthatfocusonadeficitdiscourseregarding

women’sinvolvementinadulteducation.

OneofthecomplexitiesoftheACEsectorthatwillbediscussedinmyresearchisthe

shiftinfocusfromtherangeofACEcoursesthatwereavailableforwomentojoinin

2008tothelimitedfocusonprogrammesthatconcentrateonliteracy,languageand

numeracyrequirementsastheGovernmenthasdirected.Alongwiththisshiftisthe

developmentoftechnologythatimpliesthatACEmaybedeliveredthroughother

mediaratherthanthefocusofface-to-faceinteractions.Whilstthedirectivefrom

policyisonlearningforqualificationsandemployment,thisresearchwillarguefor

24

thecontinuedavailabilityofcoursesthatofferarangeofcoursesparticularlythose

withapersonalandsocialfocusandthataredeliveredinalearningenvironment

thatisseentobesuccessful.

Socialconstructionism

Socialconstructionisttheoryoffersawayofunderstandingsocietywhichwillbea

usefultheorytoassistinanalysingtheperspectivesofthewomeninmyresearch.

AccordingtoBurr(1995,p.1),socialconstructionismisa“theoreticalorientation”

whichsuggeststhatthereisnosingleinterpretationofpeopleandtheworld.AsBurr

argues,anunderstandingofpeoplecanonlybeacquiredbyobservationoftheworld

(Burr,1995,p.5).Importantly,Burrarguesthatknowledgeisproducedthrough

communicationofsharedunderstandingsoftheworld(Burr,1995,p.5).Specifically,

Burrarguesthatitisthroughdailyinteractionsbetweenpeopleineverydaylifethat

knowledgebecomesconstructed(Burr,1995,p.3).Furthermore,thetwokey

assumptionsofsocialconstructionism,theneedtocriticallyexaminetaken-for-

grantedwaysofunderstandingtheworldandtheemphasisplacedontheuseof

languagewillbeconsidered.

Inparticular,socialconstructionisttheorylinkswithmystudyasthewomenhave

constructednarrativesontheirexperiencesinACE.Throughoutmystudyitis

importanttorecognisethatthelanguagethatthewomenchoosetouseisshapedby

theirparticularcontextaswellasbygenderconstructs.Anexampleofhowthisis

enactedisinthecomplexityoftheuseoftheword“confidence”inmyresearch.The

womenintheresearchprojectself-reportontheirexperiencesofconfidenceand

theirconstructionofwhatconfidencemeanstothem.Theproblemwiththeuseof

theterm“confidence”willbediscussedthroughoutthethesisinmoredetailbut

essentiallytheuseofthetermiscomplicated.Confidenceisnotatransferable

conceptaspeoplemaystatetheyfeelconfidentinonecontextbutmaynotfeel

confidentinanothercontext.AsBurrhasidentified,peopleareabletounderstand

theirexperiencethroughotherpeople’sfeelingsandwillbeshapedbythe

constructionofwhatconfidenceis.

25

Adulteducationandadultlearning

Thissectionwilldistinguishbetweenthetwoterms‘adulteducation’and‘adult

learning’andprovideexplanationsofthedifferencebetweenthesetwonames.

Furtherdiscussioninthischapterwillfocusontheinfluenceoftheseconceptson

adulteducationpolicyandpractice.Itisimportanttoclarifyattheoutsetofmy

thesisthedifferenceinadulteducationandadultlearninginordertounderstandthe

impactofwomen’sexperiencesineducation.Areadingoftheliteraturesuggests

someconfusionbetweenthedefinitionsofadulteducationandadultlearningas

bothofthesetermstendtobeelided.Inaddition,thereappearstobeatensionin

theliteraturebetweeneducationwhichaimstoreproducecurrentworkandsocietal

relationshipsandeducationthataimtochallengethestatusquo.Biestaargues,that

heseesthetensionasaclashbetweenthe“cultureoftechnologyandeconomyon

theonehandandthecultureofhumanityandthehumanitiesontheother(Biesta,

2014,P.14).

Adulteducationisoftendefinedasencompassingabroadrangeofopportunitiesto

up-skillandtoeffectchangeinknowledgeandattitudesaswellasanemphasison

improvement(DarkenwaldandMerriam,1982;Knowlesetal,2011;Jarvis,2010;

MerriamandGrace,2011).Sincethesixties,acommonthemeisevidentinthese

definitions:systematicandsustainedlearning(Darkenwald&Merriam,1982),

organisedactivities(Knowles,1980),aplannedseriesofincidents(Jarvis,2010)and

involvingplannedandpurposefulactivitiesforadultsthataimtoincreasetheir

understandingandknowledge(Merriam&Brockett,1997,P.6).Itappearsthatthe

researchtodatehastendedtodefineadulteducationasplannedandpurposeful

actionsthatenabletheadulttocreateachangeintheirknowledge.

AlthoughbothLindemanandKnowlessawadulteducationasnon-vocationaland

non-academic(Stewart,1998,P.106;Knowles,1970,P.20)othermorerecent

definitions(MerriamandBrockett,1997;BrookfieldandHolst,2011;restrictadult

educationtoafocusontrainingforemploymentorattainingqualifications.The

purposeofadulteducationhasshiftedfromahumanistbeliefwherepeoplehadan

opportunitytochangeandcontinuelearningtoenhancetheirpersonalgrowthtoa

26

behaviouristfocuswhichhasfocusedonanadulteducationwherechangeis

enactedbyadeliberatechangeintheenvironment(Burns,2002,P.227).According

tosomeoftheliterature(MerriamandBrockett,1997;Bowl,2014;Brookfieldand

Holst,2011),theeconomicpressuretotrainforemploymentnowshapesthetypeof

learningthatadultsareundertaking.Thischangeineducationalprioritieshasmeant

thatthereisnowanemphasisontrainingforworkandemploymentwiththe

intentionoffulfillingeconomicreasonsandreproducingcurrentworkandsocietal

influences(Biesta,2014,P.2;McGivney,1999,P.2).Thischangehasresultedina

reductioningovernmentsubsidies,anumberofACEprogrammeshavebeen

reducedaswellastheexpectationthatthelearnermustpay(Bowl,2014,P.2).Allof

thesechangessuggestthattheemphasisongainingqualificationsandemployment

meansthatinorderforpeopletobeabletoaffectchangeintheirownknowledge,

attitudesandskills,learnersneedtopay.

Anotherstrandoftheargumentofthevalueandpurposeofadulteducationisthat

adulteducationisseenasprovidingeducationthatisperceivedashavinga

“remedialrole”(StuartandThomson,1995;MerriamandBrockett,1997)where

adultsaregiventheopportunitytosucceedafterfailinginthecompulsoryeducation

sector.AfinalargumentisprovidedbyBiesta(2010,P.19)whoarguesthat

educationmayperformthreedifferentbutconnectedfunctions.Heidentifiesthese

as:qualification,socialisationandsubjectificationAccordingtoBiesta(2013,pp.19-

20;Biesta,2010,P.18),qualificationfocusesonprovidingindividualswiththe

knowledgeandskillsthatenablepeopleto“dosomething”whichcanrangefrom

trainingforaparticularjobtotheteachingoflifeskills.Thisfunctionisparticularly

connectedtoeconomicargumentsforthevalueofadulteducation.The

‘socialisation’function,accordingtoBiesta,highlightsthewaysthat,through

education,peoplelearnaboutexistingcultural,socialandpoliticalpracticeswhich,

inturncontributestothecontinuationoftraditionsandcultures(2013,P.21).The

finalfunctionofeducationissubjectificationwhichfocusesontheimportanceofthe

individual’sbecomingmoreindependentandautonomousintheirthinkingandways

ofbeing(Biesta,2013,P.21).Biestabelievesthatitisimportantforlearnersto

27

engagewithallthreedimensionsofeducationandthateffectiveeducationneedsto

performallthreefunctionsofqualification,socialisationandsubjectification.

Adultlearningisseenasachangeinbehaviour,knowledge,skillsorattitudes

(Knowlesetal.,2011,P.13;Biesta,2009).Itisalsodefinedasaprocessof

experienceresultinginbehaviourchange(MerriamandCaffarella,1999).According

toBiesta(2009),Biesta(2014)andJarvis(2014)“learning”isanindividualistic

concept,andreferstowhatindividualsdoandtotheprocessoractivitywhere

individualsacquireknowledgeandskills.Biestaarguesthattheuseoftheword

“learning”andtheriseofthe“learnification”ofeducationalpracticeanddiscourseis

problematic(Biesta,2014,P.62).AccordingtoBiesta,therehasbeenatendencyfor

apreferencefortheword“learners”insteadofstudents,apreferencefor“teaching

andlearning”insteadofeducationandtheuseofthewords“facilitatorsoflearning”

insteadofteachers(Biesta,2014,P.62).Theproblemwiththisshiftineducational

policy,researchandpracticeisthatithasfocusedontheindividualisticand

individualisingnatureoflearningandhasmovedattentionawayfromthevalueof

relationshipsineducationalpractice(Biesta,2014,P.63).Notonlyhasthismadeit

problematictoidentifywhattheparticularresponsibilitiesoftheadulteducatorare

butincontrasttothedefinitionsforadulteducation,thereappearstobealackofa

relationshipwithothers(Biesta,2009,P.14;Biesta,2014,P.63).

Theconfusionaroundthenatureandpurposeofeducationandlearning

Oneoftheproblemsevidentintheliteratureisconfusionbetweenthedefinitionsof

adultlearningandadulteducation,asthereisatendencytoconflatethetwoterms

ineducationalpolicy,practiceandresearch(Biesta,2014,P.62).Muchofthe

confusionhasdevelopedfromthedebateovertheuseoftheterms,asaccordingto

Biesta,thisdebatestemsfromthefactthattherehasbeenanemphasisontheuse

ofthetermlearningoverthepasttwodecades(Biesta,2013,P.17).As

acknowledgedearlierinthechapter,Biestaarguesthatthetransformationofan

educationalvocabularyintoalanguageoflearninghasmeantthattheopportunity

toquestionthe“purpose,valueandgoodness”ofeducationhasbeenlost(Biesta,

2014,P.62).Theassumptionsthathavedriventhisshiftarethebeliefsthat

28

“learningisinevitable,somethingwehavetodoandcannotnotdo”(Biesta,2014,P.

61).AccordingtoBiestathereisanabsenceofexplicitattentiontotheaimsof

educationwhichhasresultedinarelianceonwhatheterms“common-sense”views

ofthepurposeofeducation.Furthermore,hearguesthatthisapproachhasa

tendencytoreproducesocialinequalitythrougheducationasitisintheinterestof

thestatusquotokeepthingsastheyare,ratherthanencouragingdiscussionabout

whateducationcouldbe(Biesta,2013,P.16).Biestasuggeststhatpeoplewho

benefitfromthecurrentsituationoftencolludetokeepthingsastheyarerather

thansuggestanychanges.Unfortunately,peopleinpositionsofdisadvantageoften

tendtosupportthestatusquoonthebasisofthemistakenexpectationthatthey

willeventuallybenefitinthesamewaythatpeopleinamoreprivilegedpositiondo

(Biesta,2013,P.116).

Thedifferenttypesofeducation

Adulteducationtakesplaceinadiverserangeofcontexts,fromthehighly

structuredtothelessstructuredsettingsforlearning(Bowl,2014,P.5;Stewart,

1987,P.13;Jarvis,1983,P.39;MerriamandCaffarella,1999).Withinthesesettings

therearearangeoflearningactivitiesthatadultsparticipatein,whichinclude

workplacetrainingandself-directedinformalactivities(Tough,1979;Kasworm,Rose

andRoss-Gordon,2010,P.16;Merriam&Caffarella,1999,P.24).Thetermsformal,

non-formalandinformaleducationareusedasawaytocategorisethebroadrange

ofadulteducationactivities.

Formaleducationconsistsofcourseswithadefinedcurriculumthatmostlyleadtoa

qualification(Cross,1981;Foley,2004;Burns,2002;MerriamandBrockett,1997;

McGivney,1999)andtakesplaceinanorganisedandteacher-directedenvironment,

usuallyaneducationinstitution(Bowl,Walters&Tobias,2008,P.47).Whilstitis

possibleforeducationtobeformallyorganisedbutnotformallyassessed,formal

educationisusuallyfocussedonoutcomesforemploymentratherthanpersonal

change(Jarvis,1983,P.45).Informaleducationreferstoindependentandincidental

learningthatisrelatedtoanotheractivitywhichdoesnotnecessarilyincludethe

29

awardingofaqualification(Cross,2009;Foley,2004;Jarvis,1983;Merriamand

Brockett,1997).Similarly,Burns(2002,P.222)describesinformaleducationasa

“by-product”ofadultsmainactivityandasa“secondarypriorityforthe

organisation”(Cross,1981,P.135).Likewise,MerriamandBrockett(1997,P.14)

defineinformaleducationas“anyorganisedandeducationalactivityoutsidethe

establishedformalsystem”.Thestrengthsofinformaleducationarethatitisseenas

beingmoreincidentalandspontaneousincomparisontootherdefinitions(Bowl,

WaltersandTobias,2008).Incontrasttoformalandinformaleducation,non-formal

educationisviewedastakingamiddlepositionbetweenboth,asitisresponsiveto

localneedsofadultsandisdescribedasbeingflexibleandlessstructured(Field,

2006,P.53;MerriamandBrockett,1997,P.4;McGivney,1999,P.1).Furthermore,

non-formaleducationisseenasanyorganisededucationalactivityoutsideofthe

formalsystem,whichisinitiatedandresponsivetolearnersanddescribedasbeing

flexibleandlessstructured(Field,2006;MerriamandBrockett,1997).Non-formal

educationisoftendeliveredinlocalsettingswherenoqualificationsareawarded

throughparticipation(McGivney,1999,P.1).

Myfocusinthisresearchisontheorganisedbutnon-accreditededucational

provisionwhichisrecognisedasAdultandCommunityEducationinAotearoaNew

Zealand.WhilstitisonlyknownbythisterminAotearoaNewZealand,theconcept

hassimilaritieswithdefinitionsofcommunityeducation.Communityeducationhas

beendefinedasrespondingtoexperiencesandinterestsofpeopleincommunities

andenablingpeopletoinfluencetheissuesthataffectthemandtheircommunities

(Jarvis,1983,P.57).Equally,MerriamandCaffarella(1999,P.29)describe

communityeducationasofferingpeopleachancetomeettoovercomeaparticular

problemorissuethatpeoplebelievetobeimportantinimprovinglifeintheir

community.Whilstthebreadthofthedefinitionofcommunityeducationcanbe

useful,itcanalsocauseproblemsaspeopleattempttodeterminetheneedsoftheir

communityasoftencommunitieshavearangeof“needs”whicharenotalways

recognisedasa“need”(McGivney,1999,P.3).AsTett(2010,P.1)maintains,

communityeducationgrowsoutofpeople’sexperiencesandtheirsocialinterestsso

30

itisthereforeimportanttoencourageandengagepeoplethroughoutlifeinto

learningthatisbasedonwhattheyareinterestedin.

KeepingallofthesedefinitionsinminditisusefultoconsiderwhereAdultand

CommunityEducationmightlieonthecontinuumbetweenformalandnon-formal

education.WhilstAdultandCommunityEducationhadpredominantlymaintaineda

focusontheneedsofthecommunityandalackofanemphasisontheneedtogain

qualifications,increasinglyACEisbeingpushedintomoreformalmodesasoutcomes

forlearninghavebecomethefocusofsomeadulteducationcourses(Bowl,2014).

Thesechangesindefinitionreflecttheshiftsineconomicandpoliticalprioritiesthat

appeartoinfluencethecategorisationofACE.Equally,thediversenatureofACE

meansthatitisoftenunclearwhereACEmightfitonaspectrumofadulteducation

terms.

Areviewoftheacademicliteraturehashighlightedthefocusofrecentshiftsinthe

purposeofeducationthatseestheincreaseinvocationaloracademicskillsbeing

viewedasofmorevaluethaneducationinitsownright.Inaddition,theuseofthe

termseducationandlearningthroughouttheliteratureisproblematicastherehas

beensomeconfusionwiththeexactuseoftheterms.Thisislikelytobearesultof

theshiftinthediscoursewhichmayhavebeeninsomeinstancesadeliberateact.

ThissuggeststhatthedeliberateintentofGovernmentmayhaveshiftedtoan

emphasisontrainingforworkandemploymentwiththepurposeoffulfilling

economicinfluences(Biesta,2014,P.2).AsBiestahasargued,thiscreatesa“culture

clash”betweentheeconomyandhumanity(Biesta,2014,P.14).Additionally,the

rangeofadulteducationdefinitionsthatarepresentedintheacademicliterature

werediscussed.Itbecameclearthatthereisatendencyforsomecross-over

particularlywithadefinitionofAdultandCommunityEducation.

Thegainsforwomenfromtheirparticipationinadulteducation

Theargumentsthatwillbepresentedinthischapterwillexplorewomen’ssenseof

confidenceaswellastheirmutualexperiencesofACEontheirownlivesaswellas

31

theinfluenceontheirfamily.Someoftheacademicliteratureidentifiesanarrow

viewofwomen’sinvolvementinadulteducationthatrequiredwomentotake

responsibilityforchildcareanddomestictasksandthereforeimpactsonwomen’s

availability.Particularlearningenvironmentsappearedtodisplayspecificfeatures

whichenabledwomentofeelasenseofsuccessfromtheirparticipationinACE.

IndividualgainsfromparticipationinACE

Self-esteemandconfidencearediscussedinmuchoftheliteratureofwomen’s

participationinadulteducation(Hammond,2004;Desira,2004;McGivney,1993).

AccordingtoGordon(1996),womenfeelthattheirparticipationinadulteducation

mayincreasetheirconfidenceandselfesteem.Sheclaimsthatparticipationina

universitycourserestoredwomen’sconfidencewhichtheybelievedhadbeen“lost

ordiminished”fromyearsofraisingafamily(Gordon,1996,P.14).Similarly,

researchundertakenbyDesira(2004)intheUnitedKingdomonyoungmothers,

identifiedthatanincreaseinselfesteemandconfidenceenabledthemtogain

qualifications,todosomethingdifferentandtomeetothersortoimprovetheir

educationfortheirchildren’ssake,thereforesignificantlyimprovingoutcomesfor

themselvesandtheirfamilies(Desira,2004,P.17).Anumberofthewomenin

Desira’sresearchstatedthattheirinvolvementintheiradulteducationcoursemade

themmoreconfidentintheirroleasamother.OtherwomeninDesira’sresearch

claimedthatparticipationinthecoursekeptthemoccupiedandmeantthatthey

werenotengagingincrime(Desira,2004,P.8).

AfurtherexampleisevidentinDeere’swork(1988)asshedescribeshowWider

OpportunitiesforWomencoursesintheUKappeartohelptoreducewomen’ssense

ofinadequacyafteryearsofsocialisationashousewives.Shearguesthat:“Somany

womenreturntoeducationwithtwodominantfeelings:atotallackofconfidencein

themselvesandaneedforpositivechangeintheirlives”(Deere,1988,P.63).

Womendidnotonlyvaluemeetingotherwomenwithchildrenbut,accordingto

MaidmentandMacFarlane(2009),appreciatedthechancetodevelopnew

friendshipsfromtheirparticipationinadulteducation.Theirresearchstudyof

womenwhoparticipatedinadulteducationcraftgroupsinAustraliaidentifiedthat

32

theexperienceofbeinginanadulteducationgroupmadeadifferencetothelivesof

thewomeninvolvedbecauseitfosteredsocialconnectedness,enduringfriendships

andasenseofbelonging(MaidmentandMacFarlane,2009,P.13).

