Global Perspectives on Adult Education edited by Ali A.  Abdi and Dip  Kapoor. New York: Palgrave Macmillan, 2009. 263 pp. $84.95 (cloth). ISBN 0‐230‐60795‐0.

2009 ◽  
Vol 53 (4) ◽  
pp. 585-587
Author(s):  
Diane G. Gal
Keyword(s):  
New York ◽  
Adult Education ◽  
Global Perspectives

scholarly journals Global Competency Through Collaborative Online International Learning (COIL)

2021 ◽  
Author(s):  
Jessica M. Harris ◽  
Minjung Seo ◽  
Joshua S. McKeown
Keyword(s):  
Applied Sciences ◽  
New York ◽  
Cultural Awareness ◽  
Global Learning ◽  
Intercultural Understanding ◽  
Global Competency ◽  
Global Citizens ◽  
Global Perspectives ◽  
University Of Applied Sciences ◽  
International Learning

AbstractThere is a need for college students to develop global perspectives and gain cultural awareness to become responsible global citizens. Innovative ways to create such experiences are known as Collaborative Online International Learning (COIL experiences). COIL is a voluntary partnership between professors in different countries collaborating on jointly-constructed learning experiences to enhance international and intercultural understanding. The purpose of this article is to highlight a successful COIL partnership between students from SUNY Oswego in New York and The Hague University of Applied Sciences in the Netherlands during the COVID-19 pandemic. 35 students participated in the experience that served as a platform to educate students through a health educator’s unique cultural lens. Benefits from the experiences regarding global outcomes showed that both US students (n=70.6%) and Holland students (n=61.1%) felt that they gained the appropriate skills and knowledge to use in their future careers. 70.6% of US and 61.2% of Holland students reported that the COIL experience introduced them to a new outlook and new ways of thinking about how they relate to the world. The current COVID-19 pandemic has created an opportunity to rethink education pathways and integrate global learning in our classrooms.Keywords: Global learning; COIL; Partnerships, Collaboration  

Negotiating the Aims of African American Adult Education: Race and Liberalism in the Harlem Experiment, 1931–1935

2018 ◽  
Vol 58 (1) ◽  
pp. 1-32
Author(s):  
Amato Nocera
Keyword(s):  
New York ◽  
African American ◽  
Adult Education ◽  
Public Library ◽  
Democratic Citizenship ◽  
Experimental Program ◽  
New York Public Library ◽  
African American Adult ◽  
American Adult ◽  
Liberal Citizenship

This paper examines an “experimental” program in African American adult education that took place at the Harlem branch of the New York Public Library in the early 1930s. The program, called the Harlem Experiment, brought together a group of white funders (the Carnegie Corporation and the American Association for Adult Education)—who believed in the value of liberal adult education for democratic citizenship—and several prominent black reformers who led the program. I argue that the program represented a negotiation between these two groups over whether the black culture, politics, and protest that had developed in 1920s Harlem could be deradicalized and incorporated within the funder's “elite liberalism”—an approach to philanthropy that emphasized ideological neutrality, scholarly professionalism, and political gradualism. In his role as the official evaluator, African American philosopher Alain Locke insisted that it could, arguing that the program, and its occasionally Afrocentric curriculum, aligned with elite liberal ideals and demonstrated the capacity for a broader definition of (historically white) liberal citizenship. While the program was ultimately abandoned in the mid-1930s, the efforts of Locke and other black reformers helped pave the way for a future instantiation of racial incorporation: the intercultural education movement of the mid-twentieth century.

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