Description
“Some metaphorical strings are always attached, to all of us.” (Richard "Rici" Kuklík)
How have we come to approach adult education as a social and historical process? How have our personal backgrounds, curiosities and desires and perceived issues informed our learning? How have our political imaginations been shaped by how we see, think, feel, dream and talk about different approaches and issues around lifelong learning?
How can adult education challenge systemic inequalities and dominant narratives?
The goal of this graduate student conference is to open up a collaborative space for community to share their practice and research in critical adult education and lifelong learning. We draw on the UNESCO four pillars of adult education: Learning to be, learning to do, learning to know and learning to live together as a guiding framework.
Lil'wat Principles
Kamúcwkalha: acknowledging the felt energy indicating group attunement and the emergence of a common group purpose
Celhcelh: each person being responsible for their own and others learning, always seeking learning opportunities
Kat'il'a: seeking spaces of stillness and quietness amidst our busyness and quest for knowledge
A7xekcal: valuing our own expertise and considering how it helps the entire community beyond ourselves
Cwelelep: recognizing the need to sometimes be in a place of dissonance and uncertainty, so as to be open to new learning
Emhaka7: encouraging each of us to do the best we can at each task given to us
As shared by Dr. Lorna Williams in: Sanford, Williams, Hopper & McGregor (2012). Indigenous Principles Decolonizing Teacher Education: What We Have Learned. in education, 18 (2). Available http://ineducation.ca/ineducation/article/view/61/547