Adult education programmes of NGOs operating in Non-Western contexts: a review of empirical literature

References

• Ataria, Y. (2017). The structural trauma of western culture: Toward the end of humanity. Cham, Switzerland: Palgrave Macmillan.
   Google Scholar
• Bochman, D. J. (2011). Inter-organisational cross-cultural transformative learning: The Ghana rural water project experience (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3496615)
   Google Scholar
• Broussard, J. T. (2007). Thinking through gender and environmental change: An ethnographic study of a development programme for Chinese farming women. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3286641)
   Google Scholar
• Carroll, W. K., & Sapinski, J. P. (2017). Transnational alternative policy groups in global civil society: Enablers of post-capitalist alternatives or carriers of NGOization? Critical Sociology, 43(6), 875–892.
   Web of Science ®Google Scholar
• Dauvergne, P., & LeBaron, G. (2014). Protest inc.: The corporatization of activism. Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• de Souza, R. T. (2007). NGOs and empowerment: Creating communicative spaces in the realm of HIV/AIDS in India. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3291160)
   Google Scholar
• DeJaeghere, J., & Wiger, N. P. (2013). Gender discourses in an NGO education project: Openings for transformation toward gender equality in Bangladesh. International Journal of Educational Development, 33(6), 557–565.
   Web of Science ®Google Scholar
• Dimitrova, A. (2007). Towards CONFINTEA VI: Lifelong learning advocacy in south eastern Europe. Convergence, 40(3–4), 115–129.
   Google Scholar
• Docurama (Director). (2012). Half the sky: Turning oppression into opportunity for women worldwide (Motion picture). U.S.: Docurama.
   Google Scholar
• Forrester, K. (1998). Adult learning: ‘A key for the twenty-first century’: Reflections on the UNESCO fifth international conference 1997. International Journal of Lifelong Education, 17(6), 423–434.
   Google Scholar
• Freire, P. (2015). Pedagogy of the oppressed. New York, NY: Bloomsbury Academic.
   Google Scholar
• Garrard, J. (2007). Health sciences literature review made easy: The matrix method. Sudbury, MA: Jones & Bartlett.
   Google Scholar
• Hanemann, U. (2015). Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective. International Review of Education, 61(3), 295–326.
   Web of Science ®Google Scholar
• Harvey, D. (2005). A brief history of neoliberalism. Oxford: Oxford University Press.
   Google Scholar
• Hilal, R. (2012). Vocational education and training for women and youth in Palestine: Poverty reduction and gender equality under occupation. International Journal of Educational Development, 32(5), 686–695.
   Web of Science ®Google Scholar
• Hill, R. J. (2005). Difference. In L. M. English (Ed.), International encyclopedia of adult education (pp. 189–192). New York, NY: Palgrave McMillan.
   Google Scholar
• Hoff, L., & Hickling-Hudson, A. (2011). The role of international non-governmental organisations in promoting adult education for social change: A research agenda. International Journal of Educational Development, 31(2), 187–195.
   Web of Science ®Google Scholar
• Hubbard, J. P. (2011). The United States and the end of British colonial rule in Africa, 1941–1968. Jefferson, NC: McFarland & Co.
   Google Scholar
• Johnson, C. M. (2015). Gender, empowerment, and cultural preservation at Topu Honis Shelter Home, Timor-Leste. Gender, Place & Culture, 22(10), 1408–1425.
   Web of Science ®Google Scholar
• Jongeward, C. (1998). Weaving new freedoms in Rajasthan: A role for craft in community development. Convergence, 31(4), 33–46.
   Google Scholar
• Kealing, J. (2003). Poverty, community-based learning and empowerment: A case study of Thai government and NGO efforts to promote sustainable development and cope with mass migration in northern Thailand. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3133293)
   Google Scholar
• Khan, M. A., & Ali, A. J. (2015). Do non-governmental organisations’ socio-economic and training programmes improve disaster prevention capacity of their beneficiaries? International Social Work, 58(3), 401–420.
