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THE EXPERIENCE from HALIFAX in the 1980S and 1990S

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THE EXPERIENCE from HALIFAX in the 1980S and 1990S ADULT EDUCATORS FOR SOCIAL CHANGE: THE EXPERIENCE FROM HALIFAX IN THE 1980s AND 1990s James Fletcher Sharpe A thesis submitted in conformity with the requirements for the degree of Doctorate of Education Department of Adult Education, Community Development and Counseling Psychology Ontario Institute for Studies in Education of the University of Toronto O Copyright by Jmes Fletcher Sharpe 2001 National Library Bibliotheque nationale 1*1 of Canada du Canada Acquisitions and Acquisitions et Bibliographic Services services bibliographiques 395 Wellington Street 395. rue Wellington OttawaON K1AON4 Ottawa ON K1A ON4 Canada Canada The author has granted a non- L'auteur a accorde une licence non exclusive licence allowing the exclusive pennettant a la National Library of Canada to Bibliotheque nationale du Canada de reproduce, loan, distribute or seU reproduire, pr&er, distribuer ou copies of this thesis in microform, vendre des copies de cette these sous paper or electronic formats. la fome de microfiche/film, de reproduction sur papier ou sur format electronique . The author retains ownership of the L'auteur conserve la propriete du copyright in this thesis. Neither the droit d'auteur qui protege cette these. thesis nor substantial extracts &om it Ni la these ni des extraits substantiel s may be printed or otherwise de celle-ci ne doivent Eke imprim& reproduced without the author's ou autrement reproduits sans son permission. aut ori sation. ADULT EDUCATORS FOR SOCIAL CHANGE: THE EXPERIENCE FROM HALIFAX IN THE 1980s AND 1999s James Fletcher Sharpe, Doctorate of Education, 2001 Department of Adult Education, Community Development and Counseling Psychology University of Toronto ABSTRACT This thesis examines the practice of adult education for social change in Halifax, Nova Scotia during the 1980s and 1990s. The study is based on the analysis by Finger (1 989), Hart (1990), Holford (1995) and Welton (1993) of the role of adult educators who work with social movements. The study begins by examining the context of the geography, history and political economy of Halifax and the tradition of adult education for social change in the city. It then examines the lack of a theory of adult education for social change in the North American adult education literature in English of the 1970s and 1980s (Houle 1972, Kidd 1973, Knowles 1980) and the development of the theory of adult education for social change in the 1990s. For the analysis of practice the study develops the concepts of subject positions and social imaginaries from the writings of Foucault (1983) and Mouffe (1 988). The dissertation includes narratives describing 18 programs that involve adult educators working for social change. These narratives describe adult educators working with community groups, establishing knowledges and identities and negotiating, establishing and losing power. This is followed by an analysis of the institutional dynamics of adult educators employed by educational and community institutions while working with social movement groups. The analysis includes an examination of the creation of agency through the formation and development of subject positions and the creation of new social images, identities and communities. The dissertation concludes with implications for the theory of adult education for social change and the need for new social images for Halifax. Acknowledgements I wish to thank my thesis supervisor, Budd Hall and my thesis committee of Edmund 07Sullivanand Daniel Schugurensky for their direction and assistance in the completion of this manuscript. Special thanks to Leona English for advice on copy editing md improving the methodology. I also want to thank my proposal committee of Angela Miles, Kathleen Rockhill and Roger Simon for helping me formulate the plan for research for this thesis. Former teachers, colleagues and fellow students who assisted me with comments and discussion include Jack Mezirow, Michael Welton, Elayne Harris, Jean Ogilvie, Bill Randall, and Kaireen Chaytor. Fellow practitioners who provided advice and feedback include Juan Tellez, Joan Kicks, Robert Nichols, and Valerie Mansour. Special thanks to my colleagues and supervisors at Saint Mary's University who provided support and coverage for the time necessary to complete the manuscript including Linda MacDonald, Colin Dodds, Ken Omon and Andrew Seaman. My external examiner, Arthur Wilson, and internal reader, Sharzad Mojab, provided questions and insights that improved the final manuscript. Special thanks to my family, Helen, Susan and David for supporting me through this extended journey. Finally, I want to achowledge the insight and inspiration of the adult educators for social change fiom Halifax: Guy Henson, William Oliver, Tom Parker, Muriel Duckworth and Betty Peterson. I would like to dedicate this manuscript to their work and achievements. TABLE OF CONTENTS .m STRACT ACKNOWLEGEMENTS TABLE OF CONTENTS Chapter Page INTRODUCTION.............................................................................. 1 My Background ............................................................................. 2 Adult Education and New Social Movements ......................................... -5 My Interests and Questions .............................................. .. ................ 7 My Setting. ................................................................................... 8 Structure of Dissertation .................................................................. -9 Limitations of the Study ................................................................... 11 HALIFAX: THE CONTEXT .................................................................. 12 Introduction: Overcoming The Founding Legend of the Garrison.................. 12 Geography and Population ................................................................ 16 History of Halifax ............. ,, ............................................... .. ........... 23 Political Economy of Halifax. ..... .. ...................................................... 38 The Excluded ................................................................................. 50 History of Adult Education for Social Change in Halifax .................. ........... 57 THE DEVELOPMENT OF THE LITERATURE OF ADULT EDUCATION FOR SOCIAL CHANGE. ..................................................................... 65 The Origin of Our Present Context ...................................................... 66 Developments in the Literature: The 1990s ............................................. 81 Foucault's Radical Concepts of Freedom ............................................... 92 The Literature of Popular Education..................................................... 96 Recent Papers From AERC 2000 ...................................................... 101 METHODOLOGY .............................................................................. 108 Introduction: What is Adult Education for Social Change? ........................... I08 Why is This Study Important? ... ,. ............................................. .......... 109 Values and Assumptions .................................................. .. ............... 110 Adult Education as the Formation of Subjectivity...................................... 113 and Adult Education ..Social Movements ................................................. 116 Multiple Subject Positions.. ............................. .-................................. 120 My Story and Subject Positions........................................................... 123 Methodology................................................................................. 125 Presentations and Analysis of Narratives ................................................ 129 v Page THE EXPERIENCE OF COMMU'NITY PRACTICE: NARRATIVES OF WORKING WITH OTHERS ............................................................. 131 First Strategy: With the People ............................................................ 131 Second Strategy: Pragmatism with Compassion ....................................... 140 Third Strategy: Work Through Networks ................................................ 150 Conclusion: Telling the Stories of Identity and Conflict ............................. -159 ADULT EDUCATION FOR SOCIAL CHANGE: NARRATIVES OF ESTAJ3LISf3ING KNOWLEDGE ............................................................ 161 First Strategy: The Creation of Narratives .............................................. 162 Second Strategy: Drawing Upon Tradition............................................. 171 Third Strategy: Participatory Research ................................................... 180 NARRATIVES OF NEGOTIATION. ESTABLISEIJNG AND LOSING POWER ........................................................................ 192 Developing and Negotiating Mandate ................................................... 193 Struggle for Resources .................................................................... -200 Vision and Control of the Social Imaginary..*............. .. ........................... 210 ANALYSIS OF INSTITUTIONAL DYNAMICS ......................................... 224 The Context of Work Within hstitutional Mandate ................................... 226 Conflict in Mission with Parent Organization............................ .. ........... -240 New Organizations From Existing Institutions ......................................... 245 Community Organizations................................................................
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