The mothership : exploring the anatomy of one New Zealand Men’s Shed
- Golding, Barry, Foley, Annette
- Authors: Golding, Barry , Foley, Annette
- Date: 2021
- Type: Text , Book chapter
- Relation: Reflections on adult education and learning: The adult education legacy of Sabina Jelenc Kra Chapter 4 p. 67-79
- Full Text:
- Reviewed:
- Authors: Golding, Barry , Foley, Annette
- Date: 2021
- Type: Text , Book chapter
- Relation: Reflections on adult education and learning: The adult education legacy of Sabina Jelenc Kra Chapter 4 p. 67-79
- Full Text:
- Reviewed:
The women’s shed movement : scoping the field internationally
- Golding, Barry, Carragher, Lucia, Foley, Annette
- Authors: Golding, Barry , Carragher, Lucia , Foley, Annette
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 61, no. 2 (2021), p. 150-174
- Full Text:
- Reviewed:
- Description: Our paper focuses on delineating and scoping international Women’s Sheds, a movement that has emerged within the past decade, mainly in Australia, Ireland and the UK. It addresses two main research questions. Firstly, what is the origin, distribution, nature and intent of Women’s Sheds internationally to March 2021? Secondly, how might Women’s Sheds be located within a typology inclusive of Men’s Sheds and a range of community development models? We employed a systematic search via the internet in 2020-21, followed up by attempted email or phone contact to publicly reported Women’s Sheds and like organisations internationally. In the process, we created a publicly shareable blog including a database of 122 existing, previously active, developing or planned Women’s Sheds and like organisations to 13 March 2021. We identify four nations where self-identified Women’s Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women’s and Men’s Sheds. We propose a typology that accounts not only for the different ways in which Women’s Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men’s Sheds in different countries. We conclude that Women’s Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women’s hands-on practice. © 2021, Adult Learning Australia. All rights reserved.
- Authors: Golding, Barry , Carragher, Lucia , Foley, Annette
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 61, no. 2 (2021), p. 150-174
- Full Text:
- Reviewed:
- Description: Our paper focuses on delineating and scoping international Women’s Sheds, a movement that has emerged within the past decade, mainly in Australia, Ireland and the UK. It addresses two main research questions. Firstly, what is the origin, distribution, nature and intent of Women’s Sheds internationally to March 2021? Secondly, how might Women’s Sheds be located within a typology inclusive of Men’s Sheds and a range of community development models? We employed a systematic search via the internet in 2020-21, followed up by attempted email or phone contact to publicly reported Women’s Sheds and like organisations internationally. In the process, we created a publicly shareable blog including a database of 122 existing, previously active, developing or planned Women’s Sheds and like organisations to 13 March 2021. We identify four nations where self-identified Women’s Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women’s and Men’s Sheds. We propose a typology that accounts not only for the different ways in which Women’s Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men’s Sheds in different countries. We conclude that Women’s Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women’s hands-on practice. © 2021, Adult Learning Australia. All rights reserved.
Learner voice in VET and ACE: What do stakeholders say
- Golding, Barry, Angus, Lawrence, Foley, Annette, Lavender, Peter
- Authors: Golding, Barry , Angus, Lawrence , Foley, Annette , Lavender, Peter
- Date: 2012
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2012 15th Annual Conference Canberra p. 1-10
- Full Text:
- Reviewed:
- Description: Our paper presents some initial findings from research funded by the National VET Equity Advisory Council (NVEAC) and conducted in a range of VET and ACE organisations in three Australian states and the Northern Territory with a view to identifying the mechanisms and systems used to capture learner voice. The paper also draws upon recent research in the UK and Europe that has provided critical insights into the benefits to learners' experiences and successes that result from taking learner voice seriously in the Further Education (FE) setting.
- Description: 2003009274
- Authors: Golding, Barry , Angus, Lawrence , Foley, Annette , Lavender, Peter
- Date: 2012
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2012 15th Annual Conference Canberra p. 1-10
- Full Text:
- Reviewed:
- Description: Our paper presents some initial findings from research funded by the National VET Equity Advisory Council (NVEAC) and conducted in a range of VET and ACE organisations in three Australian states and the Northern Territory with a view to identifying the mechanisms and systems used to capture learner voice. The paper also draws upon recent research in the UK and Europe that has provided critical insights into the benefits to learners' experiences and successes that result from taking learner voice seriously in the Further Education (FE) setting.
