26:T4d9,

Despite communities of practice (COPs) literature asserting the importance of attending to power dynamics within these learning contexts, research has largely ignored the process of racialization within COPs and, in particular, the role anti-racist pedagogies play within these spaces. In response, I present findings from an instrumental case study to address the following research question: how do participants in an experimental music community conceptualize anti-racist pedagogies within their COP? Building on Kenny’s notion of communities of musical practice, my analysis shows that the board members and employees of the experimental music venue at the center of this study recognize opportunities to challenge white supremacy and build critical understandings of racialization across all three of Wenger’s dimensions of COPs: mutual engagement, joint enterprise, and shared repertoire. This study therefore provides a potential framework for future studies into anti-racist pedagogies within informal adult education.

27:T448,

Increasingly, nontraditional students (over age 25, employed, parenting) are enrolling in universities offering online options. Online programs appeal to those needing flexible educational options, yet attrition remains high for adult learners and students enrolled in online education. Building on previous research, this study examines relationships between social location, role identity, social connectedness, and academic perseverance among online adult learners. Survey results from students (n = 254) enrolled in online programs were analyzed, examining relationships between social connectedness and self-reported academic outcomes. Results showed that participants were confident in their ability to navigate school and competing priorities but recognized peer connection's value in supporting better academic outcomes; as perceptions about social connection's value increased, so too did the perception that connection fostered better academic outcomes. Implications for fostering nontraditional student social connectedness in online learning are discussed.

28:T432,

Low-educated adults participate less in adult education than higher-educated adults. In this study, we analyze psychosocial barriers to learning while acknowledging that barriers for low-educated adults may be different from those of medium- and high-educated adults. An extended version of the Theory of Planned Behavior is used to study training intention. We add prior Learning Experiences as predictor to the model. A total of 563 adults filled in the questionnaire. Higher-educated adults show more Perceived Behavioral Control, Perceived Social Norms, and more positive Attitudes towards lifelong learning. Logistic regression demonstrated that Perceived Behavioral Control, Perceived Social Norms and Attitudes are related to training intention, but prior Learning Experiences are not. Mediation analyses showed that the relationship between Perceived Behavioral Control and Intention is mediated through Learning Experiences. The findings suggest that psychosocial barriers need to be taken into account when considering how to reach non-participating adults.

29:T48d,

This article presents the findings of a comparative study of values-based adult learning and education (ALE) fields; specifically, in Austria, critical-emancipatory adult basic education; Scotland, learner-centered, community-based adult learning; and South Tyrol, Italy, the Winterschule, a radical-critical popular education format. We studied the voices of experienced practitioners to understand their challenges and constraints and how they resisted changes that did not reflect their values. It highlights local practices to promote visibility, create dialogue, and strengthen the understanding and recognition of these fields