Numerousstudieshavearguedthatwomen’sparticipationinadulteducation

appearstoenablewomentodevelopinconfidenceandtocreatefriendships,which

makesthemrelevanttomystudy.AlthoughGordon’sresearchconcentrateson

universitystudents,theresearchfromDeere(1988),andMaidmentandMacFarlane

(2009)offerusefulexplanationsontheimpactofadulteducationonwomen’slives,

thoughoneofthelimitationsofbothGordon’sandMaidmentandMacFarlane’s

researchisthattheyconducteditwithsmallnumbersofwomen(23womenon

Gordon’sresearchandninewomeninMaidmentandMacFarlane’sstudy).

Theevidenceofferedintheliteraturefordefiningagrowthinself-confidenceis

drawnfromtheobservationsthatwhenwomenfeltthattheyhadmorecontrolof

theirlives,theywereenabledtospeakupforthemselves,takeonamoreactiverole

inthecommunity,progresstoothercoursesandapplyfornewjobs(Hammond,

2004,P.43).Inaddition,evidencefromDesira’sstudyofyoungwomendescribed

anincreaseinconfidenceasenablingthemtoachievequalifications,helpingthemto

planfurtherstudy;furthermore,thesewomennoticedthattheytookmoreinterest

intheirchildren’seducation(Desira,2004,P.8).Parrsuggeststhatwomeninher

studygainedconfidencefromreturningtoadulteducationandthateducation

providedaspacewherewomencouldreconstructtheiridentities.

Hammond’s(2004)researchishelpfultoconsiderwithregardtomystudy,as

Hammondidentifiesfourkeyfactorsthatmaybeevidentinmydata.Desira’s(2004)

studyalsoprovidesusefulfactorsthatmaybepresentinmydata.However,as

Desira’sstudywasundertakenwithwomenwithchildren,theresearchdoesnot

takeintoaccountallwomen.Similarly,thisapproachisfollowedbyParr(2001)who

generalisesaboutmothersandtheirlearningandtheassumptionthatwomenwho

aremothershavenothadorarenotinvolvedineducationalactivitiesofanyform.

Conversely,Parr’s(2001)researchisusefulasherprojectfocusesonwomen’s

33

participationincommunityeducation.Furthermore,Parr’sstudyisoneofafew

studiesthatdefineconfidenceas“theabilitytodefineandassertone’sownneeds”

(Parr,2001,p.58)andobservesthatreturningtoeducationenabledwomento

prioritisetheirownneedsandtotakecontroloverthewaytheiridentityhasbeen

defined.Hammond,(2004),Desira,(2004),McGivney,(1993),Gordon,(1996)and

Deere,(1988)offernodefinitionsofthetermsself-esteemorconfidence,which

meansthatitisdifficulttoassesstheirclaimsfortherelationshipbetweeneducation

andimprovementand/orincreasesineitheroftheseareas.Despitethese

limitations,itisclearthatconfidenceandself-esteemareconsistentthemesinthe

literatureandthereforetheywillbekeyconceptstoexploreinmywork.

Muchofthefocusoftheliteraturealsoappearstoconcentrateonwhattheauthors

refertoas“thelittlehome-maker”approachtowomen’seducation(Jarvis,1992,P.

200)andtheconstraintsthisimposesonthelifechoicesortheperceptionoflife

choicesthatwomenhave.TheylabelwomenasinneedofwhatAird(1998)claimsis

“collectivenurturing”,whichfocusesongivingwomenasenseofpurposetohelp

themovercomethenegativeself-esteemthatarisesfromthelackofvalueplacedon

theseroles(Aird,1985;Parr,2001;Jackson,2012;Edwards,Hanson&Raggatt,1996;

Nanton,2009;Hayes&Flannery,2000;Clisby&Holdsworth,2014).Although

McGivney(1993)andThompson(2007)arguethatirrespectiveofeducational

background,occupationorethnicitywomenmentionedagrowthinself-esteemand

confidenceasoutcomesoftheirlearning(McGivney,1993),thereisatendencyfor

someoftheliteraturetoemphasiseadeficitdiscoursearoundwomen.Regardlessof

theireducationalbackground,occupationorethnicity,accordingtoMcGivney(1993)

andThompson(2007)womenmentionedthatagrowthinself-esteemand

confidencewereoutcomesoftheirlearning(McGivney,1993).

Inthesestudies,womenreportedtheirneedtoberecognisedasindividualsintheir

ownright,ofwantingtosucceedineducation,totakecontroloftheirlivesand

reconstructtheiridentity.Educationwasthemechanismbywhichthesewomenfelt

thattheycouldchange,“sheddingstigmafromthepast”(Parr,2001,p.65).AsParr

notes,educationofferspeopleasenseofwhotheyareandwheretheybelongin

34

societyasshedefinesidentityas“thewaypeopleseethemselvesintheworld”

(2001,p.94).AkeyproblemwiththisdefinitionisthatParrdoesnotelaborateon

thedetailsofhowidentitymightbechanged.Thechanceforwomentobecome

involvedinadulteducationappearstohavethepotentialtoinfluencewomen’s

senseofself,accordingtoBiesta(2011)andEcclestone(2007).Biesta’s(2011,p.13)

claimprovidesclarificationoftheimpactofadulteducationonwomen’sidentity.

Theseclaimsprovidealimitedanalysisofwomen’sparticipationinadulteducation,

particularlyaswomen’seducationexperiencestendtobedrawnfromeducation

whichisbasedonadeficitmodelofwomen’sdevelopment.

ResearchstudiesfromGalvan,2001,Horsman,1990,Boshieretal.,2006,Prinsetal.

2009 and Stromquist, 1997 have identified that women in literacy programmes

withinarangeofsettingsusecommunityandeducationgroupsasasocialspacefor

creatingfriendships,sharingadvice,releasingemotionsanddisruptingmonotonous

housework(Prins,TosoandSchafft,2009,P.337).AsPrinsetal.(2001)emphasise,

women in literacy programmes found that community and education groups

provided a number of positive opportunities for women to socialise and to

undertakelearningforthemselves.

In particular, Prins et al. (2009) identifies four social dimensions of women’s

participationinfamilyliteracyprogrammesintheUSA.Theseare,first,thatwomen

use adult education programmes to escape the isolation and boredom of being

“stuckinthehouse”byenjoyingtheopportunitytomeetpeople(Prinsetal.,2009,

P. 342). The second dimension is characterised bywomen’s need tomeet people

andmakefriends.Thethirddimensionconsistsofthesupportiverelationshipswith

teachers,sincecare,encouragement,understanding,non-judgmentalbehaviourand

anopen-mindedapproachareanimportantsourceofemotionalsupport.Thefinal

dimension they have described as self-discovery and development. They identify

that a number of women in their research made sacrifices or put off their own

education for the sake of their family, as thewomen tended to see their time in

education courses as an opportunity to do something for themselves (Prins et al.,

2009,P.346).

35

Aconsiderableamountof literaturehasbeenpublishedonthegrowthinwomen’s

self-esteem and confidence from their involvement in adult education (McGivney,

1993; Jarvis 1992; Nanton, 2009; Hayes & Flannery, 2000; Clisby & Holdsworth,

2014, Prins et al., 2009, Edwards,Hanson&Raggatt, 1999).Whilst these research

studies focus on the positive impact on women, there is also a tendency in the

literature to highlight a deficit discourse around women (Thompson, 2007;

McGivney,1993). Despite this, theevidence fromarangeofstudies identifies the

valuetowomenoftheirparticipationinadulteducation.

Inaddition,theconceptofagencywillbeconsideredfromanumberofperspectives

whichhavebeenidentifiedintheliterature(Ecclestone,2007and2009;Ecclestone,

Biesta&Hughes,2009;Biesta,2010;Biesta,2014;Biesta,2015;Biesta,2011;Biesta

&Tedder,2007).ThedefinitionofagencythatIhavechosentoutiliseisthatitcan

beseentobethewayinwhichwomenaimtoshapetheirlives,exertingcontrolover

themandgivingdirectiontothem(Biesta,2011,pp.3-14).Thisdefinitionis

particularlyusefulasitdescribesspecificcharacteristicsofagencyandoffersabroad

context.Moreover,agencycanbeseentobesomethingthatcanbeachievedin

particularcontextsandsituationsatparticularpointsintime.Asanumberof

researchersstate,agencyisnotsomethingthatpeoplehave,butsomethingthat

peopleneedtoenact(Ecclestone,2009;BiestaandHughes,2009,P.11;Emirbayer

andMische,1998,P.970).Thisimpliesthatwomenmaybesupportedbytheir

involvementinadulteducationtoenactagency.

Impactonfamilymembersfromwomen’sparticipationinACE

Theliteraturesuggeststhatthereareanumberofpositiveinfluencesforfamily

membersfromwomen’sparticipationinadulteducation(Hammond,2004;Brassett-

Grundy,2004;Schulleretal.,2004;Edwards,1993,Stalker,2001,andGouthro,

2005).InSchulleretal’sresearch,womenreportthattheirparticipationinadult

educationhasprovidedthemwiththeopportunitytoofferdirectsupporttotheir

children;theyhavebeenabletoinvolvetheirchildreninlearningaboutsocialissues

36

fromfamilydiscussionsandbecomemoreinvolvedintheirchildren’sschool

(Schulleretal.,2004,P.86).Furthermore,involvementinadulteducationhas

providedameansofovercomingtheisolationthatwomensometimesexperiencein

theirhomes(HayesandFlannery,2000,P.33).AsPrinsetal.(2009,pp.344-345)

noteintheirresearch,theinteractionsthatwomenenjoyedbothinsideandoutside

theclassroomwerecrucial,asthefriendshipandsupportappearedtomitigatethe

stress,anxietyanddepressionthatsomewomenexperiencedathome.

Furthermore,researchfromSchulleretal.,(2004)andHammond,(2004)ssuggests

thatwomenappreciatedtheopportunitytolearnwithothermothers,especially

thosewhoexperiencedthesamepressuressuchasdomesticresponsibilitiesfor

childcareastheydidsuchasdomesticresponsibilitiesforchildcareastheyfeltit

washelpfultosharecommonconcerns.AccordingtoHammond,theopportunityto

meetotherpeopleremindsmotherscaringforyoungchildrenof“theadultworld

theyhadbeeninvolvedwithbeforehavingchildren”(Hammond,2004,P.53).

Moreover,Hammondarguesthatparticipationinadulteducationallowedwomen

withchildcareanddomesticresponsibilitiestogetawayfromwhatshereferredto

asa“PostmanPatmentality”and“tousetheirbrain”(Hammond,2004,P51).

Someoftheresearchliteraturehighlightsthechangesthatwomenappearedtohave

tomaketoaccommodateandprioritisetheco-ordinationofdomestictasksand

child-caresothattheycouldspendtimeontheireducation(Gouthro,2005,P.8).

Thereisstillaperceptionthatwomenwhoareparentsneedtoorganisechild-care

andotherdomesticresponsibilities(Gouthro,2005P.8;PascallandCox,1993).

Stalker(2001)andEdwards(1993)arguethatwomenwereexpectedtoprioritise

householdtasksandfocustheirtimeonothers’concerns.AsCoser(1974)claims,

femalestudentsoftenhadtosatisfytwo“greedyinstitutions”asdemandswere

placedonwomenfromboththeirstudiesaswellastheirfamilies.Thereisa

tendencyintheliteraturetoclaimthatwomenarelimited(mostlywomenwith

children)bytheirpositionofhousewife,motherorchild-carer(McGivney,1993,

P25).Somewomenstillfeltthattheywereessentialtotheorganisationoffamily

37

activitiesandthereforeneededtoremainathome,whichsometimesconstrained

women’savailabilityforparticipationinadulteducation(McGivney,1993,P.25).

Whilstwomen’sparticipationineducationhadanimpactontheirfamily,Vaccaro

andLovell’s(2010)studycontendsthatfamilymemberscould,insomeinstances,

inspirewomentocompleteeducationalqualificationsandtocontinuewiththeir

studies.VaccaroandLovell’squalitativestudywasundertakenwith28female

universitystudentsintheUnitedStatesofAmerica(USA)andtheyclaimthat

“everydayfamilialstressorswereoutweighedbysupportandinspirationgleaned

fromfamily”(VaccaroandLovell,2010,P.170).Mostoftheliteraturehasnot

focusedonthisaspect,whichmaynotberelevanttomyresearch.

StudiesintheUKandUSAundertakenpredominantlywithuniversitystudents

highlightthegapintheresearchtoexaminetheimpactofwomen’sinvolvementin

ACEinANZontheirfamilies.Anumberofstudieshavehighlightthatthesupport

gainedfromwomen’sparticipationinadulteducationcourses(Schulleretal.,2004;

Hammond,2004;Prinsetal.,2009)alsoimpactedontheirfamilymembers.Several

studiesrevealadeficitviewofwomenassomeoftheresearchreinforcesthe

tendencyintheliteraturetodescribewomenasneedy,andmaytendtowards

pathologisingwomen.Itwillbeusefultoexaminetheevidenceinmyresearchtosee

ifthewordneedyappliestothewomeninmyresearch.

Thesestudiesprovideanunderstandingofthechallengesforwomenwhohave

participatedincommunityeducationintheUSAandUK.Inparticular,theliterature

raisesissuesthatimpactonwomenwhoaremothersofyoungchildren,asitargues

thatwomenareconsideredtostillneedtotaketheresponsibilityforchildcareand

domestictasks.Whilstmostofthestudieswereundertakenintheninetiesand

thereisoftenafocusonanarrowviewofwomen,theliteratureprovidesauseful

backgroundtomystudy.

38

Featuresofsuccessfullearningenvironments

Thissectionofthereviewoftheliteratureanalysesthefeaturesofasuccessful

learningenvironment.Alearningenvironmentcanrefertoaphysicalsetting,

culturalcontextoreducationalapproachwhereteachingandlearningtakeplace.In

thiscontextitreferstothephysicalspacewhereeducationcoursesareheld.Four

featuresaredominantintheliteraturewhichappeartocontributetowomen’s

participationinACE.Theseareaswereenvironmentalfeatures,theroleoftheadult

educator,theprovisionofsupportandfriendshipsandtheprovisionofthechildcare.

Environmentalfeatures

ResearchfromCooley,(2007),McGivney,(1993),Hutchinson(1986)andHayesand

Flannery,(2000)frominterviewwithwomenprovidesevidencefrominterviewswith

womenoftheimportanceofthelearningenvironmentneedingtobeeasily

accessibleforallwomenwithouttheneedforanentrancetest,andforthelearning

beingheldattimesthatsuitedtheparticipants.Cooley’s(2007)researchwith

womenintheUSAidentifiesthatthegroupexperienceofgatheringtogetherina

female-onlyenvironmenthasapositiveimpactonwomen’slives.Inaddition,in

Cooley’sresearch,womenclaimedthatthecombinationofasafeeducationsetting

andopencommunicationwithintheenvironmentappearedtopresentthemwith

theopportunitytoestablishtrustanddeepfriendships(Cooley,2007,P.312).

AccordingtoPrinsetal.,(2009,P.348)communityeducationfacilitiesprovide

accesstoemotionalsupport,socialnetworksandrelieffromlonelinessand

emotionaldistress.Theyareaplacewherewomencanexchangeadvice,

information,encouragementandotherresourcesinthesamewayaschild-care

centrescan.Theprovisionofanenvironmentwherewomenfeltsafeinnon-

threateningsurroundingswhichareapositiveplacewherewomenfeelsupported

andcandevelopfriendshipsisalsomentionedinMcGivney’s(1993)research

gatheredfrominterviewswithwomenreturningtoadulteducationintheUK.

McGivney(1993,P.60)maintainsthatthefeaturesof“goodcommunityeducation”

arethatitdoesnotseewomenasdeficient,andthattheenvironmentissafeand

friendly,“wherememberscanstepbackcomfortablyintoeducation”.McGivneyalso

39

identifiesthat“goodcommunityeducation”takesaccountofthenatureofwomen’s

lives,andadulteducationproviderssubsequentlyorganisedcommunityeducationto

fitwithfamilycommitments(McGivney,1993,P.60).Thefinalpointthatshemakes

isthatthewomeninterviewedinherresearchweresupportiveofcommunity

educationbecauseitrequirednoentryconditionsandwasthereforeopentoall.

McGivneyandCooley’sresearchwithwomenintheUKandtheUSAmayprovidean

explanationthatwillbeusefulforunderstandingmyresearch.Alimitationwith

otherresearchprojectsisthatthereisalackofevidenceconcerningwomen’s

experienceincommunityeducation.Thisgapintheevidencesuggeststhatitwas

importantthatmyresearchshouldbeconductedwithwomenincommunity

educationinparticular.

Theroleoftheadulteducator

Asecondthemeofthefeaturesofsuccessfullearningenvironmentsidentifiedinthe

literatureistheimpactofadulteducatorsonwomen’sexperienceofasuccessful

learningenvironment.Cranton(2006)andHammond(2004)bothemphasisethe

roleoftheadulteducatorininfluencingwomen’sparticipationinadulteducation.

Crantonsuggeststhatadulteducatorsneedtoensurethattheyhelpstudentswith

theirlearningbybeingreadilyavailabletoprovidesupport,includingongoingfollow-

up(2006,P.162-163).Shestatesthatwhentheeducatoris“authentic,openand

genuineintheircaring”(Cranton,2006,P.178),strongpositiverelationships

develop,includingsupportamongthelearners.Likewise,researchfromMcGivney

(1993)suggeststhattheskillsoflistening,empathyandofhavingknowledgeof

opportunitiesforwomenareparticularlyvaluableintheadulteducator.According

toPrinsetal.,(2009,P.349)educatorsneedtorecognisethesocialpurposeof

participationinACE,astheyoftencancreateopportunitiestodevelopfriendships

whichleadtoinformallearning.

Nevertheless,aproblemwiththesestudiesisthatthereisatendencytoreinforce

therhetoricaroundthecharacteristicsofadulteducators.Oftentheyfailtodiscuss

40

thespecificcharacteristicsneededintheroleoftheadulteducatorintheir

interactionwiththeirstudents.

Theopportunitiesforsupportandfriendship

Athirdfactorthattheliteraturesuggestscontributestowomen’ssuccessful

participationinadulteducationisthatofmutualsupportbetweenlearners.The

featuresthatareevidentintheliteraturearethedevelopmentoffriendshipsand

on-goingsupport.Tworesearchstudiesthatemphasisetheopportunityforwomen

tosharetheirconcernsandenjoymutualsupportaswellastheopportunityto

socialisewithotherscomesfromMaidmentandMacFarlane(2009)andCooley’s

(2007)study.MaidmentandMacFarlane’s(2009)studywasundertakenwithnine

womenparticipatinginanadulteducationcraftgroupinAustralia,andCooley’s

(2007)studyofeightAmericanwomeninawomen’sgroupbothemphasisethe

opportunitieswomenintheresearchhadtoshareconcernsandenjoythe

opportunitytosocialisewithothers.Thefeaturesthatwomenhighlightedfrom

theseexperienceswerefriendship,trust,self-identityandthevalidationoffeelings

werepositivefeaturesthatwomenhighlightedfromtheirexperiencesinadult

education(Cooley,2007,P.312/313).Anotablefocusintheliteratureisoffered

fromBelenkyetal.(1986)whohighlighttheimportanceofasafeclassroomwhere

participantssupporteachother.