- Description: 2003009274
Informal learning : A discussion around defining and researching its breadth and importance
- Golding, Barry, Brown, Michael, Foley, Annette
- Authors: Golding, Barry , Brown, Michael , Foley, Annette
- Date: 2009
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 49, no. 1 (2009), p. 34-56
- Full Text:
- Reviewed:
- Description: Informal learning has often been seen as formal learning's 'poor cousin'. Our paper explores and discusses new and different ways of thinking about defining, valuing and researching the breadth and importance of informal learning in diverse national and cultural contexts. This includes a consideration of the power relations that can act to devalue informal learning. It is underpinned by a recognition that not only do a relatively small proportion of adults currently engage informal learning, but those who do tend already to be dedicated and successful lifelong learners. It leads to a discussion about how informal learning might be framed as part of the solution to adult exclusion, seen to be aggravated by unnecessary adult educational hierarchies, accreditation, assessment and formality.
- Authors: Golding, Barry , Brown, Michael , Foley, Annette
- Date: 2009
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 49, no. 1 (2009), p. 34-56
- Full Text:
- Reviewed:
- Description: Informal learning has often been seen as formal learning's 'poor cousin'. Our paper explores and discusses new and different ways of thinking about defining, valuing and researching the breadth and importance of informal learning in diverse national and cultural contexts. This includes a consideration of the power relations that can act to devalue informal learning. It is underpinned by a recognition that not only do a relatively small proportion of adults currently engage informal learning, but those who do tend already to be dedicated and successful lifelong learners. It leads to a discussion about how informal learning might be framed as part of the solution to adult exclusion, seen to be aggravated by unnecessary adult educational hierarchies, accreditation, assessment and formality.
Wicked learning : Reflecting on Learning to be drier
- Golding, Barry, Brown, Michael, Foley, Annette, Smith, Erica, Campbell, Coral, Schulz, Christine, Angwin, Jennifer, Grace, Lauri
- Authors: Golding, Barry , Brown, Michael , Foley, Annette , Smith, Erica , Campbell, Coral , Schulz, Christine , Angwin, Jennifer , Grace, Lauri
- Date: 2009
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 49, no. 3 (2009), p. 544-566
- Full Text:
- Reviewed:
- Description: In this final, collaborative paper in the Learning to be drier edition, we reflect on and draw together some of the key threads from the diverse narratives in our four site papers from across the southern Murray-Darling Basin. Our paper title, Wicked learning, draws on a recent body literature (Rittel & Webber 1973) about messy or 'wicked problems' as characterised by Dietz and Stern (1998). It picks up on our identification of the difficulty and enormity of the learning challenges being faced by communities, associated, at best, with a decade of record dry years (drought) and severely over-committed rivers. At worst, drought is occurring in combination with and as a precursor to recent, progressive drying of the Basin associated with climate change. Our research is suggestive of a need for much more learning across all segments of the adult community about '... the big picture, including the interrelationships among the full range of causal factors ...' (Australian Public Service Commission, APSC 2007: 1) underlying the presenting problem of drying. We conclude that solutions to the messy or wicked problem of drying in an interconnected Basin will lie in the social domain. This will include building a wider knowledge and acceptance of the problems and likely future risks across the Basin including all parts of communities. The problem of drying as well as its causes and solutions are multidimensional, and will involve comprehensive learning about all five key characteristics of other 'wicked' policy problems identified in previous research in the environmental arena. The narratives that we have heard identify the extreme difficulty in all four sites of rational and learned responses to being drier as the problem has unfolded. All narratives about being drier that we have heard involve a recognition of a combination of the five characteristics common to wicked problems: multidimensionality, scientific uncertainty, value conflict and uncertainty, mistrust as well as urgency. All narratives identify the importance of social learning: to be productive, to be efficient, to survive, to live with uncertainty, to be sustainable and to share. Combating the extent and effects of drying, causality aside, will require new forms of learning through new community, social and learning spaces, apart from and in addition to new technological and scientific learning.
