Micro-credentials have become a significant point of discussion in the employment and education landscape, and many interested actors are considering whether to complete, require, or offer micro-credentials. This paper addresses the views and expectations of workers and employers towards micro-credentials in the context of entry roles for Supply Chain Management. The three-fold purpose of the paper is to i) present a background of micro-credentials, ii) explore whether and why micro-credentials are an important part of employment preparation and performance in Supply Chain Management, and iii) provide insightful guidance to actors in the micro-credential ecosystem. As an exploratory study with a differentiated but highly relevant body of participants, this paper advances awareness and understanding of an idiosyncratic and complex circumstance of the micro-credential conversation.

Les dispositifs de reconnaissance des acquis sont promus comme un moyen de contribuer à la justice sociale envers des populations en situation de défavorisation dont font partie les adultes sans diplôme. Le but de cet article est d’examiner, dans une perspective de justice sociale, le parcours de reconnaissance des acquis et des compétences en formation professionnelle (RAC-FP), d’adultes sans diplôme, de l’accueil à l’obtention d’un diplôme d’études professionnelles. L’approche par les capabilités est mobilisée. À partir de données administratives, les résultats d’analyses comparatives montrent que la RAC a le potentiel de contribuer à plus de justice sociale sous certaines conditions.

In this paper, we make practical and theoretical contributions to feminist adult education. Practically, we provide an overview of a three-hour arts- and play-based research workshop with research activities/tools that readers can further research to adapt to their own contexts. Theoretically, we explore how these creative practices can contribute to wider notions of relationality and ethics of care when integrated with Indigenous, decolonising, and intersectional, feminist approaches. After offering a rich description of arts- and play-based methods (photovoice, found poetry, collage, narrative métissage, river journey, and lego visioning), we discuss how creative methods and practices hold the potential to foster deeper connections, promote collective accountability, and support the ongoing work of decolonising education. We encourage future research to further explore the intersection of these practices with feminist adult education, and to continue expanding our collective understanding of how to cultivate care, responsibility, and reciprocity in teaching and learning settings.

There are moments that define one’s life, and while we never forget them, reflection can lead to new perspectives. In the early 1980s I was part of a long peace march for nuclear disarmament. In 2020, an Internet search for information about this peace march found some documents that provided an impetus for reflection on memory and identity. This autoethnography suggests that unexpected events can provide impetus for critical self-reflection, reflection that honours the search for threads that weave our identity from past to present. This exploration may provide support for future transitions. It also suggests that social movements can be inclusive of a range of people with different levels of knowledge. Finally, it proposes that engagement itself is a source of learning, the impact of which may be understood decades later.

In this article, Cindy and I explore our creative megapuppetry activism. As avocational advocates of social change in the state of Tennessee, we describe our lived experiences of educating adults about social issues in public spaces through protests, rallies, and parades. We use this description as a phenomenological autoethnography, investigating these experiences through ideation, creation, and realization. Because these creative educational efforts have been central to our lives, we place our practice in the rubric of Arendt’s (1958) vita contemplativa/vita activa, arguing that the practices aspire to a fulfilled life, satisfying the dictates of The Human Condition (Arendt, 1958).

While resources for teaching Marxism in adult education are rather limited, we have seen in the last 15 years a proliferation of literature on Marxism and education, primarily in the U.K.Even as ideology continues to be a major arena of debate in Marxist theory, this literature moves beyond the Althusserian notion of education as an ideological apparatus of the state, and instead examines equally significant questions such as work, labour, capitalism, globalization, and alternative modes of resistance and organizing.The core of this body of literature provides new inroads into the complexities of labour/capital contradiction, which distinguishes Marxist theoretical concerns from mainstream social and educational theory.However, while Marx was interested in replacing capitalism with communism, the alternatives examined in this literature are, for instance, cooperatives, participatory democracy, or civic engagement.

John Ohliger was arguably the most influential 20th-century adult education intellectual in the United States working outside of the university.His was one of a small circle of persons such as Sam Brightman, Ron Gross, and

Abstract This paper is offered as part of the thirty-year celebration of the Canadian Association for the Study of Adult Education/l’Association canadienne pour l’Étude de l’Éducation des Adultes (CASAE/ACÉÉA). The paper reviews the contributions of Canadian scholars to our mapping and understanding of work and learning issues, particularly in relation to the dominant neo-liberal economic agenda. The data are essentially drawn from the proceedings of national CASAE/ACÉÉA conferences and from contributions to The Canadian Journal for the Study of Adult Education/la Revue canadienne pour l’étude de l’éducation des adultes. Résumé Cet article est proposé dans le cadre de la célébration du trentième anniversaire de l’Association canadienne pour l’étude de l’éducation des adultes/Canadian Association for the Study of Adult Education (ACÉÉA/CASAE). Le document passe en revue les contributions des chercheurs canadiens à notre cartographie et compréhension de la question « travail et apprentissage »; plus particulièrement en ce qui a trait à la domination néolibérale de l’agenda économique. Les données sont principalement tirées des comptes-rendus de conférences nationales (ACÉÉA/CASAE) et des contributions de la Revue canadienne pour l’étude de l’éducation des adultes.

Examines and analyzes the 22-volume publication history of The Canadian Journal for the Study of Adult Education/la Revue canadianne pour l’étude de l’éducation des adultes (CJSAE/RCÉÉA). Three different approaches are applied: quantitative history of publication trends, e-mail interviews with five former editors, and analysis of Canadian Association for the Study of Adult Education (CASAE) documents relating to the journal. The author concludes that the journal has been shaped by different layers of expectations and influence, including three tensions of the United States vs. Canada, francophone vs. anglophone Canada, and east vs. west. Overall, the journal has contributed significantly to the formation of the academic field of adult education in Canada. Résumé Cet article examine et analyse l'historique en 22 volumes de la CJSAE/RCÉÉA. Trois approches différentes sont employées à cet effet: l’analyse quantitative des tendances historiques de publication, l’analyse qualitative d’entretiens effectués par email avec 5 anciens éditeurs, et l’étude de documents auxiliaires qui traitent de la revue, publiés par la CASAE/ACEEA. L’auteur conclut que la revue a été façonnée par des influences et attentes à des niveaux différents, comprenant, entre autres, trois tensions clés: la tension canado- américaine, la tension est-ouest et la tension anglophone- francophone. Dans l’ensemble, la revue a largement contribué à l’établissement du domaine de recherche sur l’éducation des adultes au Canada