[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589114-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589114-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","beyond-crisis-toward-justice-new-technologies-in-community-based-adult-learning","Beyond Crisis, Toward Justice - New Technologies in Community-Based Adult Learning","","The article examines how community-based adult literacy and English language learning programs rapidly transitioned from in-person practices to crisis remote teaching during the COVID-19 pandemic, and what this reveals for future technology integration. It frames digital justice as principles, pedagogy, and a movement, emphasizing fair and ethical digital futures. Drawing on the author’s Canada-based research experiences, it analyzes digital equity and the political implications of “distance” versus “in-person,” connecting pandemic pedagogies to emerging technology integration strategies.",{"@graph":14,"@context":73},[15,34,56],{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/beyond-crisis-toward-justice-new-technologies-in-community-based-adult-learning/589114/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/beyond-crisis-toward-justice-new-technologies-in-community-based-adult-learning/589114.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why did adult educators shift to “crisis remote teaching” during the early pandemic?","Question",{"text":63,"@type":64},"They rapidly adapted to physical distancing mandates and lockdowns so adult literacy, basic education, and English language learning learners could continue learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the article define digital justice?",{"text":68,"@type":64},"Digital justice is presented as a set of principles, a pedagogy, and a movement aimed at fair and ethical digital and social futures.",{"name":70,"@type":61,"acceptedAnswer":71},"What experiences does the author use to ground the discussion?",{"text":72,"@type":64},"The author describes her work as an adult literacy researcher in Canada with community-based educators and researchers, mapping new pedagogies and digital inequalities deepened during the pandemic.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589114,1792167502,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":102,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","ADULT LITERACY EDUCATION WINTER 2022  \n| [http://doi.org/10.35847/SSmythe.4.1.50](http://doi.org/10.35847/SSmythe.4.1.50) |  |\n| --- | --- |\n|  | Forum: Online Learning, Technology Integration, and Digital Literacy |\n\n(Part 2 of3)  \nBeyond Crisis, Toward Justice: New Technologies in Community-Based Adult Learning  \nSuzanne Smythe, Simon Fraser University  \nIn the disorienting early days of the pandemic, educators and learners in adult literacy, basic education and English Language Learning programs accomplished a rapid shift to “crisis remote teaching” to accommodate physical distancing mandates and lockdowns. The  \nflurry of studies documenting these“pandemic pedagogies”(Canadian Association for the Study of Adult Education , 2020) suggest that educators and learners alike were surprised at how quickly they were able to incorporate new digital pedagogies (Belzer et al. , 2020; Smythe et al. , 2021) . As Vanek argues in her forum piece Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers , this was an important accomplishment  \ngiven that, in most community-based settings, in-person pedagogies predominated prior to the pandemic. Writing from Canada in the fall of 2021, community-based programs continue to navigate competing desires for social connection and pedagogical advantages of in-person learning, as well as the convenience and“COVID-safe”nature of synchronous and asynchronous online learning. How might the community-based adult education field harness the pandemic experience to inform technology integration moving forward? What principles should guide such decisions? Vanek takes up these vital questions, as she encourages the“structured use of technology  \nintegration frameworks and strategies” to support educators to make effective decisions about technology integration and online learning.  \nIn this response, I join Vanek in imagining the role of new technologies in community-based education as we settle into a“new normal.” I build upon and extend Vanek’s suggestions by drawing upon research and practice oriented to digital justice. Digital justice is at once a set of principles, a pedagogy and a movement (Allied Media, 2020; Detroit Digital Justice Coalition (DDJC, 2021) toward fair and ethical digital and social futures. Proponents of digital justice leverage critical digital literacies and online activism to subvert and expose technologies that are implicated in online harms such as surveillance, discrimination, and social exclusion. Movements such as the DDJC (2021) have generated principles and practices toward accessibility, equity and participatory decision making in digital ecosystems.  \nTo anchor this conversation, I first describe my experiences as an adult literacy researcher in Canada, working closely with community-based educators and researchers to map new pedagogies, as well as fissures of digital inequality, that have deepened during the pandemic. I then consider how concepts of digital equity and digital justice  \nCorrespondence: [suzanne_smythe@sfu.ca](suzanne_smythe@sfu.ca) 50  \nmay help us to think through the benefits and problematics of technology integration in adult and community-based education. Here, the politics of technologies are central, as is how we mobilize concepts such as “distance” and“in-person,”learning. I conclude by adding to Vanek's questions and principles new considerations for technology integration toward the digital/worlds we want.  \nPandemic Pedagogies and Technology Integration  \nIn April 2020, the Canadian Association for Studies in Adult Education launched a webinar series to capture adult education practices during the pandemic. They called the series pandemic pedagogies , noting,  \nAdult educators across Canada are doing extraordinary things to deal with a multitude of issues associated with COVID-19: home/ social isolation,(health) literacy, trauma and stress, poverty and unemployment, racism, changing means of communication and work, j","cbCainASeVFpAP60","https://ap.wps.com/l/cbCainASeVFpAP60","pdf",94330,"English","# Beyond Crisis, Toward Justice: New Technologies in Community-Based Adult Learning\n## Pandemic Pedagogies and Technology Integration","[{\"question\":\"Why did adult educators shift to “crisis remote teaching” during the early pandemic?\",\"answer\":\"They rapidly adapted to physical distancing mandates and lockdowns so adult literacy, basic education, and English language learning learners could continue learning.\"},{\"question\":\"How does the article define digital justice?\",\"answer\":\"Digital justice is presented as a set of principles, a pedagogy, and a movement aimed at fair and ethical digital and social futures.\"},{\"question\":\"What experiences does the author use to ground the discussion?\",\"answer\":\"The author describes her work as an adult literacy researcher in Canada with community-based educators and researchers, mapping new pedagogies and digital inequalities deepened during the pandemic.\"}]","Beyond Crisis, Toward Justice - New Technologies in Community-Based Adult Learning | PDF",1792066578,15]