- Description: 2003007975
- Authors: Golding, Barry , Brown, Michael , Foley, Annette , Smith, Erica , Campbell, Coral , Schulz, Christine , Angwin, Jennifer , Grace, Lauri
- Date: 2009
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 49, no. 3 (2009), p. 544-566
- Full Text:
- Reviewed:
- Description: In this final, collaborative paper in the Learning to be drier edition, we reflect on and draw together some of the key threads from the diverse narratives in our four site papers from across the southern Murray-Darling Basin. Our paper title, Wicked learning, draws on a recent body literature (Rittel & Webber 1973) about messy or 'wicked problems' as characterised by Dietz and Stern (1998). It picks up on our identification of the difficulty and enormity of the learning challenges being faced by communities, associated, at best, with a decade of record dry years (drought) and severely over-committed rivers. At worst, drought is occurring in combination with and as a precursor to recent, progressive drying of the Basin associated with climate change. Our research is suggestive of a need for much more learning across all segments of the adult community about '... the big picture, including the interrelationships among the full range of causal factors ...' (Australian Public Service Commission, APSC 2007: 1) underlying the presenting problem of drying. We conclude that solutions to the messy or wicked problem of drying in an interconnected Basin will lie in the social domain. This will include building a wider knowledge and acceptance of the problems and likely future risks across the Basin including all parts of communities. The problem of drying as well as its causes and solutions are multidimensional, and will involve comprehensive learning about all five key characteristics of other 'wicked' policy problems identified in previous research in the environmental arena. The narratives that we have heard identify the extreme difficulty in all four sites of rational and learned responses to being drier as the problem has unfolded. All narratives about being drier that we have heard involve a recognition of a combination of the five characteristics common to wicked problems: multidimensionality, scientific uncertainty, value conflict and uncertainty, mistrust as well as urgency. All narratives identify the importance of social learning: to be productive, to be efficient, to survive, to live with uncertainty, to be sustainable and to share. Combating the extent and effects of drying, causality aside, will require new forms of learning through new community, social and learning spaces, apart from and in addition to new technological and scientific learning.
- Description: 2003007975
"How men are worked with": Gender roles in men's informal learning
- Golding, Barry, Foley, Annette
- Authors: Golding, Barry , Foley, Annette
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 38th Annual SCUTREA Conference, University of Edinburgh, Edinburgh, UK : 2nd-4th July 2008 p. 198-207
- Full Text:
- Description: Our paper critically analyses and theorises the role of women as coordinators and participants in community-based organizations where men comprise the majority of participants. Literature, interview and survey data lead us to suggest that it is "how men are worked with" that determines the effectiveness of women's involvement (author abstract)
- Description: 2003006466
- Authors: Golding, Barry , Foley, Annette
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 38th Annual SCUTREA Conference, University of Edinburgh, Edinburgh, UK : 2nd-4th July 2008 p. 198-207
- Full Text:
- Description: Our paper critically analyses and theorises the role of women as coordinators and participants in community-based organizations where men comprise the majority of participants. Literature, interview and survey data lead us to suggest that it is "how men are worked with" that determines the effectiveness of women's involvement (author abstract)
- Description: 2003006466
A long and winding road : Autonomous men's learning through participation in community sheds across Australia
- Brown, Michael, Golding, Barry, Foley, Annette
- Authors: Brown, Michael , Golding, Barry , Foley, Annette
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 38th Annual SCUTREA Conference, University of Edinburgh, Edinburgh, UK : 2nd-4th July 2008 p. 78-86
- Full Text:
- Description: This paper discusses aspects of men's learning derived from our study of mostly older men who are coming together, talking, working and socialising in community sheds across Australia (Golding et al 2007). The paper looks at the social, informal and autonomous learning and considers the significance of the community "work-like" settings (author abstract)
- Description: 2003006465
- Authors: Brown, Michael , Golding, Barry , Foley, Annette
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 38th Annual SCUTREA Conference, University of Edinburgh, Edinburgh, UK : 2nd-4th July 2008 p. 78-86
- Full Text:
- Description: This paper discusses aspects of men's learning derived from our study of mostly older men who are coming together, talking, working and socialising in community sheds across Australia (Golding et al 2007). The paper looks at the social, informal and autonomous learning and considers the significance of the community "work-like" settings (author abstract)
- Description: 2003006465
Houses and sheds in Australia : an exploration of the genesis and growth of neighbourhood houses and men's sheds in community settings
- Golding, Barry, Kimberley, Helen, Foley, Annette, Brown, Michael
- Authors: Golding, Barry , Kimberley, Helen , Foley, Annette , Brown, Michael
- Date: 2008
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 48, no. 2 (Jul 2008), p. 237-262
- Full Text:
- Reviewed:
- Description: This article reviews research into the genesis and spread of both neighbourhood houses and learning centres in Victoria and community-based men's sheds in Australia to identify some similarities and differences. Our article asks questions about the gendered communities of practice that underpin houses for women on the one hand, and sheds for men on the other. Our particular interest is with the gender issues associated with the development of the relatively mature neighbourhood house 'sector', and those associated with the very recent and developing community-based men's sheds 'sector'. Our underpinning research question has to do with the desirability (or otherwise) in each of these sectors of political and strategic decisions being either gender specific or gender neutral. We identify a number of tantalising parallels between the rationale behind the establishment of both sectors,for women and men, albeit in very different circumstances, along with some obvious differences.
