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Drawing on experience designing community programmes for marginalized, non-traditional learners, the paper traces a creative outreach trajectory reconfigured for an online platform. It examines challenges and opportunities for adult educators and for the adult learners involved, focusing on how relationships, participation, and empowerment can be supported in higher-education pathways.",{"@graph":69,"@context":115},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/facing-the-challenges-of-creating-online-critical-dialogical-spaces-for-community-learning-pathways-into-higher-education/589079/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/facing-the-challenges-of-creating-online-critical-dialogical-spaces-for-community-learning-pathways-into-higher-education/589079.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"How does the paper link transformative learning to learners’ empowerment?","Question",{"text":113,"@type":114},"It emphasizes storytelling and respectful listening as liberatory, transformative experiences. By naming structural oppression collectively and reframing deficits as assets, learners build language, support networks, hope, and possibilities that support empowerment.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},589079,1792134349,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":132,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":137,"read_time":138,"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","Facing the Challenges of Creating Online Critical Dialogical Spaces for Community Learning Pathways into Higher Education (HE)  \nisobel hawthorne-steele, rosemary moreland, and erik cownie  \nAbstract  \nCOVID-19 and the looming economic recession threatens adult educators’ longfought battle to create dialogical spaces for transformatory learning. Previous experience of designing and delivering community programmes to marginalised, non-traditional students, has taught us the necessity of building strong tutorstudent and student-peer relationships. This paper maps the trajectory of a creative educational outreach response to reconfigure into an online platform. We reflect on the challenges and opportunities presented to us as adult educators, as well as those presented to the adult learners with whom we engaged.  \nKeywords: Online Learning, Educational Disadvantage, Community Education  \nIntroduction  \nThe move to online learning, due to the current global pandemic, places radical adult education in Northern Ireland in a more precarious situation than ever, demanding innovative responses to engaging in transformatory learning. In recent years, funding for adult education across Europe, Ireland and the United Kingdom (UK) has prioritised an employability skills-based agenda (Murray et al., 2014; Fitzsimons, 2017) . Whilst providing education and training that up-skills and or re-skills adults for the labour market is an entirely legitimate and useful outcome of adult learning, especially given the current economic climate, this limited focus does little to promote the wider benefits of adult education, including increasing participation in social and political activities and the creation of learning communities, to tackle major social challenges (AONTAS, 2011; UNESCO, 2016; Learning and Work Institute, 2017) .  \nFreire (1970) warned of the dangers of instrumentalising education, particularly regarding the standardization of curriculum. As adult educators, committed to transformatory practice, we set ourselves the challenge of delivering radical community education practice in an online forum. We must also recognise our privileged positions as university lecturers, whereby we have the academic freedom to design our own curriculum. The obvious danger here is that viewing ourselves as ‘experts’ we still decide what students should learn (Freire, 1998) . Foucault’s (1998) understanding of power reminds us that power is everywhere and that whilst challenging injustice in the education system, we must take cognizance of our own place within that system. There is a need for educators to engage in what Pillow (2003, p.188) refers to as ‘uncomfortable reflexivity’, to be prepared to question our practice and the structures of the institution in which we operate. As educators and activists in the field of community development, reflective practice is a core value and key area of work (ESB, 2015; AIEB, 2016) .  \nFreire’s pedagogy highlights the importance of history as a lived experience and the importance of people telling their stories in order to name their oppression (Darder, 2014). It is only through naming the oppression in a collective setting, that people begin to question the individual and community pathological explanations, which they have absorbed without questioning. Ledwith (2020, p.99) argues that ‘the use of story [is] at the core of the deeply personal and the profoundly political’. The act of telling one’s story and being listened to with respect is a liberatory and transformative experience that leads to empowerment. As Guajardo et al. (2016, p.27) assert, this approach to learning:  \ngives participants a new language, a different way of looking at the world, and a network of support that expands their community of practice […] this reframing of our daily conditions from deficits to assets helps build hope and possibilities.  \nAware that the COVID-19 restrictions presented huge challenges to our usual community outreach, ","cbCaicDXkxUgWfzI","https://ap.wps.com/l/cbCaicDXkxUgWfzI","pdf",146323,21,"English","# Abstract\n# Introduction\n# Education in a Neoliberal Landscape","[{\"question\":\"How does the paper link transformative learning to learners’ empowerment?\",\"answer\":\"It emphasizes storytelling and respectful listening as liberatory, transformative experiences. By naming structural oppression collectively and reframing deficits as assets, learners build language, support networks, hope, and possibilities that support empowerment.\"}]","Facing the Challenges of Creating Online Critical Dialogical Spaces for Community Learning Pathways into Higher Education | PDF",1792066510,53]