Similarly,Hammond’s(2004,P.6)studystressesthedevelopmentofsupportive

relationshipsthatemergedfromwhatshedescribesas“goodcommunity

education”.Shearguesthatthemoresupportive,openandcohesivethegroupis,

themoreeffectivetheeducationcoursewasinenablingsomewomentohavea

positiveexperience.AlimitationofHammond’s(2004)researchisthatherfocusis

onanalysisofinterviewswith124menandwomenwithnocleardistinction

betweenmenorwomen’sresponses.

ThemainlimitationsofMaidmentandMacFarlane(2009),andofCooley’sstudy

(2007)arethattheirresearchisconductedwithsmallgroupsofwomen.

41

Chapterconclusion

Considerationofalloftheliteratureonwomen’sparticipationinadulteducation

revealsagapintheevidence,asmuchofthefocushasbeenonwomen’s

participationinformallearningactivities(McGivney,1993).Therehasbeenrelatively

littleliteraturepublishedonwomen’sinvolvementinACEandspecificallyalackof

researchundertakenonthereasonsthatwomenchoosetoengageinadult

educationandinsufficientresearchontheimpactsofwomen’sparticipationinACE.

Researchstudieshaveidentifiedtheapparentbenefitsoftheopportunitiesthat

womenexperiencefromtheirparticipationinadulteducation.Howevertheydonot

identifythereasonswomenbecameinvolvedincommunityeducation,orprovide

detailsoftheimpactoftheirparticipationonthemselvesorontheirfamilies.There

isinsufficientresearchintothefeaturesofsuccessfullearningenvironments,whichI

wanttorectifybyexploring.Mystudyintendstoprovideanaccountofwomen’s

experiencesoftheirparticipationinadultandcommunityeducation,andtheimpact

oftheseexperiences.

42

ChapterThree:Researchmethodologyanddesign

Myresearchhasfocusedonwomen’sparticipationinACE.InthepreviouschapterI

havereviewedtheliterature.Inparticularthechapterhasconcentratedonthe

reasonsforandimpactsofwomen’sinvolvementinACE.Ithasalsoidentified

variousfeaturesofthelearningenvironmentwhichhelptomakeparticipationin

ACEasuccessfulexperienceforwomen.Thischapterexplainstheoverallapproach

tomyresearchandwhyaninterpretivestudywasfelttobemostappropriate.It

goesontodetailtheresearchdesignandthemethodsofdatacollection,andexplain

howtheresearchwascarriedoutandthedatawereanalysed.Ialsodiscussthe

ethicalissuesinvolvedinundertakingresearchinvolvingsemi-structuredinterviews

withwomenandhowIdealtwiththese.Asexplainedintheintroductorychapter,

myactiveinvolvementinadultandcommunityeducationasateacherandlearner

ledmetothefollowingresearchquestions:

• Whatpromptswomentoparticipateinadultandcommunityeducation(ACE)

provision?

• Whataretheimpactsofwomen’sparticipationinadultandcommunity

education?

• Whatdowomenidentifyasfeaturesofsuccessfullearningenvironments

withinACE?

• Whatcanbelearnedfromwomen’sexperiencesofACEparticipationwhich

mayinformtheory,policyandpracticeintheeducationofadults?

Methodology

Myoverallmethodologicalapproachtotheresearchwasaninterpretiveone.

Interpretivismhasbeendescribedasanapproachinwhich:“Researchisguidedby

theresearcher’sdesiretounderstand(andthereforeinterpret)socialreality“

(Bhattacharya,2012,P.8).Interpretiveapproachesareunderpinnedbyabeliefthat

realityis“sociallyconstructedwithinagivencontext,andthereforeeventsand

actionsmayhavemultiplemeaningsorinterpretationsdependingonthatcontext,

andonthebeliefs,valuesandemotionsoftheindividualwhoisexperiencingand

describingthoseeventsoractions”(Hurworth,2011,P.2).Thus,as,Briggsand

43

Coleman(2012,P.24)argue,“realityisnot‘outthere’–anexternalphenomenon

waitingtoberevealedas‘facts’,butasocialconstructwhichdifferentpeoplemay

understandindifferentways.

AdoptinganinterpretiveapproachtoresearchimpliesthatastheresearcherIwas

involvedintheresearchstudyastheinterpreterofmeaning(BriggsandColeman,

2012,P.24).Thismeantthatitwasmyresponsibilitytoviewtheresearch

participantsasresearchsubjectsinordertoexplorethe“meanings”ofeventsfrom

thesubject’sperspective(BriggsandColeman,2007,P.24).Moreover,accordingto

BriggsandColemanitwascriticalthatItriedtounderstandandempathisewiththe

researchsubjects,andgainedanunderstandingoftheirperspective(Briggsand

Coleman,2012,P.23).

Myfocuswasonwomen’sexperiences,asIrecognisedthatwomenappeartobe

particularlydrawntolessformalapproachestoeducation(suchasAdultand

CommunityEducation)andthereforeaspecificfocusonwomen’sperspectives

regardingtheroleofACEwaswarranted(Philbin,Meier,Huffman&Boverie,1995;

Benn,ElliotandWhaley,1998;ClisbyandHoldsworth,2014).Inbroadtermsa

feministapproachtoresearchimpliesacommitmenttofocusingonthemeaningof

eventsandactionsinwomen’slivesasacounterbalancetowhathasbeen

characterisedasthedominantfocusofexploringthelivesofmen(Harding,1987;

HallandHall,1996:52).

Theimplicationsoftheseapproachesarethatfeministresearchhasutilisedsemi-

structuredinterviewsinordertoachieveactiveinvolvementofparticipantsto

providedataabouttheirlives(Punch,2009,P.148).Reinharz(1992,P.18)argues

thattheuseofsemi-structuredinterviewshasbeenoneoftheforemosttechniques

thatfeministshaveusedinresponsetoaneedforredefiningofthetraditional

interview,whichisoftenseentofocusonthemasculineparadigm(Punch,2009,P.

148).Feministinterviewingrequirestrust,opennessandemotionalengagement

(Punch,2009);therefore,theuseofsemi-structuredinterviewsseemedthemost

relevantapproachtouseinmyresearch.Theadvantagesofusingasemi-structured

44

interviewingtechniquewasthatusingalistofquestionsasaguideaswellasthe

possibilityofutilisingfollow-upquestionsallowsconversationstoflowwithout

needingtokeeptopre-definedquestions.Inparticular,theuseofsemi-structured

interviewingisparticularlyusefulasresearchersoftenhavelittleknowledgeofthe

participant’scircumstancespriortotheinterview.

Ethicalconsiderations

InaccordancewiththeUniversityofCanterburyHumanEthicsCommittee

requirements,Iensuredthatpriortotheinterview,allinterviewparticipants

receivedaninformationsheet,coveringletter,consentformandthequestionsheet.

Atthestartoftheinterviews,Iaskedeachparticipantiftheyhadanyquestionsand

thenaskedthemtosigntheconsentform.Ialsoexplainedthatinkeepingwith

ethicalguidelines,Icouldassuretheparticipantsofprivacyandconfidentiality,asI

guaranteedthatnoinformationabouttheparticipantwouldbesharedwithanyone

else.Ialsoassuredtheparticipantsthattheirownnameswouldnotbeusedinthe

research.

ResearchDesign

The reason for using a qualitative design is that I wanted to take an in depth

researchapproachtounderstandingwomen’sperspectivesontheir involvement in

ACE in a number of different settings. I aimed to collect data through semi-

structured interviews, and selected this approach inorder to findoutmore about

women’s lives. I based my methods of interviewing on the suggestions of Ann

Oakley’s(1981,P.41)feministredefinitionoftheinterviewprocess.Theimplication

of this was that my intention was to gain a cross-section of perspectives from

womenparticipatinginACEfromarangeofcontexts.

AsOakley(1981)hasidentified,afeministredefinitionoftheinterviewprocess

requiresashift“wherebytheaimisforanon-hierarchicalrelationshipwherethe

interviewerandtheintervieweeconsiderthemselvestobeco-equalswhoare

engagedinamutuallyrelevantconversation”(DenzinandLincoln,1994,P.354)

45

Withallofthisinmind,Idevisedinterviewquestionsthatwereopen-ended,in

ordertoencouragewomentosharetheirknowledgeandexperienceonthetopicof

ACE(deMarraisandLapan,2004,P.52).Thesemi-structuredinterviewtechniqueis

particularlyusefulasitisdescribedasa“guidedconversationwhosegoalistoelicit

fromtheinterviewee,rich,detailedmaterialsthatcanbeusedinqualitative

analysis”(Lofland&Lofland,1984,P.18).

UsingtheinterviewquestionsIhaddevised(Appendix1),mygoalwastoconstructa

pictureofwomen’sexperiencesofACE.

Inthedesignofthestudy,Ineededtoconsiderwhatwouldbethemostappropriate

groupofwomentocontact.Givenmyresearchquestions,itwasclearthatIneeded

tointerviewwomenfromarangeofsettings.Iwantedtoincludeadiversegroupof

womenfromarangeofACEproviders,soIneededtoestablishcriteriaforthe

selectionofparticipantsandsettings.

SelectionofACEcentresinvolvedintheresearch

IinitiallydecidedthatIwouldcontactfourACEcentresinChristchurch,thetown

whereIlive,asIhopedthattheinterviewswouldproduceanarrayofresponses

fromarangeofwomen.

IaimedtoinvolveACEproviders,basedontherangeofACEorganisationsidentified

inthedefinitionofACEfromTheReportoftheAdultEducationandCommunity

LearningWorkingParty(2001,P.10).Thismeantthattherangeofproviders

thereforefocusedonEnglishlanguageprogrammes,personaldevelopment

education,educationforsocialandenvironmentaljustice,andeducationtofacilitate

groupandcommunitydevelopment,aswellassomeadultliteracyandnumeracy

provisionandculturalretentionprogrammes.

Inessence,Iwantedtoprovideabroadcross-sectionofACEproviders,whichmeant

that there was a range of types of ACE provider and a span of providers.

46

Importantly,Ialsowantedtomakesurethattherewasamixofprovidertype,amix

ofwhattheyprovidedandarangeofhowprovisionwasfunded.ThemixoftypesI

chose at first was a community education provider, a social service agency that

providedACEandasecondaryschoolthatprovidedACE.

Two sites were added later, the Personal Development Centre and Teen Parent

Centre. I also attempted to include a range of ACE centres from different

geographicallocationsaroundChristchurchcity.Iwasabletoselectsixsitesfroma

totaloftwentyACEcentresthatIhadinformationonthroughtheChristchurchACE

Network.(SeeTable1forselectioncriteria).

ThesitesthatIselectedwere–

ParentLearningCentre–parenteducationcourses

CreativeSkillsCentre–recreationandleisurecourses

Women’sLearningCentre–women-onlypersonaldevelopmentcourses

PersonalDevelopmentCentre–angermanagementcourses

TeenParentCentre–schoolforteenparentsandchild-carecentre

EnglishLanguageCentre–Englishlanguagecourses

Thefirststepinidentifyingtheparticipantswastosetthecriteriaofwhichwomenit

would be important to interview. I chose the criteria of ACE centre, age and

ethnicity so thatadiversegroupofwomenwouldbe represented in the research.

TheidentificationofeachoftheACECentresprovidedmewithanindicationofthe

typeoflearnerwhowouldbeparticipatingateachsite.

• Thecriteriaforselectionwerethatparticipants:Hadbeenorwereinvolved

inAdultandCommunityEducation

• And had either not been involved in or successful in (according to their

definition)formaloraccreditedtertiaryeducation

• Or had a gap of ten-plus years since their last involvement in formal

accreditedlearning.

47

IalsoensuredthatIincludedproviderswhoofferedprogrammesformenand

womenaswellasonewhoprovidedforwomenonly.Althoughmostofthe

providersofferedACEforbothmenandwomen,Iwascarefulalsotochooseones

whichranprogrammesforwomenonly,tobesureofincludingawomen-centred

perspective.

Idecidedtocontactthemanagerofeachsitetoinformthemaboutmyresearchand

torequestpermissiontocontactthewomenwhowereinvolvedinACEattheir

centre.Icontactedmanagersthroughemailandphone.Iknewthreeofthem

personally,whichmadeiteasierforcommunicationpurposes.Allthreewere

promptintheirrepliesandverysupportiveofmyproposal.

AteachcentretherewereseveraldifferentACEprogrammesavailablesoIneeded

toaskthemanagerateachsiteforaparticulartypeofclass,asIwaskeenon

interviewingwomenfromarangeofdifferentprogrammes

(AllnameshavebeenchangedtoensureanonymityoftheACEcentres,asduetothe

limitednumberofACEparticipantsandACEcentres,itcouldbepossibletoidentify

either).

Iplannedtoundertakeresearchwithbetween30-60participantsoveraperiodof9-

12months.Giventhedifficultiesoverresponseratesforanyresearch,Iwasaware

that Iwould need to aim formorewomen than I expected. I was hopeful that I

wouldinterviewatleastthirtywomen.Iidentifiedthefollowingdescriptionsofthe

settingsfromwhichIsoughttoinvolveparticipantsintheresearch.

• Women recently or currently undertaking education

opportunities through their children’s primary school (7-10

women).

• Womenrecentlyorcurrentlyinvolvedinadultandcommunity

education courses at a community education provider

(suburban)(7-10women)

• Womenrecentlyorcurrentlyinvolvedinadultandcommunity

educationcoursesatacommunityeducationprovider(central

city)(7-10women).

48

• Womenrecentlyorcurrentlyinvolvedinadultandcommunity

education courses for refugeewomen to learn English (7-10

women).

• Women recently or currently involved in an adult and

community education context as a result of directives from

YouthJusticeorSocialServiceAgencies(7-10women).

• Women recently excluded from secondary school due to

pregnancy and the birth of a child but wanting to continue

withschoolprogrammes(7-10women).

Site

KeyActivity

Provider

Funders

Genderof

Learners

Ageof

Learners

Locationof

Centre

Ethnicity

Women’s

Learning

Centre

Personal

Developmen

tcourses

Women-

only

ACC/MixedWomen

only

Mixed

Young

CentralcityPakeha/

Other

Ethnicities

Personal

Development

Centre

Anger

Managemen

t

Non-

traditional

ACE Women

only

Young Western

Suburbs

Maori

Pakeha

CreativeSkills

Centre

Leisure Traditional

ACE

ACE,

Charity,

Mixed

Menand

Women

Older

adults

Southern

Suburbs

Pakeha

Parent

Learning

Centre

Child

Education

Education Education Menand

Women

Young Northern

Suburbs

Other

Ethnicities

English

Language

Centre

English

Language

Community

School

ACE Women

only

Range CitycentralAfghanistan

Bhutan

TeenParent

Centre

Education Community

School

Ministryof

Education

Women

only

Young Eastern

Suburbs

Maori

Pakeha

Table1:CriteriaforInterviewSites

49

Table1providesdetailsofthesitename,keyactivity,provider, funders,genderof

learners, age of learners, location of themajority of learners, and ethnicity. Iwas

able to gain this information from the sites’websitesor thedocumentation that I

obtainedfrommyfirstvisittoeachsite.Iwasalsoabletoaskthemanagersofeach

forsomedetails.Iaskedparticipantsatthestartoftheinterviewfordetailsoftheir

ageandethnicity.Womenwerealloweddidnotneedtoprovidethisinformationif

theydidnotwanttoandtoindicateanagerangeratherthanaspecificage(i.e.40+

/50+).

InmyeffortstoincludeyoungMaoriwomenwhowerenotattendingformaltertiary

educationinstitutions,IinterviewedwomenattheTeenParentCentre(TPC)who

areconsideredtobepartoftheformaleducationsystem.AlthoughTPCareunits

runbystatesecondaryschoolsundertheMinistryofEducation,myrationalefor

theirinclusionwasthatthisgroupofwomenmetthenationalprioritiesforACEat

thistime(MOE,2007)oftargetinglearnerswhoseinitiallearningwasnotsuccessful,

raisingfoundationskills,encouraginglifelonglearning,strengtheningcommunities

bymeetingidentifiedcommunityneedsandstrengtheningsocialcohesion.Itis

importanttostateherethatoneofthekeydifferencesbetweentheTPCandthe

othercentresdiscussedintheresearchisthatthewomenattheTPCwereall

workingtowardsgainingsecondaryschoolqualifications.

Accessissuesthatimpactedontheinterviewprocess

Threeproblemsimpactedonmyaccesstowomenthroughoutthecourseofthe

interviewprocess.Thefirstissuewasthedifficultyingainingaccesstothesortof

womenthatIwaskeentointerview.AsIhadworkedintheANZCorrectionssystem

atChristchurchWomen’sPrisonfortwelveyears,Iwaskeentocontactwomenwho

hadbeenreleasedfromprison.However,Icouldnotaccessthecontactdetailsof

applicantsthroughtheDepartmentofCorrectionsorthroughothercontacts.

A further problemwith obtaining accesswas that I was unable to gain responses

from a diverse range of women, as most of the women I was given the contact

50

detailsfortointerviewwereoverfortyandPakeha.AnexampleofthedifficultiesI

encounteredwasmyexperienceattheParentLearningCentre(PLC).Inconsultation

withthemanageratthePLCIdecidedthatthebestmethodtoattractparticipation

wasto“post”letterstoparentsintheparentcommunicationpocketsatthecentre.

Ipostedsixty letters toparents in thiswayandalsocontactedwomenbymeeting

faceto faceas theywaitedtocollect theirchildrenat theendofclass.However, I

hadonlytworesponsesfromthiscentre.

Athirddifficultythatpreventedaccesstowomentointerviewwastheimpactof

various“gate-keepers”fromanumberoftheACEcentresintheresearch.Although

Iacknowledgethatvariousmanagersandtutorswereattemptingtoassistmewith

myresearch,therewasatendencyforsomepeopletoactas“gate-keepers”.

IchosenottochangemyapproachasIwasappreciativeofthechancetointerview

womenatthecentresIhadcontactedandIwantedthemanagerstobefullyaware

ofmyresearch.Thismeantthatsomeofthewomenwhoweresuggestedtomefor

interviewwerewomenthathadbeenselectedonthebasisthatthemanageror

tutorfeltthattheywouldbe“good”subjects.AsReeves(2008,P.317)foundfrom

herexperiencewithgatekeepersinherresearch:

“Thesepeoplecanhelporhinderresearchdependingupontheirpersonal

thoughtsonthevalidityoftheresearchanditsvalue,aswellastheir

approachtothewelfareofthepeopleundertheircharge”.

Theimpactofthe“gatekeepers’”rolemayhavehadanimpactonthevalidityofthe

researchastherangeofwomenthatIcouldhaveinterviewedmayhavebeen

restrictedbythenamesthatthemanagerhaddecidedon.However,eachofthe

managerspassedonanumberofnameswhichmeantthatIwasabletointerviewa

randomgroupofwomen.Forarangeofreasonswhichthemanagermaynothave

beenconsciousof,thenamesthattheyselectedmayhavebeenwomenforexample

ofaparticularageorethnicity.Thiscouldhavemeantthattheselectionofcertain

womenwouldchangethedirectionoftheresearch(Cohen,ManionandMorrison,

51

(2013),buttheimplicationsofthiswerenotasproblematicasIhadenvisaged,asI

interviewedabroadcross-sectionofwomenasIhadintended.Moreover,byadding

thetwofurthercentresIhadtheopportunitytocontactwomenindividually.