- Description: C1
- Authors: Golding, Barry , Kimberley, Helen , Foley, Annette , Brown, Michael
- Date: 2008
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 48, no. 2 (Jul 2008), p. 237-262
- Full Text:
- Reviewed:
- Description: This article reviews research into the genesis and spread of both neighbourhood houses and learning centres in Victoria and community-based men's sheds in Australia to identify some similarities and differences. Our article asks questions about the gendered communities of practice that underpin houses for women on the one hand, and sheds for men on the other. Our particular interest is with the gender issues associated with the development of the relatively mature neighbourhood house 'sector', and those associated with the very recent and developing community-based men's sheds 'sector'. Our underpinning research question has to do with the desirability (or otherwise) in each of these sectors of political and strategic decisions being either gender specific or gender neutral. We identify a number of tantalising parallels between the rationale behind the establishment of both sectors,for women and men, albeit in very different circumstances, along with some obvious differences.
- Description: C1
Let the men speak : Health, friendship, community and shed therapy
- Foley, Annette, Golding, Barry, Brown, Michael
- Authors: Foley, Annette , Golding, Barry , Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2008 Conference, Adelaide : 3rd-4th April 2008
- Full Text:
- Description: Our paper is based on our recently published NCVER project on Men's sheds in Australia, Learning through Community Contexts (Golding, Brown, Foley, Harvey & Gleeson, 2007), which showed that men';s sheds informally cater for non vocational, social, health, wellbeing and learning needs of mainly older men. We deliberately used unedited transcripts from the NCVER project in the form of narratives or stories to give the men an opportunity to speak for themselves about the benefits of participating in men's sheds. The paper highlights some of the limitations of the methodology used in the attempt to allow the men themselves to make sense of the benefits they experience and enjoy from participating in men's sheds as conveyed through their own voices.
- Description: 200300647
- Authors: Foley, Annette , Golding, Barry , Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2008 Conference, Adelaide : 3rd-4th April 2008
- Full Text:
- Description: Our paper is based on our recently published NCVER project on Men's sheds in Australia, Learning through Community Contexts (Golding, Brown, Foley, Harvey & Gleeson, 2007), which showed that men';s sheds informally cater for non vocational, social, health, wellbeing and learning needs of mainly older men. We deliberately used unedited transcripts from the NCVER project in the form of narratives or stories to give the men an opportunity to speak for themselves about the benefits of participating in men's sheds. The paper highlights some of the limitations of the methodology used in the attempt to allow the men themselves to make sense of the benefits they experience and enjoy from participating in men's sheds as conveyed through their own voices.
- Description: 200300647
Shedding school early insights from school : Community shed collaboration in Australia
- Golding, Barry, Foley, Annette, Brown, Michael
- Authors: Golding, Barry , Foley, Annette , Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Full Text:
- Description: Our paper focuses on evidence of positive interactions between schools and community sheds in Australia to examine what it is about shed-based community programs and pedagogies that are attractive to some early school leavers and school resisters. It is based primarily on interview data from the subset of men’s sheds across Australia with school programs that formed part of our 2007 research into men’s sheds. It is complemented by insights from interviews with men’s sheds participants and rural fire volunteers about what it was that also led many of them to also ‘shed’ school early. Our paper identifies links between the success factors associated with informal learning pedagogies in voluntary and community groups identified in the UK and success factors associated with community-based shed programs in Australia. We identify the potential benefits of sheds in engaging both early school leavers and older men with negative recollections of school, in enjoyable, regular, hands-on activity. We also discuss ways in which some of the difficulties associated with shed-based school programs that seek to engage and reintegrate early school leavers might be avoided or minimised. Finally, we pose some unanswered questions about the implications of our research findings for education and training providers.
