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    Holding the line: A slow movement towards a critical professional development for community educators

    O'Neill, Jerry and Cullinane, Susan (2017) Holding the line: A slow movement towards a critical professional development for community educators. The Adult Learner. pp. 113-129. ISSN 0790-8040

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    Professional development is a fundamental, if sometimes, overlooked aspect of nurturing high quality adult education. Creating genuine and engaging spaces for such development presents a number of challenges for organisers in any one of Ireland’s sixteen Education and Training Board’s community education services who work with a tutor body that are contractually and occupationally precarious and geographically dispersed. In December 2016 a group of adult and community education practitioners came together for a day-long professional development workshop, entitled ‘Deepening Practice’ in which they critically reflected on their values, philosophies, challenges and opportunities as educators. The workshop was creatively recorded by the graphic harvester, Eimear McNally, as a series of hand-drawn, wall-postered images (Figs. 1-7). In what follows Susan Cullinane, a Community Education Facilitator who was also a participant on the day, and Jerry O’Neill, the workshop co-facilitator, engage in an asynchronous reflective dialogue about the process and significance of the workshop that aspired to be part of a slow move towards a critical and creative professional development space for ETB educators.

    Item Type: Article
    Keywords: adult and community education; critical professional development; quality; creative; precarity;
    Academic Unit: Faculty of Social Sciences > Adult and Community Education
    Item ID: 11139
    Depositing User: Jerry O'Neill
    Date Deposited: 08 Oct 2019 14:20
    Journal or Publication Title: The Adult Learner
    Publisher: The National Association of Adult Education
    Refereed: Yes
    Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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