The finalproblem thathadan impacton thedata collectionwas theeffectof the

seriesofearthquakes thatoccurred inChristchurch in2010and2011. Thismeant

that the process of conducting interviews was affected by the problems that

followed.TheeffectsonmyresearchwerethatIwasunabletoaccessACEcentres

or contact women to interview during this time as a state of emergency was

declared,withACEcentresclosedformanyweeksandpeopleoftenafraidtoleave

their homes. As therewere over 10,000 after-shocks, Iwas not able to continue

withmyinterviewsagainforatleastsixmonths.

Iovercametheseaccessproblemsbyaddingtwofurthercentrestotheoriginalfour

identified for the research. Since I hadnoticed that therewas a lackof youngor

Maoriwomeninmyfirstselection,andasaresultofthelackofcontactwithwomen

on release from prison and the difficulties contacting parents from the PLC, I

contacted the Personal Development Centre and the Teen Parent Centre for my

interviews.AsIhadflexibilitywiththetimeframeforthedatacollection,Iwasable

towaituntillate2011/2012tobegintheinterviewsagain.

PreparationfortheInterviews

Idesignedthetenquestionsfortheinterviewsbasedontheaimsoftheresearch.I

aimedtoincludearangeofopenquestionsandtriedtoprovidearangeoftypesof

question so that therewasamixtureofwhat,why,howquestions. I did this as it

made the interview investigative and provided a variety of ways of getting the

information.

Priortoundertakingtheseinterviews,Iconductedthreepilotinterviews,twowith

womenIknew,andonewithastaffmembersothatIcouldpracticeinterviewing

someoneunknowntome.Iconductedeachoftheinterviewsunderthesame

52

proceduresasIhadplannedforthe“real”interviews.Eachofthepilotinterviews

providedmewithvaluableinformationtoconsiderpriortoundertakingtherest.

Followingfeedbackfromthepilots,Iincreasedthefontsizeofthequestionsheetas

oneofthewomenIinterviewedtoldmeitwastoohardtoreadandIwantedto

ensurethatitwaseasyforallwomentoread.Ialsopreparedafewexamplesto

explainwhatACE,was,asthepilotintervieweeshadsuggested.Theyfeltthatit

wouldhelpremindotherwomenofACEcoursesthattheymayhavedoneaswellas

clarifywhatanACEcoursewas.WhilstACEwasveryfamiliartome,itisnotthat

cleartomostpeople.BasedonmyreflectiononthepilotinterviewsIneededto

ensurethatIfollowedupmoreontheleadsthatwomengavemeinordertoframe

questions,aswellasprobingmore,andtryingtogainmorein-depthcommentsfrom

theparticipants.Inmyreflectiononmyfirstinterviews,IwasawarethatIhadkept

toostrictlytothe“questionscript”,soItriedtoaskmoreprobingquestionsto

improvemyinterviewtechniquetoensurethatIgainedmoredata.

I considered the best order for the questions and trialled this with the pilot

interviews.Afterthesecondpilotinterviewwith“Karen”Imadethedecision,acting

onheradvice,tochangethewordingofsomeofthequestionsaswellastheorder

so as to ensure the most effective “flow” during the interview. I changed the

wordingfrom“Whatifanything,doyoufeelyouhavegainedfromattendingthese

courses?”to“Whatdoyoufeelyougainedfromattendingthesecourses?” feeling

thatithadsoundednegativeinthefirstversion.Ichangedthelettersofeachofthe

questionstoanumbersystemasthefeedbackfromthepilot interviewssuggested

thatnumberswouldbeeasiertousethanlettersofthealphabet. Idecidedtoadd

theeleventhquestion, as the topic ofwomenand learninghadbeen the focusof

conversationsinthepilotinterviews,soIdecidedthatitwarranteditsownquestion.

ConductinginterviewsinACEsettings

ThefirstfoursettingsintheinterviewprocessweretheWomen’sLearningCentre)

(WLC),theParentLearningCentre(PLC),theEnglishLanguageCentre(ELC)andthe

53

CreativeSkillsCentre(CSC).IneachofthesefourcentresandlaterintheTeen

ParentCentre(TPC)andPersonalDevelopmentCentre(PDC)),Isentthemanagera

letteroutliningmyresearchandseekingpermissiontoconductitattheircentre.

Aftergainingtheirapproval,Iaskedthemanagerfornamesandcontactdetailsof

womenwhohadletthemknowtheywouldbewillingtobeinterviewed.Ialsosent

letterstotheinterviewees(Appendix2),furtherinformationletters(Appendix3),

andtheinterviewquestions(Appendix1)andanintervieweeconsentform

(Appendix4)toeachmanagersothattheyknewofalltheproceduresand

paperwork.Feedbackfromthefirstmanager(Nita)IcontactedattheWLCprompted

metoadaptthelettertotheintervieweesasNitathoughtthatitwastoo“wordy

anddifficult”.ConsequentlyIsimplifiedtheletterandusedthisletterforall

interviewees.IaskedtheManagertogivemealistofanywomenwhotheyfelt

mightbeavailableandwillingtoparticipateintheresearch.Duetotheconditions

ofthePrivacyActtheManagersaskedeachofthewomenbeforetheypassedon

theircontactdetailstome.ThenIcontactedwomenbyphoneoremailandarranged

tomeetthem.

Myroleintheinterviewprocess

I aimed to conduct each interview in a private and quiet space. Most of the

interviews were conducted at the ACE centres, although several were held in

women’shomes,sincemy intentionsweretotry toarrangethe interviewssothat

theywereasconvenientaspossiblefortheparticipants,intermsoftimeandplace.

AteachinterviewI introducedmyselfandtalkedalittleabouttheresearchproject

and tried to build rapport with each woman. I gave each woman an information

sheetaboutmyresearch(Appendix2).Ialsotoldthemverballyabouttheresearch

and thesteps Iwould take toprotect theirprivacy, that Iwouldnotuse their real

names and that I would change any details thatmight identify them, such as the

namesoftheirchildrenorsomeofthespecificdetailstheydisclosed.Iaskedifthey

hadanyquestionsandIthenaskedeachofthemtosignconsentforms,(Appendix4)

whichtheywereallwillingtodo.Icheckedwitheachwomanthatshewashappyto

beaudio recordedand thenasked foreachwoman’s address so that I could send

54

them a transcript of the interview. On completion of the transcript I sent the

transcript and a self-addressed envelope so that each woman was given the

opportunitytosendbackthetranscripttomewiththechangesthattheymayhave

wantedmadetothefinaltranscript.

AttimesduringtheinterviewsIsharedmypersonalexperiencesandcomments,as

appropriate,asIfeltthatthisassistedwithbuildingrapport.HoweverIwasaware

oftryingtolimitmyinvolvementintheinterviewprocesssothatthepersonI

interviewedwasabletotellherstory.TherewereinterviewswhereIknewthe

interviewee,andwhilstthismaderapportbuildingeasier,Iwasalsoconsciousofthe

impactonthevalidityofmyresearch.Itmayhavebeenthatwomenwhoknewme

mayhavefelttooself-conscioustoreplytoallquestionsandthereforemayhave

controlledtheamountofinformationtheydisclosedintheinterview.Equally,asthe

womenknewmetheymayhavebeenmorerelaxedsotheywereabletodisclose

moreinformationintheinterview.Myintentionwastofocusontheparticipant’s

viewsandexperiences(deMarraisandLapan,2004,P.54)andensurethatthe

personbeinginterviewedwasabletoshareherstory.Therefore,thismeantthatI

didnotspeakmuch,sothewomencouldtalkasmuchaspossible.AsBogdanand

Biklen(2003,P.96)highlight,aninterviewisnotseenasqualitativeifthisdoesnot

happen.

IwaskeentogatherrichdatasoItriedtoensurethattheparticipantwasasspecific

aspossibleduringtheinterview.IalsoensuredthatIusednon-verbal

communicationcuessuchassmilingandheadnoddingtoencouragetheparticipant

tocontinuetalking,andmadesureIlistenedeffectively.

Irecordedeachoftheinterviewsonasmallhand-heldaudio-recorder,andchecked

forpermissionwitheachofthewomenpriortorecordingtheinterview.Ialsotook

notesduringtheinterview.Oncetheinterviewswerecompleted,Itranscribedthem

verbatim.Whilstthiswasatime-consumingprocess,Ifeltthatitwasimportantto

documenttheexactwordsoftheparticipantsinordertoensureaccuracy.Thefull

55

detailsoftheinterviewweretranscribed,withvariousaspectsofnon-verbal

communicationsuchaslaughsandwhispersincludedaswell.

Reflectionontheinterviewprocess

LookingbackonthefortyinterviewsthatIconducted,Icanseethattherewerea

numberofwaysIcouldhaveimprovedthem.Onreflection,Ididnotalwaysfollow

uponleadsthatwomengavemeinquestions.Additionally,Ineededtoallowmore

timeforfollow-upcomments,andtoencouragebiggerblocksoftimewherewomen

couldsharetheirexperiences.Furtherlimitationsofmyinterviewtechniqueswere

thattherewereanumberofprocessesthatIwouldbemorevigilantaboutinfuture

interviews.WhilstItookeveryprecautiontoensurethatIhadnewbatteriesfor

eachinterview,therewerestillanumberofoccasionswhereIneededtochangethe

batteriesofthetape-recorderduringtheinterview.Eachtimethishappenedit

seemedtodistracttheparticipantfromtheirfocusontheinterview.WhilstIhad

thoughtthattheplacesthatIhadconductedtheinterviewsweredistraction-free

spaces,thereweresomeinterviewswithbackgroundnoise,whichmeantthatthe

tapewasinaudibleinsomeplacesandmadeitdifficultfortranscribing.Infuture

interviews,IwouldcheckthattheplacewhereIconductedtheinterviewwasa

privatespacewhichwasfreefromdistractionfromothersandfreefrombackground

noise.IwouldalsoensureIgatheredmorepersonaldata,suchasageandethnicity,

atthestartofeachinterviewasthereweretimesthatIdidnotdothis.

Dataanalysis

AccordingtoDenzinandLincoln(1994,P.503):

…Fieldworkerscanneithermakesenseofnorunderstandwhathasbeen

learneduntiltheysitdownandwritetheinterpretativetext,tellingthestory

firsttothemselvesandthentotheirsignificantothersandthentothepublic”.

Myfirsttaskwastobecomefamiliarwiththedata.Thisinvolvedreadingandre-

readingthetranscripts.AsIreadIidentifiedwordsandphrasesthatsuggested

specificthemes.AsBraunandClarke(2006,P.82)suggest“Athemecaptures

somethingimportantaboutthedatainrelationtotheresearchquestionand

56

representssomelevelofpatternedresponseormeaningwithinthedataset.”Inmy

initialanalysisofthedataIidentifiedeighteenseparatethemes.Thethemesthat

werethemostcommonwerethosethatIhadinitiallylabelledas“theAdvantages”–

theAdvantagesofACE,WomenandLearning,ImpactonFamily,LearningNewSkills,

Change,andMeetingNewPeople.Thesefirstsixthemeswereclearfromtheinitial

stagesofanalysisandhaveremainedkeythemesthroughouttheprocess.I

continuallyreviewedthethemescheckingthattheyenabledmetoanswerthe

researchquestionsandtotellaconvincingstoryofthedata.Overtheprocessof

analysis,anumberofthemeswerediscardedorrefinedandsomewerecombined.

Oneexampleofthiswasthetheme,“AdvantagesofACE”asthisthemewaslater

discarded.Afterfurtheranalysis,IdecidedthattherewereotherthemesthatIhad

notidentifiedinmyfirstreadingsofthedata.Somethemessuchas“policy

problems”,IcouldfocusoninothersectionsofthethesissuchasthePolicycontext.

Afteranalysingthedataonaregularbasis,Ireducedthethemestotheninewhich

areidentifiedintheFindingssection.Iusedanumberoftechniquestosimplifythe

themeanalysissuchascolourcoding,numericalcodingandagridanalysis.

Collapsedthemes

OneofthetechniquesthatIutilisedforverificationofmydataanalysiswasthatI

presentedaworkshopatthe2012ACEConferenceandinvitedtheworkshop

participantstoprovidefeedbackonthethemes.Theprocessofdiscussionwith

othersenabledmetoverifythedecisionsthatIhadmaderegardingthethemesthat

werepresentinthedata.Theworkshopparticipantsidentifiedthirteenthemesfrom

thewholegroupbrainstorm.Ithenconsideredthesethemes,comparingthemwith

theonesthatIhadidentifiedandselectedthefinalninethemesthatIconfirmedin

theFindingschapters.

57

ChapterConclusion

Thischapterhasoutlinedthemethodologyandresearchdesignissuesinvolvedin

conductingtheresearch.Fourresearchquestionshaveguidedthedesignofthis

qualitativestudy.Theresearchdesignsectionoutlinedeachstepoftheinterview

processandidentifiedethicalconsiderations.Theresearchdesignalsooutlinedthe

pilotinterviewprocess,theprocessforconductingtheresearchandthereflection

ontheinterviewprocess.Ihaveconfirmedthecriteriaforeachofthesixinterview

sites,andestablishedcriteriaforselectingtheresearchparticipants.Duringthe

courseoftheresearchtherewereanumberofaccessissueswhichIhavediscussed,

aswellasmyeffortstoovercomethesedifficulties.Thefinalsectioninthischapter

willpresenttheapproachtodataanalysis.

Thenext twochapterswillpresent the findings frommyanalysisof thedata. The

first findings chapter will present an analysis of the reasons the women gave for

participating inACE courses andwhatparticularly attracted them toparticipate in

ACEprogrammes.Thesecondfindingschapterwillpresentfindingsontheimpacts

ofwomen’sparticipationinACE.

58

ChapterFour:Firstfindings

Soit’sthisinvisiblething,thefabricofourlives–whichactuallymakeslifewhatitis.

Deana,Women’sLearningCentre

Thischapterpresentsevidencegatheredfromtheface-to-faceinterviewswiththe

womenwhocooperatedwiththisstudy.Akeyquestionoftheresearchwas:What

werethereasonsthatwomenchosetoparticipateinACE?Womenwereasked

(questiontwo)“Whatmotivatedyoutotakepartinthesecourses?”

Theevidenceconcludesthatwomengavearangeofdifferentreasonsfor

participation,notably:

(a) theopportunitytomeetnewpeople;

(b) asameansofmanagingtheimpactofsocialisolation;

(c) toenjoyand/orexperiencethemutualsupportofotherwomen;

(d) practicalreasons,suchaslowcostandaccessibility.

Thesearediscussedindetailbelow.

ParticipationinACEenableswomentomeetnewpeople

Anumberofwomenfromarangeofbackgroundsprovidedevidencethatthey

attendedACEcoursesprimarilyforsocialreasons.WomenreportedthatACE

coursesprovidedtheopportunitytomeetandmakenewfriendshipswithothers,

primarilyotherwomen.

Deana(50+,Pakeha)fromtheWomen’sLearningCentre:

Ienjoymeetingawidecrosssectionofpeople.Ienjoyworkinginthatsocial

sphere–sojusttheconnectionwithpeople–that’sgreat–ameetingbeyond

the individual needs aswell and you can support other people like that as

well.

Madeleine(40+,PuertoRican/Philipino)fromtheWomen’sLearningCentre:

59

IgottomeetpeopleIwouldnotnormallymeet.

I think I tend tohangaroundwith“like”people,peoplewhohaveacertain

levelofeducationandwhoreadthesamekindsofbooksthatyoudoandwho

areatleastinterestedinbooks.

Diana(40+,Pakeha)fromtheCreativeSkillsCentre:

BoththecoursesIdo,therearealotofolderpeople,andIactuallyhaven’t

gotgrandparentsaroundsothat’sbeenreallyneat,it’slikeasortoffamily

atmospherewhenIgotoclass,IfeellikeI’vegottwentygrandparentsaround

meandthey’reverysupportiveandcaringandIlovethat.

Aroha(24,Maori)fromthePersonalDevelopmentCentre:

Yougettomeetalotofdifferentpeoplefromlotsofwalksoflifeandyou

hearalotofdifferentstoriesthatyoudon’tthinkispossible.

Jane(60+,Pakeha):

WellIthinkitwasreallythechancetomeetadifferentgroupofwomenwho

actuallysharedquitedeeply.Thatwasn’treallypartofthecourse,butinthe

break,we actually had some very deep sharing, and it’s always a privilege

isn’t it, and of interest to hear otherwomen’s stories? So thatwas quite a

highlightofthecoursereally–andIhadn’texpectedit.

Some women valued this connection with others because it provided the

opportunity to meet people in the same or similar situation as themselves. For

example,Atawhai (18,Maori) from theTeenParentCentre reported that shemet

otheryoungmotherswhosheperceivedwereinasimilarsituationtoher.

60

JustmeetingnewpeopleandbeingabletodowhatIlikedoingaroundpeople

thataregoingthroughthesameaswhatI’mgoingthrough.Likecoming

hereandlikeyoungmothers–beingaroundthem.

Hine(18,Maori)fromtheTeenParentCentre:

It’s reallynicebeingaroundpeople thatare in thesamesituation. It’salso

reallyrefreshingjusttobearoundpeopleinthesameboat,notjudgingyou.

OtherwomenvaluedtheopportunityprovidedbyACEtomeetotherstheywould

notnormallyhavecomeintocontactwith.Forexample,Madeleine(40+,Puerto

Rican/Philipino)recognisedthatthewomenthatshemetonthecourseswere

differentfromthewomenthatsheusuallymetasshereportedthatshetended“to

hangaroundwith‘like’people”.

I know that this may sound quite prejudiced, but I don’t normally hang

around with a lot of people who have tattoos but of course I did at the

Women’sLearningCentre,therewerelesbians,thereweretattooedwomen,

therewerewomenwhogotothebatteredwomen’srefuge–youknow,these

arewomenthatIwouldn’tnormallymeet.

TheinformationprovidedbythewomenintervieweessupportsthefindingsinPrins

et al. (2009), Parr, (1993 & 2000), Jarvis (1992), Aird, (1998), Jackson, (2012),

Edwards, (1993),Hanson,HansonandRaggatt, (1999),HayesandFlannery (2000),

ClisbyandHoldsworth(2014),MaidmentandMacFarlane(2009)andCooley(2007).

Forexample,Prinsetal.(2009)andMaidmentandMacFarlane(2009)reportedthat

womenfoundthatbelongingtoacommunityeducationcourseprovidedthemwith

anopportunitytomeetpeopleandcreatefriendships.

61

ParticipationinACEasatoolformanagingsocialisolation

Anumberofthewomenintervieweesreportedfeelingsofsocialisolation.This

isolationappearedtomanifestintwodistinctways:

(a)newarrivalsornotknowinganyoneinthecommunityorneighbourhood;

and

(b)beingathomewithyoungchildren.

Forthesewomen,participatinginACEprovidedanopportunitytomanagethese

feelingsofisolation.

Newarrivals

Tracey(40+,Pakeha)fromtheWomen’sLearningCentre:

For my own well being and for social reasons ’cos I come from La

PorteVilleaboutsixyearsago,butit’ssortofhardtofindfriends.

Traceydescribedherselfasbeingnewtothecity,andasaconsequencedidnot

knowmanypeople.ShereportedthatparticipatinginACEcourseswasameansto

managehersocialisolationbyprovidinganopportunitytomeetandmakefriends.

