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	<title>social capital &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Social capital outcomes: The new focus for adult literacy and numeracy courses</title>
		<link>https://ajal.net.au/social-capital-outcomes-the-new-focus-for-adult-literacy-and-numeracy-courses/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 29 Oct 2013 03:59:15 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[human capital]]></category>
		<category><![CDATA[social capital]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2041</guid>

					<description><![CDATA[Authors: Stephen Black, Northern Sydney Institute of TAFE; Jo Balatti, James Cook University; &#38; Ian Falk, Charles Darwin University Edition: Volume 46, Number 3, November 2006 Summary: Since the early 1990s in Australia, adult literacy and numeracy courses in vocational education and training (VET) have been focused on human capital outcomes, that is, on developing the literacy &#8230; <p class="link-more"><a href="https://ajal.net.au/social-capital-outcomes-the-new-focus-for-adult-literacy-and-numeracy-courses/" class="more-link">Continue reading<span class="screen-reader-text"> "Social capital outcomes: The new focus for adult literacy and numeracy courses"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Adult, community and public education as primary sites for the development of social capital</title>
		<link>https://ajal.net.au/adult-community-and-public-education-as-primary-sites-for-the-development-of-social-capital/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 06 May 2013 07:06:37 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[diverse cultural backgrounds]]></category>
		<category><![CDATA[northern Victoria]]></category>
		<category><![CDATA[social capital]]></category>
		<category><![CDATA[social cohesiveness]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1686</guid>

					<description><![CDATA[Author/s: Rob Townsend Edition: Volume 46, Number 2, April 2006 Summary: This article reviews current literature and discussion about the policies and sites of Australian adult education and training and their potential impact on the development of social capital in a regional context. The review stems from a current research project examining the impact of &#8230; <p class="link-more"><a href="https://ajal.net.au/adult-community-and-public-education-as-primary-sites-for-the-development-of-social-capital/" class="more-link">Continue reading<span class="screen-reader-text"> "Adult, community and public education as primary sites for the development of social capital"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Transformative pedagogy for social capital</title>
		<link>https://ajal.net.au/transformative-pedagogy-for-social-capital/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 17 Apr 2013 04:37:06 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[social capital]]></category>
		<category><![CDATA[transformative learning]]></category>
		<category><![CDATA[transformative pedagogy]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1546</guid>

					<description><![CDATA[Author/s: Peter Willis Edition: Volume 47, Number 3, November 2007 Summary: This paper explores ways in which pedagogy for an elaborated form of transformative learning can be a useful catalyst for the development of social capital in community and workplace groups and networks. I begin with an example and then explore ideas of learning challenges &#8230; <p class="link-more"><a href="https://ajal.net.au/transformative-pedagogy-for-social-capital/" class="more-link">Continue reading<span class="screen-reader-text"> "Transformative pedagogy for social capital"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Getting connected: insights into social capital from recent adult learning research</title>
		<link>https://ajal.net.au/getting-connected-insights-into-social-capital-from-recent-adult-learning-research/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 11 Apr 2013 23:57:41 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[policy]]></category>
		<category><![CDATA[practice]]></category>
		<category><![CDATA[research]]></category>
		<category><![CDATA[social capital]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1455</guid>

					<description><![CDATA[Author/s: Barry Golding Edition: Volume 47, Number 1, April 2007 Summary: This paper begins by teasing out the nature of social capital and its particular and current relevance to adult learning policy and practice in Australia. The paper identifies a number of benefits and significant problems with social capital as an organising construct for adult &#8230; <p class="link-more"><a href="https://ajal.net.au/getting-connected-insights-into-social-capital-from-recent-adult-learning-research/" class="more-link">Continue reading<span class="screen-reader-text"> "Getting connected: insights into social capital from recent adult learning research"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Diverse pleasures: informal learning in community</title>
		<link>https://ajal.net.au/diverse-pleasures-informal-learning-in-community/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 06:49:28 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[active participation]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[dance]]></category>
		<category><![CDATA[resilience]]></category>
		<category><![CDATA[social capital]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1360</guid>

					<description><![CDATA[Author/s: Phoenix de Carteret Edition: Volume 48, Number 3, November 2008 Summary: In this paper I suggest that social dances and local markets are examples of resilient practices of place-making and community that involve active participation. These two activities create mobile and pliant communities of participants that involve considerable informal and incidental learning. With dances &#8230; <p class="link-more"><a href="https://ajal.net.au/diverse-pleasures-informal-learning-in-community/" class="more-link">Continue reading<span class="screen-reader-text"> "Diverse pleasures: informal learning in community"</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>Exploring the contribution of play to social capital in institutional adult learning settings</title>
		<link>https://ajal.net.au/exploring-the-contribution-of-play-to-social-capital-in-institutional-adult-learning-settings/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 01:20:00 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[cooperative play]]></category>
		<category><![CDATA[institutional settings]]></category>
		<category><![CDATA[social capital]]></category>
		<category><![CDATA[Vygotsky]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1281</guid>

					<description><![CDATA[Author/s: Pauline Harris and John Daley Edition: Volume 48, Number 1, April 2008 Summary: This paper explores how play as an educational tool can enhance social capital for adult learners in institutional settings. Framed by conceptualisations of social capital (Putnam 1993, 2000) and play (Melamed 1987, Meares 2005, Vygotsky 1978) and supported by research literature &#8230; <p class="link-more"><a href="https://ajal.net.au/exploring-the-contribution-of-play-to-social-capital-in-institutional-adult-learning-settings/" class="more-link">Continue reading<span class="screen-reader-text"> "Exploring the contribution of play to social capital in institutional adult learning settings"</span></a></p>]]></description>
		
		
		
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