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	<title>regional &#8211; Australian Journal of Adult Learning</title>
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	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Time, money, leisure and guilt &#8211; the gendered challenges of higher education for mature-age students</title>
		<link>https://ajal.net.au/time-money-leisure-and-guilt-the-gendered-challenges-of-higher-education-for-mature-age-students/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 15 Oct 2013 02:40:28 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[hurdle]]></category>
		<category><![CDATA[mature age]]></category>
		<category><![CDATA[non-traditional]]></category>
		<category><![CDATA[pathway]]></category>
		<category><![CDATA[regional]]></category>
		<category><![CDATA[student]]></category>
		<category><![CDATA[university]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1845</guid>

					<description><![CDATA[Author: Cathy Stone: Open Universities Australia and The University of Newcastle, Australia Edition: Volume 53, Number 1, April 2013 Summary: Two qualitative research projects examined the impact of university study on two cohorts of mature-age students at a regional university in Australia. All the students interviewed had entered university via non-traditional pathways and had faced significant &#8230; <p class="link-more"><a href="https://ajal.net.au/time-money-leisure-and-guilt-the-gendered-challenges-of-higher-education-for-mature-age-students/" class="more-link">Continue reading<span class="screen-reader-text"> "Time, money, leisure and guilt &#8211; the gendered challenges of higher education for mature-age students"</span></a></p>]]></description>
		
		
		
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		<title>‘They’re funny bloody cattle’: encouraging rural men to learn</title>
		<link>https://ajal.net.au/theyre-funny-bloody-cattle-encouraging-rural-men-to-learn/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 05:42:39 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[communities]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[practice]]></category>
		<category><![CDATA[regional]]></category>
		<category><![CDATA[rural]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1342</guid>

					<description><![CDATA[Author/s: Soapy Vallance and Barry Golding Edition: Volume 48, Number 2, July 2008 Summary: Our paper examines and analyses the contexts and organisations in rural and regional communities that informally and effectively encourage men to learn. It is based on a combination of local, rural adult education practice and a suite of studies in Australia &#8230; <p class="link-more"><a href="https://ajal.net.au/theyre-funny-bloody-cattle-encouraging-rural-men-to-learn/" class="more-link">Continue reading<span class="screen-reader-text"> "‘They’re funny bloody cattle’: encouraging rural men to learn"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Adult education, social inclusion and cultural diversity in regional communities</title>
		<link>https://ajal.net.au/adult-education-social-inclusion-and-cultural-diversity-in-regional-communities/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 01:42:13 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[policies]]></category>
		<category><![CDATA[practices]]></category>
		<category><![CDATA[programs]]></category>
		<category><![CDATA[regional]]></category>
		<category><![CDATA[social capital]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1285</guid>

					<description><![CDATA[Author/s: Rob Townsend Edition: Volume 48, Number 1, April 2008 Summary: This article presents the outcomes of recent research into adult education programs and experiences in the Shire of Campaspe, a region in northern Victoria. Research data of people from diverse cultural backgrounds reveal how individuals can utilise adult education as a space to explore &#8230; <p class="link-more"><a href="https://ajal.net.au/adult-education-social-inclusion-and-cultural-diversity-in-regional-communities/" class="more-link">Continue reading<span class="screen-reader-text"> "Adult education, social inclusion and cultural diversity in regional communities"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Role reversal: Educators in an enabling program embark on a journey of critical self-reflection</title>
		<link>https://ajal.net.au/role-reversal-educators-in-an-enabling-program-embark-on-a-journey-of-critical-self-reflection/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 04:16:59 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[Australia]]></category>
		<category><![CDATA[critical self reflection]]></category>
		<category><![CDATA[regional]]></category>
		<category><![CDATA[teachers]]></category>
		<category><![CDATA[trainers]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=459</guid>

					<description><![CDATA[Author/s:  Jenny McDougall and Wendy Davis Edition: Volume 51, Number 3, November 2011 Summary: While much has been written about the transformative potential of adult education from the student perspective, little research has been done into the experiences of those who teach in such contexts. This paper draws on the reflections of three academics who work &#8230; <p class="link-more"><a href="https://ajal.net.au/role-reversal-educators-in-an-enabling-program-embark-on-a-journey-of-critical-self-reflection/" class="more-link">Continue reading<span class="screen-reader-text"> "Role reversal: Educators in an enabling program embark on a journey of critical self-reflection"</span></a></p>]]></description>
		
		
		
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