Carmel(50+,Pakeha)CreativeSkillsCentre:

It was a big factor going to courses, as it meant that with all the shifting

aroundwedid,IcouldmeetsomepeoplethatImightotherwisenothavemet

andhadsomethingincommonwiththemanditdidhelptremendously.

Carmel said shehadmovedhomemany times. JoiningACE courses ineachof the

newplacesthatshelivedwasawayoffindingsupport.

Mo,(50+,Pakeha)CreativeSkillsCentre:

Ithinkthatwomencanbeveryisolatedintheirlivesandtocomeoutanddo

62

classeswheretheyarewithotheradultsissovaluable.

MoreportedthatshehadbeenbothastudentandanACEtutor.Sheidentifiedthat

someofwomenthatshehadtaught,aswellasthewomenshehadlearned

alongside,hadexperiencedfeelingsofsocialisolation,duetobeingnewarrivalstoa

community.

Athomewithchildren

Jacqui(35,Pakeha)fromtheParentLearningCentre,atthetimeoftheinterview

wascaringforthreeyoungchildrenathome:

SometimesIgothroughstagesofparentingwhereIfeelI’mreallylowinmy

creativejuice,Ifeelreallydown-trodden,Idon’tlikemyjobofbeingahome-

makersometimes,soIdoneedtodosomethingalittlebitfrivolousandup-

liftingwithagroupoflike-mindedpeopleandwecanallsortofhaveagood

oldchuckleandabitofawhingeandatthesametimeextendingskills.

ForJacqui,participationinACEprovidedabreakfromtheeverydayworkof

parentingandhousework.

Aroha(24,Maori)fromthePersonalDevelopmentCentre:

It’smoreofanoutformeratherthanstayingathomebeinginarut,it’slike

awaytogetoutandmeetpeople.

Atthetimeoftheinterview,Arohahadonechildandwasexpectinghersecond.The

chancetoattendanACEcourseprovidedherwiththeopportunitytomeetregularly

withotheradults.

Kerrin (50+) Pakeha, Women’s Learning Centre, attended various courses at the

Centre. Kerrin provides evidence that for somewomen the opportunity to attend

63

ACE courses was for reasons other than course content. It seems that Kerrin

enjoyedthebreakawayfromtheresponsibilitiesshehadathome:

I wasn’t so much interested with the finished product, just the process of

doing itwasniceandarelaxingtime. Itwassometimesfrustratingaswell,

butusuallytheprocesswasquitenice.Justbeingawayfromthedailychores

ofbeingpartofthefamily.

Linda(60+andPakeha)hadretiredfrompaidworkasatechnicianinaschool.She

hadbeenparticipatingintheembroideryclassattheCreativeSkillsCentreforover

tenyears.

Imustadmit,whenIfirstretiredfromschoolwork,Ithought,crumbs,I’mnot

goingtositanddrinkcoffeeeverymorning- I’dgetsobored. It’scompany,

friendshipandImean,otherwise,you’dbeathomesittingathomealoneand

thatwouldbeawful.

Thewomeninterviewedwereatdifferentlifestages,andfulfillingdifferentdomestic

roles.Butregardlessofthis,incircumstanceswhereeithertheywerenewarrivalsin

a community or where they were self-excluding from the community as mothers

basedathometheopportunitytogotoACEandmeetotherswasareason,initself,

toattend.

Similar results tomy research findingswere found in the research literature from

Horsman(1990),HayesandFlannery(2000),Prinsetal.(2009)aswellasMaidment

andMacfarlane (2009)andCooley (2007). As identified ineachof these research

studies, women’s involvement in adult education enabled women tomanage the

isolationofbeingathomebymeetingothers.

ParticipationinACEprovidedwomenwithmutualsupportfortheirlearning

Somewomenreportedthattheopportunity,availableatACEcourses,formutual

supportoftheirlearningwasareasontoattend.Itseemsthatwomenappreciated

64

themutualsupportthatwasevidencedbytheiridentificationoftheencouragement,

inspiration,enjoymentandhelpthattheyreceivedfromothers.

Maree(40+,Pakeha)fromtheCreativeSkillsCentrehadbeenattendingPottery

classesforoverfiveyears:

It’sveryencouragingwhenthere’sotheradults,yousortofencourageeach

otherandyoulearnalotfromeachotheraswellastheteachers.

Michelle(19,Pakeha)fromthePersonalDevelopmentCentre:

They give you a lot of insight, like both the anger management and the

parentingcoursegavemeinsightthatIwouldn’thaveevencomeupwithon

myown, intosituationsthatyougetyourself inandhowtoresolvethemin

the best possible manner. And it’s good to have other people that are

educatedtobounceideasoffthemandlearndifferentways.

Linda(60+,Pakeha)fromtheCreativeSkillsCentre:

Anyway, they’re all very nice people and they’re all very helpful too, if you

needsomething,they’lltellyouwhereyoucangetit.There’salotofgiveand

takeintheseclasses.

Andalsoyougetinspirationfromotherpeopleandyouseesomebodydo

somethingandyouthink,“Oh,Imusttrythat!”

Mary(50+,Pakeha)fromtheCreativeSkillsCentre:

It’sareallyvaluableoutletforcreativityanddoingitwithotherpeopleinthe

communityreally,becausedoing itonmyownitwouldbenofun.Certainly

the camaraderie even if you’re not communicating with anybody, it’s just

lovely.

65

Furthermore,MaryrecognisedthatherinvolvementinanACEcourseenabledherto

connectwithothersfromwhomshegainedsupportandinspiration.

So it’sgood forpeople’smental, emotionalwell-beingandconnectedness–

peoplewhoneed to createhaveanopportunity to do itwithother people,

yougetinspiredbyotherpeoplethereandwhatthey’recreating.

Jo(40+,Pakeha)fromtheCreativeSkillsCentre:

It’safellowshipwithotherpeoplewhopaintandyoucanseethemgrowing

andyoucanseeyourselfstillgrowing.Andthatprobablywouldn’thappenin

quitesuchahealthywayifIwastryingtodothisonmyown.

Thefindingthatwomenlookedforandfoundsocialconnectionandmutualsupport

through the ACE experience is supported by other literature fromMaidment and

MacFarlane (2009) and Cooley (2007). As Maidment and MacFarlane (2009)

discovered, women appreciated the sense of belonging and social connectedness

theyexperienced.

Forthewomenidentifiedabove,learninginagroupwasapositiveandreinforcing

experience.Itprovidedthemwithanopportunitytofeelinspired,motivatedand

encouragedbyothers.

OtherpracticalconsiderationssupportingACEparticipation

Thereasonsforparticipationidentifiedabovecanbedescribedingeneraltermsas

‘socialreasons’forparticipatinginACE.Therearealso,however,practical

considerations.Theseinclude:

(a) timeconstraints–courseparticipantsweretime-poorand‘fittingin’

educationaroundotherresponsibilitiessuchaspaidworkandfamily;

(b) cost–courseparticipantsreportedhavingonlylimitedfundstopayfor

coursefeesand/orbooksandequipment;

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(c) informality–somecourseparticipantswerewaryofformaleducation

coursesandpreferredtherelaxedformatofmanyACEprogrammes.

Diana(40+,Pakeha)fromtheCreativeSkillsCentreappearedtovaluethechanceto

participateinanACEcoursewhileherchildrenwereatschool:

I realisedthat Ireally lovedartandwantedtodo it farmore,sothenwhen

the children are at school I had the time available. I’d always been a bit

scaredofpaintingandIthought,maybeIshoulddoitjusttoseeifit’snotas

scaryasIthought.Ilikeachallenge!I’vebeendoingthatforoverfiveyears.

Jane(60+,Pakeha)fromtheWomen’sLearningCentrehadcomparedthecostsofa

non-ACEcoursewiththecostsofanACEcoursesandrecognisedthattheACEcourse

wascheaper:

They’re reasonably priced. You kind of know that it’s not a commercial

organisationthatwantsmoneyoutofyou.CoswhenIdidthedigitalcamera

thing,Ihaveseenothersadvertisedandtheywerevery,veryexpensive–like

theTerryTech.I’mdrawntocheaponescosifI’mgoingtodosomethingand

I don’t know anything about the course, I don’t want to fork out $400 or

somethingandthenfinditdoesn’tsuitme–soit’softensortofatasterkind

ofthing–cosI’mnotinclinedtocommitmyselfforlongterm,cosI’mabusy

person.

Mo(50+,Pakeha)fromtheCreativeSkillsCentre:

Because they were convenient. They were available and they were

convenient,andIbelieveinlearning.Well,they’recertainlythecheapestway

beingtaughtfurtherskills.

Kerrie(40+,Japanese)fromtheWomen’sLearningCentre:

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They’remuchcheaperthananyothercourses. Itdoesn’tmeanthatthey’re

notproperlydone-thequalityisjustasgoodasanycourses.

Mary(50+,Pakeha)fromtheCreativeSkillsCentre:

Icouldn’thavetheset-up,Icouldn’taffordtheset-up,andIwouldn’twantto

workonmyownanyway,sobeingwithotherpeopledoingthesamething,

having tuition, and the safety of doing it in a situation like CSC. It’s safe

becauseyougettaughthowtohandlethematerialsandthatkindofthing.

Jacqui(35,Pakeha)fromtheParentLearningCentre:

Ithinkit’sanicethingaboutthesesmallercoursesisthatyoucanspeakmore

casuallyandinformallyandclarifythingsthatyouarefindingithardtocome

totermswith.Butwhenyougotoasettinglikethatwithotherwomenitcan

beareallygoodlevellerandreallygrounding.

Thewomenreportedthesepracticalconsiderationsattractedthemtoparticipatein

ACE.ACEprovidedtheopportunityandthematerialstoenablepeopletolearnina

safeandsupportiveenvironment.Thisisparticularlythecasewheretheparticipants

werelessconfidentabouttheirabilitiesandlevelofeducation.

Incertaincourses,suchasthoseprovidedattheCreativeSkillsCentre,theprovision

ofkeyequipment,suchaspotterywheelsandakiln,allowedwomentoparticipate

in an activity that would otherwise have been unavailable to them. For some

women, the availability and affordability of ACE courses had great appeal. For

others, the short duration of the courses, as well as the provision of a range of

materialswerereasonsthatotherwomenbecameinvolvedinACEcourses.Whilstit

may be an expectation that ACE courses provide all equipment, itwas noticeable

thatwomenhighlightedthatthesepracticalrequirementswereimportanttothem.

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ChapterConclusion

TheanalysisrevealsthatwomenwerepromptedtoparticipateinACEasan

opportunitytomeetnewpeople,tomanagetheimpactofsocialisolation,toenjoy

and/orexperiencethemutualopportunityofotherwomenaswellasforpractical

reasons.IhavepresentedevidencethatsuggeststhattheirparticipationinACE

coursesprovidedthemwithanopportunitytoreducetheirsocialisolation.But

regardlessofwhethertheywereanewpersontoatown,orsomeonewhowasat

homewithyoungchildren,orinretirement,itseemedthatthesewerethereasons

thatwomenfeltencouragedtojoinanACEcourse.

Thechancetomeetpeoplewasonereasonthatwomensaidthattheybecame

involvedinanACEcourse.ParticipationonanACEcourseappearedtoprovidesome

womenwiththechancetomeetotherswhowereinasimilarsituationastheywere

–or,incontrast,thechancetomeetwomenwhoseemedquitedifferenttothem.

TheopportunitytoenjoymutualsupportonavarietyofACEcoursesappearedto

appealtoanumberofwomen.WomenfromtheCreativeSkillsCentre,Personal

DevelopmentCentreandtheTeenParentsCentreidentifiedthatthereasonthey

becameinvolvedinACEwasbecausetheyenjoyedthemutualsupportofbeingable

tofeelsupportedandencouragedbyothers.Equally,womenrecognisedthat

learningtogetherinagroupwasanopportunityforthemtofeelinspiredbyothers.

OnefinalreasonthatwomenofferedinregardtotheirparticipationinACEwas

becauseofpracticalmatters,suchaslowcostandaccessibility.

Inresponsetotheresearchquestionregardingthereasonsthatwomenchoseto

participateinACEprogrammes,itisclearfromthefindingsthatthewomeninthe

researchdidsoforpredominantlypersonalandsocialreasons.Anexaminationof

theliteraturehassuggestedthattheinterestforwomeninattendingadult

educationcourseswasforsocialreasonshoweverthereareafewdetailsofthe

natureoftheseinteractions.Thefindingsfrommyresearchhavehelpedtoprovide

adeeperunderstandingoftheexactnatureofsocialinteractionsthatmayappealto

womenincommunityeducationandspecificallyAdultandCommunityEducationin

AotearoaNewZealand.

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ChapterFive:SecondFindingsChapter

“Ithinkit’simportantforwomentobeconfidentinthemselvesandbelievethattheycandowhatthey

wanttodo”

Deana,Women’sLearningCentre

Theimpactofwomen’sparticipationinAdultCommunityEducation:effectson

personalandfamilylife

Thissecondchapterpresentsthefindingsontheimpactofwomen’sinvolvementin

ACEonwomen’spersonallivesfollowedbytheimpactontheirfamily.Thefirst

sectionintroducesthethemesoftheconfidencewhichwomenseemtoimplythat

theygainedfromincreasingtheirbeliefintheirownabilities,andtheactionsthat

theytookregardingthisnewconfidence.Thesecondsectionprovidesillustrationsof

personaldevelopment,whichsomeofthesewomenrefertoastheprocessof

changethatwasevidentintheirlives.Theevidencepointedtothefollowing:

• thatinvolvementinACEhadprovedtobeaninfluenceonsomewomen’s

senseofconfidence;

• thatithadresultedinthemmakingchangesintheirpersonaldevelopment;

• andthattheimpactthatsomewomensubsequentlyhadontheirfamilies

hadstemmedfromtheirparticipationinACEcourses.

Confidence

ThereisevidenceinthedataabouttheeffectofparticipationonwhatIhavetermed

thewomen’sconfidence.Thiswasthetermusedbyanumberofwomen

themselveswhendescribingtheirresponsestotheiracademicsuccessorfailure,or

tohavinglearntaskill,andalsototheincreasedsenseofindependencetheyfelt

participationhadgiventhem.Forinstance,thenotionofconfidenceisdefinedinthe

databyJacquiasherrecognitionofherresponsetoacademicsuccess/failure.Jacqui,

(35,Pakeha)fromtheParentLearningCentre:

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Ithinkcomingfromschoolanddoodlingalittlebitatuniversity,Ilackedthe

confidenceandfeltquiteinsecureaboutmyabilitytolearn,asuccessfullearner.I

feltIhadrealfailurebaggageforquiteawhile,soIthinkthatit’s(theACEcourse)

givenmetheconfidence.IthinkslowlybutsurelyI’vegainedmoreofaconfidencein

myabilitytoimmersemyselfinanenvironmentandtakethemostfromit.

Asecondnotionofconfidenceispresentedbyanumberofwomenwhopresent

evidenceoftheirdevelopingsenseofconfidencefromlearningandperforminga

newskill.

Diana(37,Pakeha)fromtheCreativeSkillsCentrewasclearthatherparticipationin

anACEcoursehadenabledher tobecomeconfidentasa resultofparticipating in

specificartclassesinacrylic,mixedmediaandportraitpaintingthatsheattended.

Again, a lot of skills and confidence really and a lot of friends – from

attending the courses. Learning new skills and realising that I can do it

andwhatI’vealwayswantedtodoIcanachieve.

TheopportunityfromherattendanceonanACEcoursetolearnnewskillsinpainting

appearedtohaveanimpactonhowDianafeltaboutherself.

Maybelikeme,tryingoutsomething,theyhadthoughttheymightliketo

dobutnevermadethetimefororhadtheconfidencetogetinto.

Claire(70+,Pakeha,CreativeSkillsCentre)hadalsoperceivedthatshehad

developedinconfidenceinherabilitybyimprovingherembroideryskills.

If I hadn’t done the course, I probably wouldn’t have done as much

embroidery as I have. Because I’ve got the skills now, I’m confident to do

things.Imighthaveattemptedthings,Idon’tknow.

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ForMadeleine(40+,PuertoRican/Philipino)theopportunitytolearnanewskillin

carmaintenanceandfeelthatshehadbecomemoreconfidentenabledherto

becomemoreindependent.Thedataalsosuggeststhatthenotionofconfidence

encompasseswomen’semotionalbehaviour.

First,I’vegrowninconfidenceandindependence.Icannowchangemyown

oilfilter,Icantopupmyfluids,Iknowwhentolookaftermyalternatorand

cambelt,Iknowwhentodothem.Ievencanteachmyhusbandaboutthem

cosmyhusbandknowsnexttonothingaboutcars.

ForHine,confidencewasevidencedbyheropportunitytobecomealeader.

Hine(18,Maori),TeenParentsCentre:

I’vegaineda lotofconfidence,whenIcamehere Iwasreallyshyandstuff.

AndthisyearIwasthestudentleader.Thatwasreallycool.Idon’tknow,it’s

just been really cool learning from other girls’ experiences and your own

experiencefrombeingaroundpeople.

ForTracey,confidencemeantthatheremotionalbehaviourwasmorepositive.

Tracey(40+,Pakeha)Women’sLearningCentre:

More confidence, I think it’s (ACE course) starting to changemybehaviour,

because I feelbetteraboutmyself, andmakesmy family lifemorepositive.

Yeah, I think one big message is making time for yourself. I’ve been

influencedbythecoursesandchangedmyattitude.

Confidenceisreferredtobythewomenintheresearchinparticularcontexts.

Desira(2004),Hammond(2004),McGivney(1993),Thompson(2007),Deere(1988),

Gordon(1996),Jarvis(1992).Forexample,McGivney(1993,P.51)arguesthata

growthinconfidenceisonofthemostimportantoutcomesofwomen’s

participationineducation.

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Personaldevelopment

Agrowthinpersonaldevelopmentbythewomenwasillustratedinthedataina

numberofways.Thefirstillustrationsareseeninthedatafromtheinterviewswith

DianaandClairewhoillustratetheirfocustocontinuewithlearning.ForDiana(37,

Pakeha)participationinherACEpaintingclassattheCreativeSkillsCentreenabled

hertocontinuewithherlearningbyattendingadulteducationcourses:

Ineverstoplearning.Forme,doingportraits,it’sachallengingsubject,andI

canimaginethatIwillstillbelearningat80or90likesomeofmyfriends.I’d

liketokeepimprovingonwhatIdo,soIjustkeepdoingmoreofthesame.

Similarly,Claire’spersonaldevelopmentwasillustratedbyherneedtocontinuewith

learning.Clairereferredtoherselfasbeing“inherdotage”,butshedidnotstate

thatshewasthinkingaboutstoppingattendingclasses.Onthecontrary,herplans

forherfutureemphasisedherdesiretonot“giveup”andtoundertakefurther

courses.Claire’spersonaldevelopmentfocusedonherplanstocontinuewithher

learning:

Claire,(70+,Pakeha),CreativeSkillsCentre:

Onecourse Iwillbedoing iscomputing,as I’ve justbeengivena laptop.So

that’s something else that I’ll have to cope with. ([Whispers] I’m not very

bright, it’sgoing to takemeawhile!) Theyhave courses forolderpeople–

Nita-Net–sonowthatI’vegotthisjollything,I’llhavetodosomething.I’ve

gotasoninEngland,sothatwillbeusefultocommunicatewithhim.

Despitehersuggestionthatshewas“notverybright”,itseemsthattheimpactof

completingonecoursehadhelpedtomotivatehertoattendasecondcoursewhere

shecouldlearnhowtocommunicateonlinewithherson.

