Service learning literature focusing on participants and programs in an academic setting is extensive. However, there is a lack of research looking at the experiences of employees in a corporate setting. The purpose of this inquiry was to understand how employees experience corporate service learning and to explore how well existing literatures on service learning and volunteerism serve the corporate service learning experience. Using interpretive phenomenology and the Four Frame Organizational Model (Bolman & Deal, 1997) to frame the inquiry, the experiences of employees in a retail store (N= 9) participating in service learning were examined. Data were gathered through in-depth interviews with program participants. Seven themes were evident in the findings of the inquiry: skill development, health (sub-themes of self-esteem and empowerment), job satisfaction, improved workplace relationships, bridging into the community, social responsibility and challenges. The findings of this inquiry suggest that employee involvement in a service learning experience can stimulate a sense of social responsibility. Another important finding of the inquiry was that pairing service activities with health activities was a positive combination that contributed to personal and community health. Finally, there was evidence that service learning can help build social capital in the workplace. This inquiry supports research in the area of service learning in the corporate setting to more fully understand the potential of this pedagogical strategy. The development of educational resources for companies wanting to build service learning programs is also important if these initiatives are to be effective in the workplace.

This work reviews the process of updating of citizenship education in the Czech Republic, France and Germany. The introductory part of the text outlines the current situation of citizenship and political education in the European context. The following part presents differences in citizenship education in the above mentioned European countries, with reference to the particular historical, political and philosophical development. The third part reviews the context of the actual challenges related to the concept of citizenship education, and the significance of its updated reformulation. The three selected aspects are: democratic values in society, lifelong learning, and the role of media (as informers and influencers). The fourth part of the text is devoted to the problem of hater on the network, as a topic which binds the political, multicultural and media education topics. The summary outlines differences and similarities within particular national systems of citizenship education. Keywords Citizenship Education, Political Education, Adult Education, Lifelong Learning, Democracy, Media, Europe, the Czech Republic, France, Germany

Made available in DSpace on 2016-12-08T16:35:03Z (GMT). No. of bitstreams: 1 Rosane.pdf: 889427 bytes, checksum: 4d196b18f8e600292bb1a8e3f5a21a5b (MD5) Previous issue date: 2012-06-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to understand how the social trajectories of individuals / male and female graduates from the Midle School were influenced by participation in the teaching modality of Youth and Adults (EJA). In this research, we question the presence of mediators in their social trajectories and the role played by the school in their lives. To illustrate the proposition, we discuss five sociological profiles, based on semistructured interviews, provided by students / graduates from the mode (EJA) in the city of Palhoça (SC). The method, into the context of Basic Education, is intended for people who have not been unable to study in considered age for schooling. The recognition of this form of teaching was gradual, in fact, it come to consolidate the right of young people and adults with the 1988th Constitution and the Law of Guidelines and Bases of Education of 1996th. The profiles used in the study were plotted according to the methodology of Bernard Lahire. Through them, we sought to understand how adult education can reflect the social trajectories of its graduates and give them meaning. As a counterpoint theory, we used the assumptions of Pierre Bourdieu and his reading about the school as an area capable of contributing to the reproduction of social inequalities. The microsocial analysis proposed by Lahire identified the contribution of this modality in social trajectories of graduates, though, for them, the study was not established a schooling project. The interviews and the narrations of experience of socialization are social mediators revealing key elements of their lives, contributing or not in terms of school. The trajectories analyzed from the social approach, albeit subtly and despite the limitations of the research allowed to identify combinations of variables that may contribute to the success or failure in school among the popular classes, so as to produce and set up a new social reality. It was also possible to relativize the importance of economic capital variable: despite limiting its power in schooling of the working classes, it was not necessarily a determinant. It is noteworthy that the use of social mediators does not confirm the school merit as an exclusive responsibility of the individual, but rather more than one question, it results of a combination of causes that may contribute to the complete abandonment of the school and the schooling process. They confirm that marginalization is associated with social inequalities, without blaming the educational institutions for the performance of their subjects. In addition, other social mediators are also important and can make a difference in the trajectories of schooling: if, by one hand, the life narratives presented show weaknesses of all kinds, on the other hand, show that the subjects of EJA mobilize, build, deconstruct, rearrange combinations, and produce forms to resist knowing, questioning the maximum likely among the lower classes. In this sense, the methodology used by Lahire allows the researcher to have some clarity in the analysis, by recognizing details that make his approach well suited to the understanding of factors, elements and characteristics that permeate the trajectories of graduates of EJA and its many peculiarities / Na presente pesquisa propõe-se compreender como as trajetórias sociais de sujeitos/as egressos/as do Ensino Médio foram influenciadas pela participação na modalidade de ensino de Educação de Jovens e Adultos (EJA). Questionam-se a presença dos mediadores sociais em suas trajetórias e o lugar ocupado pela escola em suas vidas. Para ilustrar a proposição, discutem-se cinco perfis sociológicos, tendo por base entrevistas semiestruturadas, concedidas por alunos/as egressos/as da modalidade (EJA) no município de Palhoça (SC). A modalidade, inserida no contexto da Educação Básica, destina-se a pessoas que não tenham conseguido estudar em idade considerada própria. O reconhecimento dessa forma de ensino foi gradual, vindo de fato a consolidar o direito de jovens e adultos com a Constituição Federal de 1988 e com a Lei de Diretrizes e Bases da Educação em 1996. Os perfis utilizados no estudo foram traçados de acordo com a metodologia de Bernard Lahire. Por meio deles, buscou-se compreender como a EJA pode refletir as trajetórias sociais de seus egressos/as e dar-lhes sentido. Como contraponto teórico, utilizaram-se os pressupostos de Pierre Bourdieu e sua leitura acerca da escola enquanto espaço capaz de contribuir na reprodução das desigualdades sociais. A análise microssocial proposta por Lahire permitiu identificar a contribuição da modalidade nas trajetórias sociais dos egressos/as, apesar de, para eles, o estudo não haver constituído um projeto de escolarização. As entrevistas e as narrações de experiência de socialização são mediadores sociais reveladores de elementos essenciais de suas vidas. As trajetórias analisadas sob o enfoque social, ainda que sutilmente, permitiram identificar combinações de variáveis que podem concorrer para o êxito ou o fracasso escolar entre as classes populares, de modo a se produzir e configurar uma nova realidade social. Foi possível também relativizar a importância da variável capital econômico: apesar de seu poder limitador na escolarização das classes populares, não foi necessariamente determinante para a escolaridade. Ressalta-se que a utilização de mediadores sociais não confirma o mérito escolar como exclusiva responsabilidade do sujeito; ao contrário, mais que uma causa, permite localizar uma combinação de causas que podem concorrer para o abandono por completo da escola e do processo de escolarização. Confirmam que marginalização escolar está associada a desigualdades sociais, sem que as instituições escolares as devam responsabilizar pelo desempenho dos sujeitos. Além destes, outros mediadores sociais são igualmente importantes e podem fazer a diferença nas trajetórias de escolarização: se, por um lado, as narrativas de vida apresentadas evidenciam fragilidades de toda ordem, por outro, mostram que os sujeitos da EJA se mobilizam, constroem, descontroem, rearranjam combinações, formas de resistir e produzir saber, questionando a máxima do improvável entre as camadas populares

