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Findings also stress that policies must address the holistic nature of adult learning to sustain social capital for individuals, families, and communities.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is (since 2005) apart-time teacher ofCommunication and English at South Western Sydney Institute of TAFE, New South Wales~~.~~ He is currently also apart-time student in the Graduate Certificate program in TESOL at the University of Wollongong~~. ~~John holds a M~~.~~Ed~~.~~ in adult education and training, and graduate diplomas in Librarianship and Local Government Management~~.~~ Ina previous career, he was a local government manager~~.~~ In his new career, John has developed a research interest in the role of play in adult learning~~.  \n~~Contact details~~  \n~~Pauline Harris, Faculty of Education, The University of Wollongong, Wollongong, NSW 2522~~  \n~~Tel: +61 2 4221 3877~~  \n~~Email: [pauline](pauline_harris@uow.edu.au)~~[_](pauline_harris@uow.edu.au)~~[harris@uow](pauline_harris@uow.edu.au)~~[.](pauline_harris@uow.edu.au)~~[edu](pauline_harris@uow.edu.au)~~[.](pauline_harris@uow.edu.au)~~[au](pauline_harris@uow.edu.au)~~  \n~~John Daley, TAFENSW, South Western Sydney Institute Tel: +61 41 613 6167~~  \n~~Email: [John](John.Daley@det.nsw.edu.au)~~[.](John.Daley@det.nsw.edu.au)~~[Daley@det](John.Daley@det.nsw.edu.au)~~[.](John.Daley@det.nsw.edu.au)~~[nsw](John.Daley@det.nsw.edu.au)~~[.](John.Daley@det.nsw.edu.au)~~[edu](John.Daley@det.nsw.edu.au)~~[.](John.Daley@det.nsw.edu.au)~~[au](John.Daley@det.nsw.edu.au)~~  \nAdult education, social inclusion and cultural diversity in regional communities  \nRob Townsend School of Education Victoria University  \nThis article presents the outcomes of recent research into adult education programs and experiences in the Shire of Campaspe, a region in northern Victoria. Research data of people from diverse cultural backgrounds reveal how individuals can utilise adult education as a space to explore their own social and cultural isolation in a regional context. The research reveals patterns of migration, internal population mobility, social isolation and cultural identity within the context of this one regional shire. The article discerns the roles that adult education providers play in creating specific kinds of space for people to discover new social networks while interacting with informal and formal structures and processes of adult learning. Adult education programs and practices can play an important role in providing space for the exploration of social, cultural and economic experiences. However, individual adult education organisations manage their spaces and programs in such  \n􀀷2 Rob Townsend Adult education, social inclusion and cultural diversity in regional communities 􀀷3  \na way that excludes some people from social and economic activity crucial to the development of individual and community social capital. Adult learning policies, programs and practices in regional communities need to address the holistic nature of adult learning for people from culturally diverse backgrounds in order to contribute to the development of sustaining social capital for individuals, families and communities in Australian society.  \nContext  \nThe aim of this article is to explore the themes that have emerged from doctoral research concerning adult and community education (ACE) in regional communities in Australia. The mixed methods research activities (Tashakkori & Teddlie 2003, Creswell 2002) included the surveying and interviewing of fifteen adult learners from culturally and linguistically diverse (CALD) backgrounds which resulted in the development ofvignettes as snapshots of habitual narratives (Redman 2005, Linde 2001, Arvay 1998, Norum 1998) . These research instruments were devised utilising current literature on indicators of social capital development (Cox 2004, Balatti & Falk 2002, ABS 2000, Winter 2000) .  \nThere were also focus group meetings with individuals participating in a local cultural diversity support group in the Shire of Campaspe and a focus group with lear","cbCaisCxFj61D9OH","https://ap.wps.com/l/cbCaisCxFj61D9OH","pdf",189955,12,"English","# Context\n## Research aim and methods\n## Data sources and analysis","[{\"question\":\"What is the aim of the article?\",\"answer\":\"To explore themes emerging from doctoral research on adult and community education in regional communities in Australia.\"},{\"question\":\"How did the research study adult learners?\",\"answer\":\"It used mixed methods, including surveying and interviewing fifteen adult learners from culturally and linguistically diverse backgrounds and creating vignettes from their narratives.\"},{\"question\":\"What role do adult education providers play according to the article?\",\"answer\":\"They create specific spaces that help people discover new social networks while engaging with informal and formal adult learning structures and processes.\"}]","Adult education, social inclusion and cultural diversity in regional communities - Volume 48 - April 2008 | PDF",1792078977]