Asecondnotionofpersonaldevelopmentwasevidencedbywomen’schangeinthe

waytheyperceivedthemselves.FromMary’sparticipationinpotteryclassesatthe

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CreativeSkillsCentre,shehadchangedthewaysheperceivedherselfasshewas

consideringthepossibilitiesofbecomingaprofessionalartist.

Mary(60+,Pakeha),CreativeSkillsCentre:

I think thatdevelopingtheskills furtherandhavingthemexhibited,hearing

whatyouandothershavesaid–andlook,I’dbuythat,evenoneoftheguys

whoworkedintheGallerywantedtobuyit!–andithasmademethink,well

if the chips were down, maybe this could be, I could never live off it, the

income I’d make from that kind of thing, but maybe that could be a

supplement...ifitbecamenecessary.Iwouldn’tsay,thatthereforeitwould

beachange;itfeelslikeaninklingofachangeratherthanabigchange.

Mary’sexperienceofhavingherartworkpraisedbyothersappearstohaveprovided

herwiththeopportunitytoconsiderdevelopingherartworkandtheopportunityto

considermakingachangetoherlife.

Similarly,evidenceofAnne’spersonaldevelopmentwasthatherperceptionsabout

herselfinthefuturehadchanged.

Anne(22,Pakeha),PersonalDevelopmentCentre:

I want to do the Big Brother/Sister thing - you knowwith the little kids in

SocialServicesAgencycarewho’velosttheirparentsandthings,soI’mgonna

dosomethinglikethatonedaytoobutIhadtofinishthiscoursefirstbeforeI

couldgoanddoit.

Personal development was evidenced by all of the women who attended the

Personal Development Centre, in their behavioural and emotional development.

Thesewomen’sparticipationinangermanagementandparentingcoursesprovided

them with an opportunity to positively develop their behaviour and emotions.

Behavioural development was evidenced by Helen, Aroha, Anne and Michelle. In

particular, all four women reported that they had learnt to manage their anger

whichsignalsthedevelopmentoftheirself-control.

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Helen(20,Pakeha),PersonalDevelopmentCentre:

Idon’targueasmuch–Ijustletitgo.Itrynottolistentoit.I’mmore

relaxed.I’vegotalotmorerespectformyparents.Wealwaysusedtoargue

–westillarguebutnotasmuch.

Aroha(24,Maori),PersonalDevelopmentCentre:

Theyused to tell you to thinkaboutwhat youwoulddo if yougot angry, I

tendtogetreallyhotandshake.Iknowthat’soneofmyearlywarningsigns

nowandwhenIgettothatpointIknowit’stimetowalkaway

Goingtothesecourses,itmakesyoumoreawareandtheygiveyouadviceor

atleasttrytohelpyoufindsomesolutionstoyourproblems,oralternatives.

I’ve definitely gained more respect for myself and for others, more self-

awareness.I’mjuststartingtofeellikeI’mbeginningtobeapersonagain–

myownperson.

Michelle(19,Pakeha),PersonalDevelopmentCentre:

Yeah, I lookat lifewithamorepositiveattitude; I justdaydreamandstuff.

I’vegotdifferenttechniquesindailylifeandproblemsandissuesthatoccur.

They give you a lot of insight, like both the anger management and the

parentingcoursegavemeinsightthatIwouldn’thaveevencomeupwithon

myown, intosituationsthatyougetyourself inandhowtoresolvethemin

thebestpossiblemanner.

Anne(22,Pakeha),PersonalDevelopmentCentre

Yes, it’s definitely helped. Like when I first started here, I was real bad

drinking and stuff, but then I did the Smashed and Stoned workshop and

withinamonth,I’dcutdowncompletely.Ihaven’tgotintoafighteither.I’ve

withheldmyangerandwalkedawayfromit ratherthan justpunchedthem

overandgettingarrested.

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Aswellasbehaviouraldevelopment,emotionaldevelopmentwaspresentedbytwo

women, Pauline and Michelle. In particular, Pauline appeared to appreciate the

changesthatshehadmadetoherpersonalrelationshipwithherpartnerasaresult

ofallshehadlearnedfromtheangermanagementcourse.

Pauline(19,Pakeha),PersonalDevelopmentCentre:

I’mhappierandwehaveabetterenvironment,it’salwayshappy.It’snotlike

we’rearguingornottalkingtoeachotherbecausewe’regrumpywitheach

other,wejustgetoveritmore.Wejusthavealittledisagreement,becauseI

don’tbitebackorIjustlethim–“Err,whatever,you’vehadyourlittlesay”–

andthenit’sallgood.

Paulineseemedtobeproudofhercoursecompletionaswellastheimpactthat

attendingthecoursehadhadonherlife.

Pauline(19,Pakeha),PersonalDevelopmentCentre:

I’velearntmoreoffthiscourse,becauseIdidn’tsticktotheothercourse,but

I’velearntmoreoffthiscourseandit’simpactedmoreonmylife.It’sactually

somethingthatIneededtodo.

Michellewasequallypositive.

Michelle(19,Pakeha),PersonalDevelopmentCentre:

I’vegotalotmorecontrolovermyemotionsnowandIfinditeasiertohandle

myson’smisbehaviourandstuff,prettywell.

Women’sparticipation inACE courseshas appeared tohavean impacton various

aspects of their personal development, such as continuingwith their learning and

makingchangestothewaytheyperceivedthemselves,aswellastheirbehavioural

and emotional development. This evidence supports the findings in the literature

fromPrinsetal.,2009onwomen’sexperiencesinfamilyliteracyprogrammes.

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Anumberoftheillustrationsofwomen’sdevelopmentwereevidentfromthosewho

attended the Personal Development Centre and had completed an anger

management course, addictions or parenting course. All five of the women

interviewed at the PDC presented evidence that demonstrated the impact that

attending theseparticularACEcourseshadon theirpersonaldevelopment.As the

content of the anger management courses will have been focused on behaviour

change,itispositivetoseethatwomenappeartohavegainedanumberofspecific

behaviourmanagementskillsthattheylearnedfromattendingthecoursethatthey

believedtheycouldimplementintotheirlives.

Theimpactonwomen’sfamilylives

Emotionaldevelopmentwasalsoathemeinthedatathatillustratesthepositive

impactthatwomen’sinvolvementinACEhadontheirfamilylives.

Pauline(19,Pakeha)fromthePersonalDevelopmentCentre:

It’sabetterenvironmentforthekids,insteadofseeinghermumanddad

fightnowIcantellbeforeIgetangry.

Maree(40+,Pakeha),CreativeSkillsCentre:

Well, I’m a better person for having done it and that reflects a happier

motherandhappierpartnerwithherownlifeandownskills.

Mindu(40+,Bhutanese),EnglishLanguageCentre:

Ididn’tknowhowtogetthebusbeforethecourseatELC.Imightlearntogo

otherplace,butnottoELC.Myfamily isreallyhappytoseememakeouta

shoppinglist.SometimesIdon’tgototheshoppingandmyhusbanddoes.If

heasksmetomakeashoppinglist,Icandothisnow.

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Each of the following examples from the data present illustrations of the positive

impact that women’s involvement in ACE had on their families. Pauline’s (19,

Pakeha)participationonanACEcourseatthePDCprovidedherwithanopportunity

togainaDiplomabecauseshewantedherchildrentobeproudofher:

TheDiploma–itwilltakemefouryears.Ijustwantmychildrentobeproud

ofmeandIjustdon’twanttonothaveaqualificationandanywork,andit’s

aDiploma.Andtobehonest,Idon’tknowwhereI’mgoingwithit,butthere’s

somuchwithintheindustry,youknow,Icandoanything,soit’sgoodandit’s

levelfive.

Jacqui(35,Pakeha),ParentLearningCentredescribedahappierhousehold:

I think by and large it’s justmy general equilibrium in the house, withmy

husbandandmykids–ifI’mhappy,we’reallhappier.Imeanfamiliesareso

tightlyintermeshed.

In contrast to her families expectations of her, Amiria (16, Maori), Teen Parent

Centre,

MyfamilywassurprisedthatIcontinuedwithmyeducationaswell.

Costherearea lotofpeople inmyfamily thathavekidsand justsitonthe

doleandsotheyweresurprised.

OneoftheimpactsofcompletingtheACEcoursesforMichelle(19,Pakeha)fromthe

PersonalDevelopmentCentrewashowotherpeoplenowsawher. Thismayhave

had a specific impact on her son. Michelle noticed that her son appeared to

recognisethatshewaslessstressedandseemedtobemorepositive:

My son can see it now because I’m amore peacefulmother to be around,

becauseI’mnotgettingstressedbylittlethings.Lookatlifeinamorepositive

way-differentattitude,differenttechniqueswithdailylife.

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A number of Michelle’s family and friends noticed the helpful impact that

participatinginthecoursehadmadetoherlife:

MostofmyfamilyandfriendshavenoticedthatI’mamorepleasantperson

tobearound.InoticedthatIfocusonthepositiveandlookingforwardand

don’tdwellontheproblemsandissuesinthepresent.

Inaddition,JacquirecognisedthatherinvolvementinanACEcoursemeantthather

children could see that shewas a learnerwhichwas sheperceivedwas apositive

rolethatJacquiwasawareshemodelled:

Itellyouwhat,mykids,whenIcomehomeandIcanimpartsomerandom,

peculiarthingsthatI’velearnttothem,theyseethatI’malearner. Myson

who’satschoolseesthatyourlifeisalifetimeoflearning–yourwholelife.

Tracey (40+, Pakeha) from the Women’s Learning Centre recognised the positive

impact that the changes she was making in her life specifically her attitude and

behaviourwerehavingonherfamily.

Ithinkit’sstartingtochangemybehaviour,becauseIfeelbetteraboutmyself

anditmakesmyfamilylifemorepositive.I’vebeeninfluencedbythecourses

andchangedmyattitude.Yeah, I thinkonebigmessage ismaking time for

yourself.I’vebeeninfluencedbythecoursesandchangedmyattitude.

The finding that women found their participation in ACE provided them with an

opportunitytomakechangestotheirpersonaldevelopment issupportedbyother

literature fromPrinsetal. (2009). They identified thatpersonaldevelopmentwas

recognisedasasocialdimensionofwomen’sparticipationinliteracyprogrammes.

Women’s participation in some ACE courses appeared to impact on lives of their

family inanumberofways,oftenfromhavingacquiredtheskillsofemotionaland

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behavioural development. As Jacqui recognised, “families are so tightly

intermeshed”thatthenewlearningthatwomenembracedhadaneffectonfamily

life.

Women’sexperienceswiththeirACEteacherswerepositive

Therewereanumberofwomeninterviewedwhostressedthepositivevalueoftheir

relationshipswiththeirteachersonACEcourses.Inparticular,womenfromtheTeen

ParentCentre reflectedon theirexperiencesat schoolandhighlighted the specific

differences that they noticed. For Paikea (20, Maori) it was a lack of a positive

relationshipwithherteachersatschool.

When you’re at school and you don’t have a conversation with a teacher

abouthowyourday isandyourweekendwasorgeneral informationabout

stuffinlife.Whereasateacher,theycomeacrosstoomuchasateacher,you

don’treallylearnoffthat.

Atawhai (18,Maori), also identified a lack of a constructive relationship with her

teachersathighschool.

‘CosatschoolInevergotalongwithanyofmyteachers.

Despitetheirnegativeexperiencesatschool,anumberofthewomenfromtheTPC

identifiedthepositiverelationshipsthattheyhadformedwiththestaffattheTPC.

Paikea(20,Maori)

Thecoolthingisthatyouhavearelationshipwiththem,notjustasateacher,

butasafriend.Likeyou’retheirfriendandthey’reafriendofthefamily.So,

here,we’relikeabigfamily.Becauseyouhavethebondwiththem(teachers)

soyoutrustthemasaperson,youtrustthem.

Jan(20,Pakeha)

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It’sverylovinghere.It’slikeaweefamily–youknowlikeyoucanjokearound

withtheteachersandtheycomeoutandplaygamesandstuff,soit’snotlike

youcomehere,work,gohome.Andyourchildrenareinvolvedaswell.

Aswellasfeelingthatstaffwere“friends”,Jannoticedthattheenvironmentwasa

lotmoresupportive.

Jan(20,Pakeha)

It was amore relaxed environment, say at school, you’re under everybody

elsekindofthing,butlikeonacourse,everybody,includingtheteachersare

moresupportive,it’samoresaferenvironmenttoworkin.

ThewomenattheTPCalsoidentifiedthewaysthattheirteachersworkedwhichwas

helpfuland incontrast tothewaystheyhadexperiencedtheir teachersworkedat

highschool.

Paikea(20,Maori)

One,thewaytheteacherswork,howthere’snormallythreeinaclassroomat

atime,soyougetalotmoreone-on-one.They’reverymotivating.

Atawhai(18,Maori)

The help…the teachers here are good, and all the teachers here help, you

knowtheysityoudownandmakeyoudo itallbyyourselfandtheyexplain

whatyoudo.

Jan(20,Pakeha)

Socominghere,IfeellikeIcanjustbemyselfandtheteachersworkatyour

level and they work one-on-one as well. So, I actually feel like I’ve been

noticed.Youknow,like,they’reactuallytakingmylearningseriously.

ItisclearfromtheevidencefromtheyoungwomenattheTPCthattheyhadnoticed

anumberofdifferencesbetweentheirteachersatsecondaryschoolandtheteaches

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attheTPC.Theopportunitytoformapositiverelationshipwiththeirteachersand

benefitfromtheteachingtechniquesthattheteachersusedattheTPCappealedto

thewomeninterviewed.Inaddition,womenperceivedthattheywereaccepted,

noticedandincludedinawaythatremindedsomeofthewomenofafamilyor

friendrelationship.

ThefinalexampleisfromJane(60+,Pakeha)whoillustratesthebenefitsforherof

attendingacourseattheCreativeSkillsCentre.Aswellasmeetingadifferentgroup

of women she enjoyed the chance to hear women’s stories. In addition she

recognised the value of the close personal social interactions and the skill of the

tutortofacilitatethis.

Therewasabitofsharingintheclass,she(teacher)kindofencourageditto

beaholisticclass,andbecausewe’ddonethatintheclass,thatinthebreaks,

therewasallsortsofpersonalstuff.

The findings that highlight the effectiveness of the teachers are supported in the

literaturefromBiesta(2014)whohighlightstheimportanceoftheadulteducatorto

buildrelationshipswithstudents.FurtherliteraturefromCranton(2006),Hammond

(2004),McGivney(1993)andPrinsetal. (2009)also identifythe importanceofthe

positiverolethattheadulteducatorcanmake.

Asignificantfeatureofasuccessfullearningenvironmentappearstobetheteacher

basedoncomments froma rangeofwomen fromanumberofdifferentcontexts.

Althoughnot all of the comments regarding thepositive aspectsof teacherswere

fromtheTPC,thisgroupofwomenrespondedfeelytothesequestions.Partoftheir

dominance in these responses could be that they were young andwill have only

recentlyleftschool.Theirexperiencesofteacherwillpresumablyhavebeenpartof

theirrecentmemories.

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ChapterConclusion

Impactsonwomen’spersonallivesaswellasontheirfamilylivesarekeyoutcomes

fromwomen’sparticipation inACE. Someof thewomen inmy research identified

thevalueofACEcourses,specificallytheangermanagementcourses, inassistinga

particulargroupofwomentofeelinspiredtoundertakefurthercourses,topractice

theirskillsinself-controlandbehaviourmanagementtechniquesandtoimplement

otheroptionstoresolveproblemswiththeirchildren.

The two chapters on the findings have presented evidence of the influence on

women’ssenseofconfidence,thechangestheymadetotheirpersonaldevelopment

and the impact that some women subsequently had on their families from their

participationinACEcourses.ItseemsthatinvolvementinACEcoursesofferedsome

women the opportunity to develop their confidence and enhance their personal

development. This links to current understandings of the benefit of women’s

involvement in community education. The current research project highlights the

impact of ACE, in providing different types of courses that appeared to offer

differenttypesofvalueforthewomen. Thiswillbediscussed indetail inthenext

section.

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ChapterSix:Discussionoffindings

“It’ssortoflikeafamilyatmospherewhenIgotoclass”

Diana,CreativeSkillsCentre.

Introduction

Thischapterprovidesanswerstomyresearchquestionsbysettingmyownfindings

alongsidetheliterature.Myaiminconductingthisresearchwastoexplainand

interpretthereasonsforwomen’sparticipationinadultandcommunityeducation.I

alsosoughttogainanunderstandingoftheimpactofparticipationonwomen’s

lives.Inaddition,Ihaveidentifiedthefeaturesofsuccessfullearningenvironments

withinACE.Furthermore,myintentionhasbeentoutilisetheknowledgegained

fromwomen’sexperiencesofparticipationinACEwhichmayinformpolicyand

practiceintheeducationofadults.Thisfinalresearchquestionwillbediscussedin

thenextchapter.

Overall,myfindingsareconsistentwiththeresearchwhichemphasisesachangein

women’sconfidenceasaresultoftheirinvolvementincommunityeducation.In

addition,myfindingsidentifiedthatwomenchosetoparticipateinACEcoursesas

anopportunitytomeetnewpeople,tomanagetheimpactofsocialisolationandto

enjoyand/orexperiencemutualsupportofotherwomenandforpracticalreasons.

Furthermore,evidencehighlightstheimpactthatwomenhadontheirfamiliesfrom

theirparticipationinACEcoursesaswellastheoptiontoenhancetheirpersonal

development.Thechapteralsodiscussesthefeaturesofsuccessfullearning

environmentsandtheimpactthatteachersappearedtohaveonwomen’s

experiencesineducation

WhywomenparticipateinAdultandCommunityEducation

Thefindingssuggestfourreasonsbehindwomen’sparticipationinACE.First,they

expressedadesiretomeetnewpeopleandtomakefriends.Thesecondreasonfor

women’sparticipationwastomanagetheimpactoftheirsocialisolationas

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attendingACEcoursesseemedtoprovidewomenwithreasonstoleavethehouseas

theyclaimedthattheirinvolvementhelpedthemtomeetnewpeoplewhenthey

werenewtotownorthattheywantedabreakfromyoungchildrenorbeingat

homealone.ThethirdreasonthatwomenwereattractedtojoinACEcourseswere

theopportunitiestoexperienceand/orenjoythemutualsupportofotherwomenon

thecourses.Thecommentsfromthisgroupofwomenhighlightedtheir

appreciationofencouragement,insight,inspirationandhelpthattheyreceivedfrom

theothercourseparticipants.Thefinalreasonthatsomewomenchoseto

participateinACEwerepracticalmotiveswhichmeantthatwomenweregiventhe

chancetojoincoursesastheywereaccessibleandaffordable.

