Integrating Equity, Addressing Barriers: Innovative Learning Practices by Unions (2007)

In seeking innovative learning practices, this project was particularly devoted to increasing knowledge of education programs that address systemic barriers related to class, age, gender, sexual orientation, race and cultural background, disability, literacy, language, lack of formal education as well as barriers faced by workers in small or remote areas, by part-time workers, by shift workers. As well, union education programs are the focus of this report.

The report provides examples of the barriers identified and addressed, barriers which may exist in any and every aspect of education programs:

- How learning takes place: the approach to learning, the methodology;
- What is the subject of learning: the content, the curriculum;
- Who is and is not participating: the diversity of union members, reflected in recruitment and facilitation;
- Where the programs are conducted: at the workplace, the union hall, the community, in workers’ homes;
- When programs are scheduled: on work time, on workers’ own time while juggling shifts, more than one job, personal responsibilities, and
- Why unions initiate programs: the purpose, how unions shape and define their programs, program planning and design.

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Added: 
2007-08-17
APA citation
Canadian Council on Learning (CCL) and Work and Learning Knowledge Centre (WLKC). Integrating Equity, Addressing Barriers: Innovative Learning Practices by Unions 2007. Web. 19 Apr. 2021 <http://en.copian.ca/library/research/ccl/ieab/ieab.pdf>
Canadian Council on Learning (CCL) & Work and Learning Knowledge Centre (WLKC) (2007). Integrating Equity, Addressing Barriers: Innovative Learning Practices by Unions. Retrieved April 19, 2021, from http://en.copian.ca/library/research/ccl/ieab/ieab.pdf
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