- Description: .
- Description: Adelaide :
- Description: 3rd - 4th April 2008
- Description: 0
- Authors: Golding, Barry , Foley, Annette , Brown, Michael
- Date: 2008
- Type: Text , Conference paper
- Full Text:
- Description: Our paper focuses on evidence of positive interactions between schools and community sheds in Australia to examine what it is about shed-based community programs and pedagogies that are attractive to some early school leavers and school resisters. It is based primarily on interview data from the subset of men’s sheds across Australia with school programs that formed part of our 2007 research into men’s sheds. It is complemented by insights from interviews with men’s sheds participants and rural fire volunteers about what it was that also led many of them to also ‘shed’ school early. Our paper identifies links between the success factors associated with informal learning pedagogies in voluntary and community groups identified in the UK and success factors associated with community-based shed programs in Australia. We identify the potential benefits of sheds in engaging both early school leavers and older men with negative recollections of school, in enjoyable, regular, hands-on activity. We also discuss ways in which some of the difficulties associated with shed-based school programs that seek to engage and reintegrate early school leavers might be avoided or minimised. Finally, we pose some unanswered questions about the implications of our research findings for education and training providers.
- Description: .
- Description: Adelaide :
- Description: 3rd - 4th April 2008
- Description: 0
Men's sheds in Australia : Learning through community contexts
- Golding, Barry, Brown, Michael, Foley, Annette, Harvey, Jack, Gleeson, Lynne
- Authors: Golding, Barry , Brown, Michael , Foley, Annette , Harvey, Jack , Gleeson, Lynne
- Date: 2007
- Type: Text , Book
- Full Text:
- Reviewed:
- Description: ‘Men’s sheds’ organisations are typically located in shed or workshop-type spaces in community settings that provide opportunities for regular hands-on activity by groups deliberately and mainly comprising men. Men’s sheds in community organisations are shown to be a relatively new, diverse and poorly known set of community-based, grass-roots organisations—found only in Australia. These informal spaces and programs in community settings have grown recently and rapidly in parts of mainly southern Australia with a higher proportion of older men not in paid work. Men’s sheds are typically organised by, and legally constituted through, existing community organisations. They usually provide a woodworking workshop space, tools and equipment and an adjacent social area in a public, shed-type setting. Some include a metalwork area and/or an adjacent garden.
- Description: 2003005525
- Authors: Golding, Barry , Brown, Michael , Foley, Annette , Harvey, Jack , Gleeson, Lynne
- Date: 2007
- Type: Text , Book
- Full Text:
- Reviewed:
- Description: ‘Men’s sheds’ organisations are typically located in shed or workshop-type spaces in community settings that provide opportunities for regular hands-on activity by groups deliberately and mainly comprising men. Men’s sheds in community organisations are shown to be a relatively new, diverse and poorly known set of community-based, grass-roots organisations—found only in Australia. These informal spaces and programs in community settings have grown recently and rapidly in parts of mainly southern Australia with a higher proportion of older men not in paid work. Men’s sheds are typically organised by, and legally constituted through, existing community organisations. They usually provide a woodworking workshop space, tools and equipment and an adjacent social area in a public, shed-type setting. Some include a metalwork area and/or an adjacent garden.
- Description: 2003005525
Old dogs, new shed tricks : An exploration of innovative, workshop-based learning practice in Australia
- Golding, Barry, Brown, Michael, Foley, Annette
- Authors: Golding, Barry , Brown, Michael , Foley, Annette
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2007 Conference, Victoria University, Footscray, Victoria: 11th-13th April 2007
- Full Text:
- Description: Our paper explores some recent innovations in workshop-based learning practice that come out of community-based men's sheds in Australia. It deliberately goes beyond an exploration of the typical community-based men's shed, already explored in our recent NCVER research report and looks at some new and productive interactions between sheds and other informal learning organisations. We go to the margins of rapidly evolving shed practice and single out three types of shed-based organisations that work with school resisters, Vietnam Veterans and older men in aged care. Our aim is to illustrate, using new Australian narrative data, some theoretical and practical implications and benefits of reciprocal, workshop-based mentoring relationships involving men of different ages. Our focus is on ways in which men with a skill or trade are able, in a situated and authentic learning context, to informally weave magic for and with other men, and in some cases with young people. Our paper provides pointers to some of the principles underpinning successful informal and community-based learning practice for older men: particularly the need for a high level of engagement; the choice of an appropriate and safe setting; and to account for the differences associated with age and gender. We articulate an imperative for bringing more blokes into all forms of learning in Australia including through more informal, community-based learning as well as through adult and community education. Our paper and its conclusions have implications for other workshop and shed-based learning practice in vocational education and training as well as informal and community-based learning by volunteers in the quintessential and ubiquitous Australian fire and football sheds.