MyfindingspresenttheevidencethatsomeofthewomenfromfourofthesixACE

centresfoundthatthereasonthattheyparticipatedinACEcourseswastomeet

others.RegardlessoftheACEcentreortheACEprogramme,thisgroupofwomen

appearedtoappreciatethechancetomeetandmakefriendsthroughtheir

involvement.Someofthewomenweremotivatedtomeet'like-mindedpeople';

othersweremotivatedbythepossibilityofbroadeningtheircontactwithwomen

differentfromthemselves,withvariedlifeexperiencesandworldviews.Myfindings

appeartobeconsistentwithmuchoftheliteraturewhichidentifiesthatadult

educationprogrammesprovidepeoplewiththeopportunitytomeetandmake

friendswithothers(Prinsetal.,2009;Jarvis1983;Aird,1985;Parr,2001:Jackson,

2012;Edwards,Hanson,andRaggatt,1996;Nanton,2009;HayesandFlannery,

2000;ClisbyandHoldsworth,2014)Inparticular,thefindingsinmystudyare

consistentwithfindingsfromMaidmentandMacFarlane(2009)andCooley(2007)

whoemphasisedtheopportunitiesthatwomenhadtodevelopfriendshipsfrom

theirinvolvementincommunityeducationprogrammes.Thedatainmyresearch

alsocorrespondstoresearchfromPrinsetal.(2009)whofoundthatwomenin

literacyprogrammesinthecommunityusededucationgroupsasasocialspacefor

creatingfriendships,seekingsupportandencouragementaswellassharingadvice.

Furthermore,thesefindingsareinlinewithresearchfromSchulleretal.(2004)and

Hammond(2004)whocontendthatwomenappreciatedtheopportunitytolearn

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withotherwomenwhoweremothersastheyfeltitwashelpfultosharecommon

concerns.

MyfindingswithregardtothesocialimpactsofACEareconsistentwiththefindings

ofpreviousresearchoverthelasttwodecades.Myresearchconfirmsfindingsin

thisearlierresearchandextendsonthisinformationbyidentifyingthespecificsocial

impactswithregardtowomen’sperceptionofthemselvesinrelationshiptoeach

otherandtheirparticipationinACE.Internationalresearch,althoughmostlylimited

tothenorthernhemisphere,alsoconfirmsthesethemeswiththeexceptionof

MaidmentandMacfarlane’sworkwhichwasundertakeninAustralia.Itseemsthat

theimpactofACEholdsacrosscultureandgeographicalboundaries.

Secondly,somewomeninmyresearchemphasisedtheirinterestinparticipationin

ACEtomanagetheimpactofsocialisolationtheyfeltfrombeingathomewith

youngchildrenorontheirownduetoretirementorasaresultofmovingtowns,or

simplytoalleviatetheboredomofbeinginthehouseallday.Thisgroupofwomen

fromfourofthesixcentressaidthattheirinvolvementinACEhelpedthemtomeet

newpeoplewhentheywerenewtotownorwhentheywantedabreakfromyoung

childrenorwhentheyfeltlikeabreakfrombeingathome.Thesefindingsare

broadlyinlinewiththeresearchfromMcGivney(1993),Horsman(1992),Hayes

(2000),MaidmentandMacFarlane(2009)andCooley(2007)assomeofthewomen

revealedthattheyfeltabletomanagetheirisolationbymeetingothersandmaking

friendsfromattendingadulteducationcourses.Incontrastwithsomeofthe

academicliterature,myfindingsprovideevidenceofonlytwowomenwhoclaimed

thattheirinvolvementinACEcourseswasachancetohaveabreakfromthehome

andhouseholdresponsibilities.ResearchfromMcGivney(1993),Horsman(1992),

Prinsetal.(2009)andHayes(2000)identifiedthatthewomeninvolvedinadult

educationintheirresearchbelievedthatparticipationwasameansofovercoming

theisolationthatwomenintheresearchsometimesexperiencedintheirhomes.

Thirdly,someofthewomeninmyresearchprojectwereattractedtojoinACE

coursesfortheopportunitiestheyexperiencedofmutualsupport.Thisisevidenced

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fromwomeninmyresearchwhoexperiencedtheirinvolvementinACEtobeone

wheretheyfeltencouraged,helped,inspiredandsupported.Womenwhorangedin

agefrom18-60+statedthattheyenjoyedthe“camaraderie”,“company”and

“sharing”.SimilarresearchresultswereidentifiedbyMaidmentandMacFarlane

(2009)andCooley(2007)whodespitethesmallscaleoftheirresearchemphasised

theopportunityforwomenintheirresearchtoexperiencemutualsupport.In

particular,MaidmentandMacFarlane(2009)arguethattheexperienceofbeingin

anadulteducationgroupmadeadifferencetothelivesofthewomeninvolvedin

adulteducationcraftgroupsbecauseitfosteredsocialconnectednessandasenseof

belonging.Similarlytotherationalegivenforthefirstreason,myresearchprovides

consistencyacrosstimeasmyfindingsaddtopreviousresearchstudiesby

reinforcingtherequirementofmutualsupport.

Fourthly,somewomenidentifiedpracticalaimsasthereasonstheychoseto

participateinACE.Thepracticalreasonsthatwomenprovidedinmyresearchwere

thatthecourseswereinexpensiveandconvenient.Othersreasonsthatwomen

offeredwerebecausethetimingofthecoursesuitedthemorbecausethecourse

wasshortwhichfittedtheirpersonalneedsregardingvalueformoneyand/orfitted

withtheneedsoftheirpersonaltimeframe.Incontrasttotheresearchliterature

fromCross(1981)andMcGivney(1993)thewomeninmystudydidnotclaimthat

theywereunabletoparticipateinadulteducationduetoalackoftimeandtothe

precedencetakenbyhomeandfamilyresponsibilities.

Furthermore,thereisnoevidencefrommyfindingsthatwomenwereunableto

participateinanyACEcoursesduetolackofchild-careasCross(1981)and

McGivney(1993)argue.

Myfindingsarereflectiveofpreviousresearchonwomen’sparticipationinadult

education.Conversely,themaincontributionthatmyfindingsmakeinregardtothe

reasonsforwomen’sparticipationinACEisthatmeetingnewpeopleandmitigating

socialisolationwerethesignificantreasonsthatwomenchosetoparticipateinadult

andcommunityeducation.

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Theimpactofwomen’sparticipationinAdultandCommunityEducation

Thesecondresearchquestionfocusedontheidentificationoftheimpactof

women’sparticipationinadultandcommunityeducation.Theevidencefrommy

researchsuggeststherearetwobroadareasofimpact:theimpactonwomen’s

personallivesandtheimpactontheirfamilies.Intermsoftheimpactonwomen’s

personallives,twochangeswerecommonlyreferredto:changesinconfidenceand

thechangesintermsofpersonaldevelopment.Someofthewomeninmyresearch

suggestedthatagaininconfidencewasanimpactfromtheirinvolvementinACE.

Whilstthewomeninmyresearchusedthewordconfidence,thenotionwasdefined

inmydatabysomeofthewomen’sresponsestotheiracademicsuccessorfailure,

theopportunitytolearnandperformanewskillandtheiremotionalbehaviour.

Thesefindingsareincontrasttomuchoftheliteraturewhichdoesnotclearly

articulatewhatismeantbythetermconfidenceintheirresearch(Hammond,2004;

Desira,2004;McGivney,1993;Gordon,1996;Deere,1993;Brassett-Grundy,2004).

Moreover,studiesfromDesira(2004)andHammond(2004)refertotheopportunity

forwomenintheirresearchtoapplyfornewjobsorachievequalificationsasa

resultofanincreaseinconfidence;againthisisnotsignificantlyevidencedinmy

research.

Aninconsistencybetweenmydataandtheliteratureistheemphasisinthe

literatureonadeficitconstructionoftheimpactofadulteducationonwomen’s

lives.Myfindingsdonotsupportthetendencyinsomeoftheliteraturetoclaim

thatsomewomenfeltasenseofinadequacyafteryearsofsocialisationas

housewives(Deere,1993,P.63;Gordon,1996).Referencestowomen’sinvolvement

ineducationinsomeoftheliteratureisdiscussedasthe“thelittlehomemaker”

approach(Jarvis,1992,P.200)whilstGordonarguesthatwomeninherresearchhad

lostconfidencefrombeingathomeforyearsraisingafamily(Gordon,1996).

Furthermore,incontrasttosomeoftheliterature,myfindingsdonotfocuson

womenneedingtocommittofamilyandchildcarewhichmayhaverestrictedtheir

involvementinACE.Otherresearchprojectsfocusedontheneedforsomewomen

tohavetotakeresponsibilityfortheco-ordinationofdomestictasksandchildcare

(Gouthro,2008;Edwards,1993;Stalker,2001)whichsuggeststhatgendered

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disadvantagesstillexistforwomenwhoareparents.Therewasnoevidenceinmy

researchoftheassumptionthatwomen’sparticipationinadulteducationisreliant

onwomen’sabilitytobeabletoorganisechild-careandotherdomestic

responsibilitiesasGouthro(2008,P.8)andPascallandCox(1993)assume.

Inadditiontotheimpactonwomen’sconfidence,myresearchsuggeststhat

women’sparticipationinACEcoursesprovidedthemwiththechancetofocuson

theirpersonaldevelopment.Oneofthekeydifferencesbetweenmyresearchand

someoftheacademicliteratureisthefocusonthespecificaspectsofpersonal

developmentinmydata.IncontrasttoPrinsetal.(2009),whoprovideslittle

clarificationofthecharacteristicsofpersonaldevelopmentintheirresearch,Ihave

evidenceofthevariousattributesofhowthewomeninmyresearchexpressedtheir

personaldevelopment.Personaldevelopmentwasdefinedbythewomeninmy

researchasachancetocontinuewiththeirlearning,makingachangetothe

perceptiontheyhadofthemselvesaswellasbehaviouralandemotional

development.Thereisalsolittleevidenceofwomenmakingsacrificesintheirlifeso

theycouldattendanACEcoursewhichPrinsetal’sstudy(2009,P.346)identifyin

theirstudy.Onenotabledifferencebetweenmyresearchandthepreviousresearch

isthatmuchoftheacademicliteraturehaslimitedwomen’srolestothatof

housewifeandchild-minder(Gouthro,2008;PascallandCox,1993).Asmentioned

earlierinthischapter,thisnotafeatureinmyresearch.Thereareanumberof

reasonswhythismaynothavebeenanissuewiththewomeninmyresearchasit

couldbeinferredthatparticularACEcoursesfittedwomen’sneedsregardinganeed

forchild-care,forexampleDianafromtheCreativeSkillsCentreattendingportrait

paintingclasseswhenherchildrenwereatschool.However,itcouldalsobethat

thewomenIintervieweddidnothavetoworryaboutchild-careastheywereolder

womenortheirchildrenwerebeingcaredforintheadjacentpre-schoolcentrein

thecaseoftheTeenParentCentre.Furthermore,someoftheresearchthathas

focusedontheneedforchild-carewasundertakenwithstudentswhowerefull-time

andwouldthereforeneedchildcareasopposedtothepart-timenatureofthe

womeninterviewedinmyresearch.

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MyresearchalsopresentsevidencethatwomenfeltthattheirparticipationinACE

hadanimpactontheirfamilymembers.AlthoughIdidnotinterviewfamily

members,toestablishanypotentialimpact,anumberofthewomenstatedthat

theyhadgainedbehaviourmanagementskillsthatwouldhelpthemtoprovidea

positiveinfluencefortheirchildren.Somewomenbelievedthattheskillstheyhad

learnedfromtheirparticipationonanangermanagementorparentingcoursefor

example,wouldenablethemtomanagetheirchildrenmoreeffectively,byteaching

theirchildrenspecificskillsofbehaviouraswellasprovidinganenvironmentoflove

andsupportwhichpromotedchildwelfare.Thishassimilaritieswiththeliterature

thatwomenreportedinSchulleretal.’s(2004,P.86)studywheretheparticipantsin

thisstudyreportedthattheirparticipationinadulteducationprovidedthemwith

theopportunitytooffersupporttotheirchildrenandbecomemoreinvolvedintheir

children’sschooling.TherearefurthersimilaritiesintheresearchbyHammond

(2004),Brassett-Grundy(2004),Stalker(2001)andGouthro(2005).Allofthis

suggeststhatanincreaseinconfidenceandpersonaldevelopmentforwomenas

wellasarangeofimpactsonawomen’sfamilyarearesultofsomewomen’s

participationinadulteducation.

Featuresofsuccessfullearningenvironments

Thethirdresearchquestionfocusedontheidentificationofthefeaturesof

successfullearningenvironmentsforparticipantsinACE.Ihavedefinedalearning

environmentinchaptertwoasaphysicalsetting,culturalcontextoreducational

approachwhereteachingandlearningtakeplace.Throughouttheinterviews,a

numberofwomenmadereferencetoparticularfeaturesoftheteachingand

learningthatappearedtoenhancethelearningenvironment.Thesefeatureswere

evidencedinchapterfourbywomen’senjoymentofmeetingothersaswellasthe

opportunitytomitigatetheirsocialisolationandtheofferofmutualsupport.

WomenfromarangeofvariousACEsettingsintheresearchrecognisedthevalueof

thesocialinteractionsinthelearningenvironment.Moreover,women’sdeveloping

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senseofconfidenceandenhancedpersonaldevelopmentalsoappearedto

contributetoasuccessfullearningenvironmentwithinACE.

Womendiscussedtheirpositiveexperiencesoftheirteachersinchapterfive.The

opportunitiesthatteachersprovidedforwomentolearninagroupandthepositive

impactfromthewaythattheteachersinteractedwithwomenwasmentionedby

theyoungerwomenattheTeenParentCentre.Asthisgroupofwomenhadrecently

leftschool,thismayaccountforthemajorityoftheevidenceregardingtheimpactof

teacherscomingbeingpresentedfromthisgroup.Someofthewomeninmy

researchidentifiedthatteachersprovidedcare,encouragement,understanding,an

open-mindedapproachandnon-judgementalbehaviourwhichtheyvaluedas

importantsourcesofemotionalsupport.Whilstitcouldbearguedthatthisisnot

limitedtotheACEsector,theprovisionofsmallcourses,morethanoneteacherfor

someclassesandspecificcharacteristicsoftheACEeducatorappearedtocreatea

successfullearningenvironmentforthesewomen.Inparticular,thewomenfrom

theTPCnotedthatthattheirteachersweredifferenttothe‘school-teacher’type

theyhadexperiencedatschoolastheyfeltthattheyhadacloseandpositive

relationshipwiththeirteachersattheTPC.Moreover,thewomenfromthiscentre

valuedthechancetoconversewiththeirteachersastheyclaimedthattheyfelt

noticed,accepted,encouragedandtrusted.ThewomenfromtheTPCdescribed

theirteachersasbeingliketheirfriendsorfamilymembersastheyappearedto

interactwiththeminasupportive,warmandfriendlywayandasonewomanstated,

shecouldtrustherteachersattheTPC.Eachofthesewomennotedthatthiswas

differenttothewaythattheyhadbeentreatedatschool.WomenfromtheTPCalso

focusedontheteachingtechniquesthattheirteachersusedthattheyappreciated

suchasbreakinglearningintomanageablechunks,self-directedlearning,games,

andappropriateteachingtechniques(one-on-oneteaching).Theattributesofthe

adulteducatorthatimpactonasuccessfullearningenvironmentthatareidentified

inmyresearcharesimilartotheattributesthatCranton(2006),Hammond(2004),

McGivney(1993)andPrinsetal.(2009)identifiedintheirresearch.Mydataalso

highlightstheroleofadulteducationthatpromotestheideathateducationinvolves

apositiverelationshipbasedonequalandsupportiverelationshipswithothersas

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opposedtoadultlearningwhichhasmoreofanindividualisticfocus(Biesta,2009,

2014).

ChapterConclusion

Fromanalysisofthedata,theevidencesuggeststhatthewomeninmyresearch

projectappearedtovaluetheopportunitytoparticipateinACEforpersonaland

socialreasons.Thisisincontrastwiththemoreinstrumentaloutcomesofgaining

qualificationsandobtainingemploymentthatcurrentadulteducationpolicy

supports.TheinterviewswiththefortywomeninvolvedinACEinthisresearchhave

shownthatwomenappreciatedthesocialinteractionstheyexperiencedfrom

participationinadiverserangeofACEprogrammesandtheopportunitiesto

enhancetheirpersonaldevelopment.Similartootheracademicresearch,some

womeninvolvedintheresearchprojectrecognisedtheopportunitytodeveloptheir

confidenceandenhancetheirpersonaldevelopment.Inaddition,theevidence

suggeststhatsomewomen’sparticipationinACEcourseshadaninfluenceontheir

personallivesbydevelopingtheirconfidenceaswellasaninfluenceontheir

families.Furthermore,theresearchprojecthasalsoidentifiedtheimpactof

providingadifferenttypeofcoursesthatappealedtoofferdifferenttypesofvalue

forwomen.Theresearchprojecthasbeenareminderthatalthoughcutstofunding

havedecreasedtheopportunityforwomentoengageinsomepersonalandsocial

programmesinACE,thisdoesnottakeintoconsiderationtheimportanceofthe

needforadiverserangeofprogrammeoptionstobeavailableinACEforsome

women.

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ChapterSeven:Conclusion:ThemeaningofAdultandCommunityEducationin

women’slives

Atthestartofthisresearch,Iwaseagertounderstandwhetherwomen’s

participationinadultandcommunityeducationmadeadifferencetotheirlives.The

previouschapterdiscussedthefirstthreeresearchquestions:

1.Whatpromptswomentoparticipateinadultandcommunityeducation

provision?

2.Whataretheimpactsofwomen’sparticipationinadultandcommunity

education?

3.Whatdowomenidentifyasfeaturesofsuccessfullearningenvironments

withinACE?

Beginningwithasummaryofthekeyfindings,themajorfocusofthisconcluding

chapterwillbeonthepotentialimplicationsofthesekeyfindings,addressingthe

fourthquestion–Whatcanbelearnedfromwomen’sexperiencesofACE

participationwhichmayinformpolicyandpracticeintheeducationofadults?

MyresearchidentifiesthatACEappealstotheparticipantsinthestudyinanumber

ofways.Firstly,myresearchwithfortywomenacrossarangeofACEsettings

identifiedthatsomeofthesewomenappearedtobepromptedtojoinanACE

courseforarangeofreasons.ThewomenIinterviewedparticipatedinanEnglish

languageclass,anembroideryclass,anangermanagementclass,aparentingcourse

andapersonaldevelopmentprogramme.Therewereanumberofreasonsthat

womenchosetojoinadultandcommunityeducationcourseswhichwerethe

opportunitytomeetnewpeople,tomanagetheimpactofsocialisolation,toenjoy

and/orexperiencethemutualsupportofotherwomenandpracticalreasonssuchas

lowcostandaccessibility.Inaddition,women’sinvolvementinACEprovedtobean

influenceonwomen’ssenseofconfidenceandtheirpersonaldevelopmentaswell

asanimpactontheirfamilies.Additionally,somewomenstatedthattheirrationale

forjoiningACEcourseswasforpracticalreasonsascourseswereinexpensive(at

93

thattime),easilyavailable(eveninsmallcountrytowns)andprovidedawaytofind

outaboutcoursesbeforecommittingtoalonger-termprogramme.

Myresearchalsoidentifiesthatsomeofthewomenintheresearchproject

emphasisedthattheirinvolvementinACEhadanimpactontheirpersonallivesand

membersoftheirfamily.Inparticular,thesewomenrecognisedanincreaseintheir

confidenceintermsoftheirresponsestotheiracademicsuccessorfailure,andtheir

increasedsenseofindependenceaswellastheirresponsestohavinglearntaskill.

