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It also assesses whether development education can promote active global citizenship among adult and community educators, drawing on debates about active citizenship, development education, and adult education and their curricular impacts.",{"@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 & 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critical adult and community education in Ireland  \nnatasha bailey, aontas, national adult learning  \norganisation  \nAbstract  \nFrom 2008-2009 the author was commissioned by AONTAS in partnership with Irish Aid1 to carry out apiece of research which aimed to examine how there could be a strategic focus on the integration of development education, or incorporating a global dimension to learning, into adult and community education in Ireland. It also examined whether or not its usefulness as a process for active global citizenship could be employed as a message to promote development education to adult and community educators.  \nAs part of that research, the author investigated the theoretical debates about the purpose of each practice explored in the research, active citizenship, development education and adult education. These debates hold ramifications for curricular integration and learning outcomes. These debates are particularly relevant during a time in Ireland when many academics and practitioners areasking what impact a human capital emphasis in adult education is having on the content and methodology of adult learning opportunities. Is there room for development education in an adult education process that, according to the prevailing policy zeitgeist in Ireland, should focus on the development of skills for the labour market? Could the integration of development education into adult learning opportunities in Ireland help to widen the space for adult and community education, which promotes participatory democratic agency and seeks to combat inequality?  \n1 The Irish Government’s programme of assistance to developing countries.  \nThis article will present the key theoretical trends in relation to each practice.  \nFinally, the overlaps between the three practices are scoped. The overlaps between the three practices are presented under a liberal/humanist framework and then a justice/ critical framework. The article concludes that integrating a justice approach to all three practices can retain a critical space for adult learning and could have powerful outcomes for the individual and collective development of learners, fostering a diverse array of skills as well as active global citizenship. This overlap is demonstrated through a detailed analysis of one of the case studies done for the research, giving a real life example ofthe integration ofa justice approach to development education, adult education and active citizenship.  \nIntroduction  \nIn 2007, the Government’s White Paper on Irish Aid stated that,“Every person in Ireland will have access to educational opportunities to be aware of and understand their rights and responsibilities as global citizens and their potential to effect change for a more just and equal world”(Irish Aid, 2007) .  \nThis commitment necessitated a strategic focus on the provision of development education, or taking a global dimension to learning, in the context of adult and community education. While there are a number of existing opportunities for adults to engage in development education in Ireland, to date a strategic focus on adult learning at both State and development education sector asa whole, has been missing.  \nFrom 2008-2009 the author was commissioned by AONTAS in partnership with Irish Aid to carry out a piece of research which aimed to examine how there could be a strategic focus on the integration of development education into adult and community education in Ireland. It also examined whether or not its usefulness as a process for active global citizenship could be employed asa message to promote development education to adult and community educators. The latter was focused on as fostering civic competence and active citizenship are strategic goals for both Irish and European policies on adult education (Commission of the European Communities, 2005; Government of Ireland, 2000) .  \nTh","cbCaii7sw9WH1O5X","https://ap.wps.com/l/cbCaii7sw9WH1O5X","pdf",121047,22,"English","# Abstract\n# Introduction\n## Irish Aid white paper commitment and policy context\n## Research aims and guiding questions\n## Competing purposes and theoretical overlaps\n## Justice/critical framework and conclusions","[{\"question\":\"What was the purpose of the 2008-2009 research commissioned by AONTAS and Irish Aid?\",\"answer\":\"It examined how development education could be strategically integrated into adult and community education in Ireland, and whether it could be used to promote development education to adult and community educators.\"},{\"question\":\"Which theoretical practices does the paper compare and what does it focus on?\",\"answer\":\"It reviews theoretical debates about the purposes of active citizenship, adult and community education, and development education, highlighting implications for curricular integration and learning outcomes.\"},{\"question\":\"What conclusion does the paper reach about integrating development education?\",\"answer\":\"It argues that adopting a justice/critical approach across the practices can preserve space for adult learning, producing outcomes such as active global citizenship and empowerment for learners and wider social justice agendas.\"}]","Could Integrating Development Education into Adult and Community Education Create More Space for Critical Adult and Community Education in Ireland | PDF",1792067067,55]