- Description: 2003005537
- Authors: Golding, Barry , Brown, Michael , Foley, Annette
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at AVETRA 2007 Conference, Victoria University, Footscray, Victoria: 11th-13th April 2007
- Full Text:
- Description: Our paper explores some recent innovations in workshop-based learning practice that come out of community-based men's sheds in Australia. It deliberately goes beyond an exploration of the typical community-based men's shed, already explored in our recent NCVER research report and looks at some new and productive interactions between sheds and other informal learning organisations. We go to the margins of rapidly evolving shed practice and single out three types of shed-based organisations that work with school resisters, Vietnam Veterans and older men in aged care. Our aim is to illustrate, using new Australian narrative data, some theoretical and practical implications and benefits of reciprocal, workshop-based mentoring relationships involving men of different ages. Our focus is on ways in which men with a skill or trade are able, in a situated and authentic learning context, to informally weave magic for and with other men, and in some cases with young people. Our paper provides pointers to some of the principles underpinning successful informal and community-based learning practice for older men: particularly the need for a high level of engagement; the choice of an appropriate and safe setting; and to account for the differences associated with age and gender. We articulate an imperative for bringing more blokes into all forms of learning in Australia including through more informal, community-based learning as well as through adult and community education. Our paper and its conclusions have implications for other workshop and shed-based learning practice in vocational education and training as well as informal and community-based learning by volunteers in the quintessential and ubiquitous Australian fire and football sheds.
- Description: 2003005537
Shedding some new light on gender : Evidence about men's informal learning preferences from Australian men's sheds in community contexts
- Golding, Barry, Foley, Annette, Brown, Michael
- Authors: Golding, Barry , Foley, Annette , Brown, Michael
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at the 37th Annual SCUTREA Conference, Queen's University Belfast, Northern Ireland : 3rd-5th July 2007 p. 169-176
- Full Text:
- Description: Our research identifies some gender-related implications of men gathering, learning and sharing skills in shed-based community contexts with a raft of positive outcomes. (author abstract)
- Description: 2003005528
- Authors: Golding, Barry , Foley, Annette , Brown, Michael
- Date: 2007
- Type: Text , Conference paper
- Relation: Paper presented at the 37th Annual SCUTREA Conference, Queen's University Belfast, Northern Ireland : 3rd-5th July 2007 p. 169-176
- Full Text:
- Description: Our research identifies some gender-related implications of men gathering, learning and sharing skills in shed-based community contexts with a raft of positive outcomes. (author abstract)
- Description: 2003005528
The international potential for men's shed-based learning
- Golding, Barry, Foley, Annette, Brown, Michael
- Authors: Golding, Barry , Foley, Annette , Brown, Michael
- Date: 2007
- Type: Text , Journal article
- Relation: Ad-lib: Journal for Continuing Liberal Adult Education Vol. 34, no. (2007), p. 9-13
- Full Text:
- Description: This paper uses new data from research into informal learning through community-based 'men's sheds' organisations, that have proliferated rapidly and recently across much of southern Australia, to ask 'What is the potential for shed-based community learning in other countries?' It is based on a continuing suite of Australian research into informal learning occurring in community contexts for men, particularly research into men not in paid work.
- Authors: Golding, Barry , Foley, Annette , Brown, Michael
- Date: 2007
- Type: Text , Journal article
- Relation: Ad-lib: Journal for Continuing Liberal Adult Education Vol. 34, no. (2007), p. 9-13
- Full Text:
- Description: This paper uses new data from research into informal learning through community-based 'men's sheds' organisations, that have proliferated rapidly and recently across much of southern Australia, to ask 'What is the potential for shed-based community learning in other countries?' It is based on a continuing suite of Australian research into informal learning occurring in community contexts for men, particularly research into men not in paid work.
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