The master's thesis is focused on work of Cyril Orvin Houle, key thoughts and the influence on a theory and a practise of the adult education in the United States of America. The key objective of the thesis is introduce Cyril Orvin Houle's work, analyse primary and secondary sources and find key thoughts of the topic of the adult education. Papers and journals are described into details, which illustrate the beginning of his career and current topics, on which he responded, and selected professional and popular science publicatons. His works are set into a context of a development of the adult education in the USA and inspirational sources are identified. On the basis of the analysis results of documents, it can be concluded that key thoughts are self-directed learning, motivation of adult lerners to connect into education activities, vocational education conception in the USA and education programmes planning.

Germany draws on a unique net of state-founded institutions operating in the adult civic education field established after the Second World War to promote democratic values in the society. These Agencies for Civic Education work at state and federal level and are non-partisan. This thesis seeks to grasp the phenomenon of universal adult civic education in Germany, while focusing on The Saxon State Agency for Civic Education; on how is it organized, and whether and how its activities proved beneficial in the context of the current socio-political situation. The first part will elaborate on historic, conceptual and institutional background of adult civic education in Germany. The second part, a case study, will focus on the current socio-political situation in Saxony, and the reaction of The Saxon State Agency for Civic Education to the challenges arising especially from the current migration crisis. The thesis will be based on the information from electronic and printed sources primarily in German; some of them provided by the Saxon State Agency. The complementary source will be an interview, which was conducted with two representatives of the Agency.

This dissertation documents an action-oriented, arts-based doctoral study that used popular theatre to investigate graduate students’ experiences at the University of Victoria (UVic) in Canada. The research question asks, what are the contradictions between the welcoming multicultural discourses of Canada and the experiences of international graduate students? This question is explored with a total of twenty-four graduate students, representing fourteen countries, including Canada, and ten departments across campus. These students participated in pilot work, interviews, focus groups, in-depth theatre workshops, and a public performance entitled, UNSETTLED. The process of creating interactive forum theatre with six graduate students and one student’s infant is outlined in depth, as is performance at UVic on November 8, 2006. The community impact of UNSETTLED and the researcher and actors’ learning-healing experiences are highlighted. The key contributions of this research are practical, theoretical, and methodological. Practically, this research contributes to the ongoing dialogue and concrete efforts around already identified challenges of internationalization. The outcome is an entirely student-driven effort that is unique both in content (due to the graduate student perspective represented) and in form (theatre). Theoretically, this research contributes to the areas of transformative learning and intersectionality. These theoretical insights reposition the ‘international student’ from being a person solely in need of services, to being one of many potential agents of change. An intersectional analysis points to a need to simultaneously address the diverse struggles of other graduate students, staff, administrators, and faculty in increasingly globalized universities and communities. Methodologically, this study expresses the catalytic and dialogical power of the intersection of research with art, education, community development, and activism, contributing to the fields of both arts-based research and action-oriented, participatory research and the places where these overlap.