Equally,athirdofthewomenintheresearchprojectidentifiedtheimpactthat

participationinACEcourseshadontheirpersonaldevelopment.Inparticular,allof

thewomenfromthePersonalDevelopmentCentrewhohadcompletedACEanger

managementandparentingcoursesprovidedsomeofthemostcompelling

responsestothequestionofimpactfromtheirinvolvementinACEcourses.Itwas

apparentthatthecoursecontenthadanimpactontheirlivesnotonlytheirpersonal

development.Theseyoungwomenrecognisedthattheyhadlearnednew

techniquesfromtheircoursesintheirbehaviouralandemotionaldevelopment,

specificallythemanagementoftheiranger,learningtechniquesinself-controlas

wellasforproblemsolvingandself-awarenessandforstudyinghowtochangetheir

attitudes.Someoftheseskillsinpersonaldevelopmentappearedtohaveanimpact

ontheirlivesaswellastheirpartnersandchildren’slives.

Someofthewomenintheresearchrecountedtheeffectthattheybelievedtheir

newlearninghadontheirfamilies.Inparticular,somewomenperceivedthattheir

emotionaldevelopmenthadapositiveimpactonthemembersoftheirfamily,as

evidencedbytheskillsandbehaviourstheyhadlearnedfromtheirinvolvementwith

ACEcourseswhichenabledthemtobemorepositive.Inaddition,familymembers

appearedtorecognisethatwomen’sbehaviourandemotionsweremanagedmore

effectivelythantheyhadbeenpriortocompletinganACEcourse.Theimplications

fromtheseresultssuggestthatwomen’sinvolvementinACEhasanimpactonfamily

asatleastonewomanfromeachofthesixcentrescommentedontheimpactthat

theirinvolvementinACEcourseshadonthemembersoftheirfamily.Notably,itwas

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notjustthewomenwhohadparticipatedinacoursewheretheostensibleoutcomes

werepersonaldevelopmentwhoidentifiedthattherewasanimpactontheirfamily.

WomenwhoparticipatedinEnglishlanguageclasses,pottery,teenparent,well

beingaswellasangermanagementalsocommentedontheimpactthattheir

participationinACEappearedtohaveontheirfamily.

Therewereanumberoffeaturesofsuccessfullearningenvironmentsidentifiedin

thisresearch.Asdefinedinchaptertwo,alearningenvironmentcanrefertoa

physicalsetting,culturalcontextoreducationalapproachwhereteachingand

learningtakeplace.Thefirstfeaturewastheopportunitytomeetothers;thesecond

wasthepositiveimpactofteachersandthethirdfeaturewastheencouragingeffect

thatthelearningenvironmentappearedtohaveonsomeofthewomen.Similarto

theirreasonsforparticipatinginACE,womenrecognisedthatoneofthestrongest

featuresthattheyappreciatedwasbeingabletomeetpeople.Inaddition,the

opportunitytomakefriends,tohavecompanyandtobeencouragedbyotherswere

allaspectsoftheenvironmentthatwereappreciatedbythewomenintheresearch.

Furthermore,anumberofwomenemphasisedthepositiveimpactthattheteachers

hadonthelearningenvironmentwhichenabledwomentoexperiencesuccessin

theirlearning.Thewomeninmyresearchrecognisedthepositiveimpactthatthe

teachersattheTeenParentCentreseemedtohaveontheirlives,enablingthese

youngwomentoenjoytheirexperienceoflearningincontrasttotheirsecondary

schoolexperiences.Notably,anumberofthewomenvaluedthepositive

relationshipstheydevelopedwiththeirteachers.Theimplicationsofthesepoints

arethatwomenappearedtofindACEcoursesappealinginabroadrangeofways.

WomencitedmultiplereasonsfortheirinvolvementinACEaswellasnumerous

impactsontheirlivesfromtheirparticipationinACEcourses.

Thisresearchconfirmsthevaluethatwomenhaveplacedontheiropportunitiesto

participateinadultandcommunityeducationprogrammes.Whilstthestudybegan

inatimewhenwomencouldchoosetoparticipateinawiderangeofprogrammes,

overthetimeoftheresearchprogrammesoptionshavebecomeincreasingly

restricted.In2009,justasmyresearchwasbeginning,theGovernmentcutACE

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funding.Inthesevenyearssince,thisfundinghasremainedthesameandhas

resultedinadecreaseinthesupportofprogrammesthatprovidepersonaland

socialdevelopmentforthelearner(Bowl,2014,P.2;NZFGW,2011,P.8).The

Government’scurrentfocusonincreasingemploymentandqualificationsaswellas

ontheremovaloffundingforpersonaldevelopmentandrecreation/leisurecourses

meansthattherangeofpositiveexperiencesandresultsthatwereidentifiedinthe

Findingssectionmaybecomeincreasinglyrare.

Thereishowever,animportanttaskthatthisprojecthasbegun.Asthisprojectis

oneofalimitednumberofacademicstudiesthathavefocusedonACEinAotearoa

NewZealand,itsuggeststhatthereisaneedformoreresearchinthisarea.A

specificfocusmaybetoexaminehowACECentresandtheTeenParentCentres

mightbeabletoinfluenceothereducationproviderstooptimisetheeducational

experienceforyoungpeopleatschoolandinadulteducation.Myresearchwiththe

youngwomenattheTPChighlightedanumberofproblemsthatyoungwomenhad

experiencedfromalackofrelationshipswiththeirteachersatsecondaryschool.A

recommendationfromthisstudyistosuggestthatpractitionersmayfindthatthe

feedbackthesewomensharedabouttheirexperiencesattheTeenParentCentre

andthePersonalDevelopmentCentrecouldprovidevaluableinsightintothe

creationofsuccessfullearningenvironments.Itisclearthattherewerespecific

featuresinthesecentresthatattractedwomentoACEwhichwouldbegoodto

promoteasexamplestoothereducators.

Althoughtheshiftsinpolicyhavemeantthattheopportunityforwomento

participateinACEcoursesischanging,thefindingsfromthisresearchstudyhavea

numberofimportantimplications,whichcouldbeusedtoinformpractitioners.The

NationalCentreforTertiaryTeachingExcellence,AkoAotearoadeliversprofessional

developmentworkshopsforpractitionersandprovidesopportunitiestoshare

research.Itispossiblethattheresultsfromthisresearchcouldbesharedwith

practitionersinANZthroughanAkoAotearoaworkshop.

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AnotherimplicationisfortheopportunityforACEcoursestoprovideachancefor

womentomeetothers.Itseemsthatacrossthedata,thiswasapreferance

expressedbythewomeninmyresearchtomeetandworkwithotherswhilst

undertakinglearning.Someoftheacademicresearch(Hammond,2004;Stalker,

2001)statesthatwomenunderstandthemselvesintermsofadeficit.Whilstmy

evidencepresentswomenwhoidentifiedtheirneedtoparticipateinACEtohelp

managetheimpactofsocialisolationortomeetpeopleorformutualsupport,my

findingssuggestthatlearningwithotherswasapreferencemorethanarecognised

need.Belenky(1986&1997)andGilligan(1977,1980,1982)highlightthe

importanceoftherelationshipswithothersasanimportantapproachtolearningfor

women(English&Mayo,2012).However,therewasnoevidenceinmyresearch

thatwomenunderstoodthemselvesintheseterms.

Finally,thisresearchhasreinforcedtheneedfortheprovisionofACEprogrammes

thatdonotjusttargetemploymentandqualificationoptions.ACEhasbeenseento

providewomenintheresearchprojectwithanumberofbenefits,inparticular,the

opportunityforsocialinteractionsandrelationshipswasevidencedinthefindings.

Thesefindingsareincontrastwiththecurrenttrendtowardstheindividualand

potentiallyisolatingnatureofon-linelearningineducation.AsTinto(1975&1993)

andRovalandJordan(2004)contend,studentsneedtofeelasenseofbelonging

withtheireducationasalackofasenseofcommunitycanmeanthatsomestudents

feelisolatedandchoosetodiscontinuewiththeirstudies.Furthermore,theroleof

ACEisthatitenablessomestudentstogainasenseofbelongingandchooseto

continuewiththeireducation.Duetothelackofresearchofthebenefitsor

disadvantagesforlearnersinanACEcontext,thereisaneedtoresearchstrategies

ontheimpactofe-learningtechnologieswhichmaybecomeanacceptedprovision

ofadultandcommunityeducationinthefuture.

Theaimsandobjectivesoftheresearchhavebeenmet,asthroughinterviewswith

fortywomen,thereasonsforandtheimpactsofwomen’sparticipationinAdultand

CommunityEducationhavebeenidentified.Inaddition,thefeaturesofasuccessful

97

learning environment within ACE have been acknowledged. Each of the research

questionshasbeen fullydiscussed in thedissertation. The final researchquestion

highlights women’s experiences during their participation and is the focus of the

nextsection.

Informationdrawnfromwomen’sexperiencesofACE,whichmayinformpolicyand

practiceintheeducationofadults

Thefourthresearchquestionfocusesonthesuggestionsfromtheresearchof

women’sexperiencesthatmayinformpolicyandpracticeintheeducationofadults.

Whilsttheimplicationsfrommyresearchmighthavebeenusefulforpolicy,itis

highlyunlikelytothinkthattheremaybeanychangesmadetopolicyinAotearoa

NewZealandregardingAdultandCommunityEducationbasedonthisresearch.Itis

possibletoinformpracticeandasmentionedintheprevioussection,itmaybe

possibletosharethisresearchinanAkoAotearoaworkshopforpractitioners.With

ACEpolicycurrentlyfocusedontheachievementofqualificationsandemployment,

theevidencefromthisresearchhasbeenareminderthatthereareotherreasons

thatsomepeopleparticipateinACE.Inparticular,theresearchprojectisareminder

thatforthemajorityofthewomeninthisresearchproject,theirinvolvementinACE

hassupportedtheirpersonalandsocialreasonsrequirements.Furthermore,the

impactofwomen’sparticipationisnotaspolicyexpectationswouldsuggest,thatis

tosay,notfocusedonaccreditationorvocationaloutcomes.Asidentifiedinthe

evidence,thewomeninthisresearchfounddifferenttypesofcoursesappearedto

offerdifferenttypesofvalueforthewomen;forexample,inchapterfourDianahad

theopportunitytomeetpeoplewhoshefeltwerelikegrandparentsforherchildren

inherportraitpaintingclassandinchapterfiveArohahadthechancetodevelopin

selfawarenessandself-respectforherselfandothersfromherparticipationinthe

angermanagementcourses.

TheevidenceinthisresearchhasimplicationsfortheprovisionofACEcourses,as

thisresearchshowsthatitisusefultorecognisethesewide-rangingneedsas

identifiedinthepreviouschaptersthatcouldcontributetoACEprogramme

planning.WhilsttherearepolicyrequirementsforACEproviderstooffer

98

programmesfocusedonliteracy,languageandnumeracy,myresearchidentifiesthe

additionalneedfortheprovisionofotherprogrammes,particularlyprogrammes

thatprovidetheopportunitytoparticipateinACEforpersonalandsocialreasons

whichdonotonlyfocusonliteracy,languageandnumeracyneeds.Womeninthis

researchhaveexpressedthevalueforthempersonallyaswellastheirfamiliesfrom

participatinginawiderangeofACEprogrammes.Theresearchprojecthasalso

providedevidenceofthefeaturesofasuccessfullearningenvironmentinthefieldof

ACE.Again,thisevidenceisusefulforACEprovidersandpractitionersasareminder

ofthevalueofACE.

Theresearchprojectpresentsadiverserangeofwomenwhosharetheir

experiencesofadultandcommunityeducationinarangeofcontexts.Myresearch

emphasisesthatwomen’sexperiencesinACEcreateopportunitiesforpersonal

changeandareimportantintheirownrightoverandabovetheeconomic

imperativesofacquiringqualificationsleadingtoemploymentopportunities.

ACEprogrammesappeartohaveconsiderableappealforthewomenintheresearch

project,aswomenvaluedtheopportunitythatACEcoursesprovidedforsocial

interactionsandrelationships.AsIhadtheorisedatthestartofthethesis,the

researchprojectillustratestheimpactofACEonsomewomen’slives,andconfirms

thattheprovisionofadiverserangeofcoursescanofferdifferenttypesofvaluefor

thewomeninvolved.

99

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Appendix1:

PhDStudy:WomenandLearning:Women’sperspectivesontheimpactoftheirinvolvementinadultandcommunityeducation.

QUESTIONS1. Have you done any adult and community education courses?

(Ifyes,whatwerethey?)

2. Whatmotivatedyoutotakepartinthis[these]course[s]?

3. Whyhaveyouchosenandcompletedparticularcourses?

4. Whatwasthebestthingaboutattendingthesecourses?

5. What do you feel you gained from attending this [these]courses?

6. Whatchangeshaveparticipating inACEcoursesmade inyour

life?Haveyoumadeanychangestoyourlife?Canyoutellmeaboutthesechanges?

7. Do you feel that attending adult and community educationcourseshasimpactedonyourfamilyinanyway?Inwhatway?

8. What do you think could be the value of these courses for

others?

9. Doyouseeyourself carryingonwith lifelong learning? Whatareyouplanningtodonext?

10. What advice would you give to someone who’s thinking oftakingupacourse?

11.

ExtraQuestion–Anythingyou’dliketosayaboutwomenandlearning?February2011

111

Appendix2:

WomenandLearning:Women’sperspectivesontheimpactoftheirinvolvementinadultandcommunityeducation.

Dear

Iamcurrentlyundertakingresearchonwomen’sexperiencesofadultandcommunityeducationformyPhDstudyattheUniversityofCanterbury.InordertodothisIwouldliketointerviewwomenwhohavebeeninvolvedinadultandcommunityeducationactivitiesinarangeofsettings,including[……….].Iamthereforewritingtorequestyourparticipationinashorttapedinterviewdesignedtogatherinformationaboutyourinvolvementinlearningasanadult.Iwouldbegratefulifyouwouldconsenttotakingpartinatapedinterviewofabout30minutesduration.ThequestionsIwouldlikeyoutoconsiderinthisintervieware:

• What adult and community education courses have you attendedrecently?

• Whatmotivatedyoutotakepartinthis[these]course[s]?

• Whatwasthebestthingaboutattendingthesecourses?

• What, if anything, do you feel you gained from attending this [these]

courses?

• Doyou feel that attending adult and community education courseshasimpactedonyourfamilyinanyway?

• Haveyoumadeanychangestoyourlifeorhaveyouchangedasaresult

ofattendingcourses?Canyoutellmeaboutthesechanges?

• Whatothercourses,ifany,wouldyouliketo[doyouplanto]undertakeinthefuture?

• What do you think is the value of adult and community education for

women?

AnyinformationIcollectfromyouwillbeanonymisedandIwillmakeeveryefforttoensure that you will not be personally identified in any way. I will send you atranscript of the interview to check and approve before using any information

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containedwithinit.Youhavetherighttowithdrawyourcooperationatanypointortoaskforinformationyouhaveprovidednottobeincludedinmystudy.AsIwillbeusing email to send out information and transcripts, please know that any emailaddressthatyoumayusewillnotbedisclosedtoanyotherpartyandthatallemailswillbesentthroughthesecureUniversityofCanterburyserver.ThisprojecthasbeenreviewedandapprovedbytheHumanEthicsCommitteeoftheUniversityofCanterbury.I enclose some further information aboutmy research and a consent form to besignedbeforetheinterviewtakesplace.Iwillbeintouchwithyoushortlytoarrangea convenient time and place for an interview. In the meantime, if you have anyquestionsorqueries,pleasedonothesitatetocontactme.I really hope that youwill agree tobe interviewedand I do value your support inundertakingmyresearch.Yourssincerely,JenniferLeahy

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Appendix3:

AdultEducationTeachingandResearch

ProposalforPhDresearchInformationSheet

WomenandLearning:Women’sperspectivesontheimpactoftheirinvolvementinadultandcommunityeducation.IntroductionThe focusof the research is toexplore the issueofwomen, their learningand the

perceived impact of their learning on themselves and their children. The women

whoseperspectivesIwishtoexplorearethosewhodonotappeartohavebenefited

frompreviousformallearning,butwhohavebeeninvolvedinadultandcommunity

education(ACE)inthecontextofaprisonand/orcommunitysetting.

AimsoftheResearchTheaimoftheproposedresearchistoexplorethemeaningofACEinwomen’slives

andthroughthistoidentifyhowinvolvementinACEmayimpactontheir livesand

thoseoftheirchildren.Itishopedthattheknowledgegainedthroughthisresearch

will assist in informingpractice andwill develop and enhance community-learning

environmentsforwomen.

Thespecificquestionwhichtheprojectwillexploreis:1. What is the impact on women of their participation in adult and community

educationinAotearoa/NewZealand?

2.Howdowomenperceivetheirownlearningasimpactingontheirchildren?

3.Whatfactorsmayhinderwomenusingtheirlearningpositively?

4.Whatdowomenidentifyasfeaturesofsuccessfullearningenvironments?

5.Howcanthesefeaturesbeincorporatedintoeducationalpolicyandpractice?

TheresearcherI am a member of the University of Canterbury Adult Education Teaching and

Researchteam.Myinterestintheissueofwomenandlearninghasdevelopedfrom

myworkasanadulteducator.

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As a practitioner and teacher, I am interested to know how involvement in non-

accredited, non-vocational education might be a positive and life-changing

experienceforwomenandwhethertheyfeelthatthisinturnhasanimpactontheir

children.

Ihavebeenanadulteducatorsince1988,workinginavarietyofsettings,andhave

principallyworkedwithwomenthroughoutthistime. Itaughtwomenincarcerated

at Christchurch Women’s Prison and I have also taught and learned alongside

mothers at a local kindergartenandprimary school aswell asbeinga collegeand

university-based teacher of adults. This has kindled my interest in the types of

learningactivitythatworkwellforwomen.

TheresearchprocessIwanttotakeanin-depthqualitativeresearchapproachtounderstandingwomen’s

own perspectives. The aim of the research will be to illuminate women’s

perspectives on education involvement in a number of different settings. The

processofcollecting informationwillbethroughface-to-face,telephoneandemail

interviews.Iplantoaskthewomenquestionsontheirexperiencesoflearning,their

responsestoparticipationincoursesandtheimpacts(ifany)ontheirlives.

As Iwillbeusingemail tosendout informationandtranscripts,anyemailaddress

thatwillbeusedwillnotbedisclosedtoanyotherpartyandallemailswillbesent

throughthesecureUniversityofCanterburyserver.

ThisprojecthasbeenreviewedandapprovedbytheUniversityofCanterburyEthics

Committee.

Forfurtherinformationcontact:JenniferLeahy:Jennifer.leahy@canterbury.ac.nzAugust2009

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Appendix4:

CONSENTFORM

WomenandLearning:Women’sperspectivesontheimpactoftheirinvolvementinadultandcommunityeducation.

Ihavereadandunderstoodthedescriptionoftheabove-namedproject.Onthis

basisIagreetoparticipateintheproject,andtobeinterviewedforthispurpose.I

consenttopublicationoftheresultsoftheprojectwiththeunderstandingthat

anonymitywillbepreserved.IunderstandalsothatImayatanytimewithdrawfrom

theproject,includingwithdrawalofanyinformationIhaveprovided.

Name(pleaseprint):

Signature:

Date:

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Thank you to this group of incredible women for sharing your wisdom, time and support of my work – I will be forever grateful.

Dr Marion Bowl, Dr Kathleen Quinlivan, Dr Jessica Ritchie, Dr Robyn Chandler, Analiese Robertson

Helen Leahy, Linda Clark, Heather Clark, Marama Rangataua, Debs

Bronwyn Yates, Julie Moon, Maryke Fordyce, Bridget O’Regan,

Ardas Trebus, Celia Lashlie, Therese La Porte, and Sarah Maindonald.