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Maltesen2019.Pdf (2.331Mb) This is an electronic copy of a dissertation: Maltesen, J.L.M. (2019). What characteristics account for who participates in adult basic education at Vancouver Island University? A case study of policy and practice (Unpublished doctoral dissertation). University of British Columbia, Vancouver, B.C. This paper is licensed under a Creative Commons Attribution-NonCommerical-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). WHAT CHARACTERISTICS ACCOUNT FOR WHO PARTICIPATES IN ADULT BASIC EDUCATION AT VANCOUVER ISLAND UNIVERSITY? A CASE STUDY OF POLICY AND PRACTICE by Jean Lynn Marie Maltesen B.A., Lakehead University, 1990 B.Ed., Lakehead University, 1990 M.Ed., University of Calgary, 2007 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIRMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Educational Leadership and Policy) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) September 2019 © Jean Lynn Marie Maltesen, 2019 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: What Characteristics Account for Who Participates in Adult Basic Education at Vancouver Island University? A Case of Policy and Practice submitted in partial fulfillment of the requirements by Jean Lynn Marie Maltesen for the degree of Doctor of Education in Educational Leadership and Policy Examining Committee: Kjell Rubenson, Educational Studies Co-supervisor Pierre Walter, Educational Studies Co-supervisor Tom Sork, Educational Studies Supervisory Committee Member Daniel Pratt, Educational Studies University Examiner Anthony Clarke, Curriculum and Pedagogy University Examiner ii Abstract This study is an in-depth examination of what accounted for participation in Adult Basic Education (ABE) at Vancouver Island University (VIU) from 1995 to 2015. I use a qualitative case study and discourse analysis to investigate participation in relation to how policies, perceptions, and contexts influence understandings of participation in ABE at VIU. I consider what other scholars have said about participation in ABE, particularly in regard to barriers to participation and student motivation. In particular, I draw on ideas presented in studies done by Rubenson and Desjardins (2009) and Boeren (2011) on how participation in adult education is impacted by power and governmentality located in welfare regimes and their associated policy structures. I take this idea a bit further by studying one institution in depth to learn that power and governmentality are present at macro, meso and micro levels. I then focus on how governance structures shape understanding and control who participates at the local level. In this way, I fill a gap in current literature on participation in adult education by explaining how various actors make meaning of policy in their local context and how these same meanings contribute to finding alternative solutions to longstanding participation problems. iii Lay Summary The goal of this study is to investigate how policy creates the conditions for who participates in Adult Basic Education (ABE) at Vancouver Island University in British Columbia, Canada. Current scholarship on ABE has a gap in adult education participation studies. Recent cross-national studies use quantitative analysis to show that social and education policies in various countries create the structures and conditions for national participation, but nuances at the local level are missing. In this study, a local provider of ABE is studied in depth to uncover how policy makers understand who participates in ABE based on educational policy and the characteristics of their local context. Using discourse analysis, I reveal how power, policy and context integrate in ways that bind thought and constrain action for policymakers, while often being hidden to participants. This process mirrors what occurs in broader structural contexts where participation patterns for under-educated people are constrained, and where systems and structures reproduce inequity. iv Preface The research in this thesis was inspired and informed by my 25-year career in Adult Basic Education (ABE) at Vancouver Island University (VIU). At VIU, I witnessed changes in ABE policy and the participation patterns of adult learner participants in ABE as both instructor and administrator over many years. The research questions, methodology and the design of this study were approved as a minimal risk research study by both the University of British Columbia Behavioral Research Ethics Board (Certificate H14-00723) and the VIU Research Ethics Board (Certificate 2014-012-UBCS- RUBENSON). The research presented in this dissertation is all original, and it is an unpublished product of my independent work on the topic of participation in adult basic education. v Table of Contents Abstract ........................................................................................................................................................ iii Lay Summary ................................................................................................................................................ iv Preface .......................................................................................................................................................... v Table of Contents ......................................................................................................................................... vi List of Tables ................................................................................................................................................. x List of Figures ............................................................................................................................................... xi Acknowledgements ..................................................................................................................................... xii Dedication ...................................................................................................................................................xiii Chapter 1: Study Overview ........................................................................................................................... 1 1.1 Purpose of the Study........................................................................................................................ 1 1.2 Situating the Problem ...................................................................................................................... 2 1.3 Description of the Problem .............................................................................................................. 4 1.4 A Brief History of the Context of Adult Education in Canada and BC .............................................. 6 1.5 Brief History of Vancouver Island University and ABE Programming .............................................. 9 1.5.1 Vancouver Island University ............................................................................................... 9 1.5.2 Adult Basic Education Programming at VIU ...................................................................... 12 1.6 Research Questions ....................................................................................................................... 13 1.7 Significance of the Study ................................................................................................................ 14 1.8 Positionality ................................................................................................................................... 15 1.9 Assumptions ................................................................................................................................... 17 1.10 Methodological and Theoretical Approaches ................................................................................ 19 1.11 Organization of the Thesis ............................................................................................................. 20 Chapter 2: Literature Review ...................................................................................................................... 21 2.1 General Patterns Regarding Who Participates in Adult Education ................................................ 21 2.2 General Research Traditions related to Adult Education .............................................................. 25 2.3 Non-Participation: Motivation as a Profound Barrier .................................................................... 36 2.4 Non-Participation: Policy and Power ............................................................................................. 40 2.4.1 Policy and Participation .................................................................................................... 40 2.4.2 Policy Analysis and Sociological Work .............................................................................. 42 2.4.3 Foucault, Power, Policy and Participation ........................................................................ 44 vi 2.5 Summary ........................................................................................................................................ 46 Chapter 3: Methodology ............................................................................................................................. 47 3.1 Strengths of Case Study ................................................................................................................
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