Re-kindling community education

Mixed-methods study c219 participants (in 2013) three phases

1. one-to-one interviewing (7 people)

2. Broad based survey (219 people)

3. 8 Focus-group, and 6 tele-interviews (35 people)

Anti-neoliberal perspective

Research objectives

1. To build knowledge on community education practitioners and practice across Ireland.

2. To explore the impacts of neoliberalism.

3. To investigate ways in which a critical approach can further inform community education’s equality based ambition.

Gender Place of work Qualification Relationship with community Networks0%

10%

20%

30%

40%

50%

60%

70%

80%

Female

Community Sector

Postgraduate

outsider

AONTASCEN

Male

public provision

degree

insider Other

0%

other

Diploma or lower

Don't know

no answer

• Precarious working environments – over 80% working more hours than they are paid for.

• 52% working part-time, 11% volunteers.• 11% were volunteers• 83% of offer accreditation (11% in all their

work). • 3-6% believe the work is primarily about up-

skilling for employment.

Philosophy Example of practice0%

10%

20%

30%

40%

50%

60%

70%

Humanistic

supporting individual need

Critical

Creating critical classrooms

State no philosophyDevelop local services

“Someone said she could not read a map, that once she went beyond Newlands Cross [on the outskirts of Dublin] she did not know whether she was going north, south, east or west. So we brought in several large blank maps of Ireland, divided the class in two, and gave out two sets of cut-out car registration letters and asked the two teams to place the car reg. letters on their appropriate counties. Then we listed the counties in each province. So we adapt our sessions to the needs/suggestions of participants”

“the class did not just involve teaching English - many of the students had good English. They need to learn about the Irish system of education and health care. They needed to know how the tax system worked, that their husband could use their tax credits if they were not working, that they could claim child benefit and FIS. They asked about car tax, car insurance, how to get a PPS number - lots of basic questions that they needed help with. Those who had good English translated the questions and the answers for the others”.

“In community education the rise in accredited courses I believe is to be welcomed. It gives students an accessible way to climb the educational ladder and become more successful in their lives. However I strongly believe that it is the entrance courses i.e. personal development, parenting that breaks through isolation and builds confidence in people. There should be a high value put on these courses as I believe this is where the real personal growth starts to happen for people”

“There is definitely manipulation going on... we are on a very short leash and you basically have to get them through the learning outcomes, all the FETAC courses are very vocational and focus on, like when they get up to level 3, level 4 they all have a work experience module, they are all designed for employability”

“The government pay lip-service to community education and local communities…the reality is this government is only interested in getting people on education and training to show they are doing something about unemployment…the only figure that matters is output in terms of bums on seats”

“... there was so much going on in that room it was frightening. And we suggested that they collectively write a letter to the minister explaining their concerns and what the impact was, because the impact was emotionally, psychologically on these people, and the detrimental things that were going on in their families as a result of them leaving their homes to come on a course, some of them had third level some of them had basic literacy, they were all on one course”

Individuals/groups/communities

Community educators Those outside the room

Participant recommendations

• Showcase our work more and put forward a stronger sectoral identity.

• Keep working with the State but in a more considered way.

• Strengthen network relationships (AONTAS CEN cited frequently).

• Extend accrediting opportunities.• Make stronger links with oppositional

movements.

Problematise person-centered practice

Light many fires

Oil and water? Building authentic relationships

“The levels of exploitation, corruption and inequality are simply unacceptable and the levels of suffering that people are experiencing are also unacceptable. We need to change this and community education is one of the key tools that we have for doing this. Let’s continue this journey!”