   Web of Science ®Google Scholar
• Kirk, G., & Okazawa-Rey, M. (2010). Identities and social locations: Who am I? Who are my people? In M. Adams, W. Blumenfeld, C. Castañeda, H. Hackman, M. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (2nd ed., pp. 8–14). New York, NY: Routledge.
   Google Scholar
• Kofod, E. H., & Brinkmann, S. (2017). Grief as a normative phenomenon: The diffuse and ambivalent normativity of infant loss and parental grieving in contemporary Western culture. Culture and Psychology, 23(4), 519–533.
   Web of Science ®Google Scholar
• Kurbanova, M. R. (2010). Times of courage: Women’s NGO movement in Uzbekistan (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3413046)
   Google Scholar
• Lane, P. (2007). Weaving community: Social and economic justice in the mountains. In D. E. Clover & J. Stalker (Eds.), The arts and social justice: Re-crafting adult education and community cultural leadership(pp. 165–182). Leicester, UK: NIACE.
   Google Scholar
• Macpherson, I. (2009). The Rights‐Based Approach to adult education: Implications for NGO–Government partnerships in Southern Tanzania. Compare: A Journal of Comparative and International Education, 39(2), 263–279.
   Google Scholar
• Merriam, S. B. (2007). An introduction to Non-Western perspectives on learning and knowing. In S. B. Merriam Associates (Ed.), Non-western perspectives on learning and knowing (pp. 1–20). Malabar, FL: Krieger.
   Google Scholar
• Moallem, M., Freedman, E., Narayan, U., Harding, S., Mohanty, C., & Wing, A. K. (2006). Feminist scholarship and the internationalization of women’s studies. Feminist Studies, 32(2), 332–335.
   Web of Science ®Google Scholar
• Nordtveit, B. (2008). Producing literacy and civil society: The case of Senegal. Comparative Education Review, 52(2), 175–198.
   Web of Science ®Google Scholar
• Piquemal, N., & Sime, B. (2013). Guardians of orphaned and vulnerable children in an NGO’s educational programme in Ethiopia: Risk/protective factors and social mobility. Vulnerable Children and Youth Studies, 8(3), 272–279.
   Google Scholar
• Ridley, D. (2012). The literature review: A step-by-step guide for students. Thousand Oaks, CA: Sage.
   Google Scholar
• Scholte, J. A. (2005, October). The sources of neoliberal globalization (Overarching Concerns Program Paper Number 8). Geneva, Switzerland: United Nations Research Institute for Social Development.
   Google Scholar
• Spickard, J. V. (2017). Alternative sociologies of religion: Through non-western eyes. New York, NY: NYU Press.
   Google Scholar
• Spring, J. H. (2004). How Educational Ideologies Are Shaping Global Society: Intergovernmental Organisations, NGOs, and the Decline of the Nation-State. Mahwah, N.J.: Routledge.
   Google Scholar
• Stifter, R. C. (2004). Low-income mestiza and Black women’s organisations and NGOs in Quito, Ecuador: A micro-level analysis of the impact of neoliberal policy (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3143475)
   Google Scholar
• Stiles, K. (2002). International support for NGOs in Bangladesh: Some unintended consequences. World Development, 30(5), 835–846.
   Web of Science ®Google Scholar
• Teresevičienė, M., Trepulė, E., & Trečiokienė, E. (2017). The impact of Nordic adult education ideas on the development of a democratic society in Lithuania. International Review of Education, 1–21. Online First. doi:10.1007/s11159-017-9627-4
   Web of Science ®Google Scholar
• Timmer, A. D. (2009). Integration through education: NGO action to redress Roma/Gypsy exclusion from the Hungarian education system (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3407047)
   Google Scholar
• Torraco, R. J. (2016). Writing integrative literature reviews: Using the past and present to explore the future. Human Resource Development Review, 15(4), 404–428.
   Web of Science ®Google Scholar
• UNESCO. (1997). The Hamburg declaration on adult learning. Retrieved from http://www.unesco.org/education/uie/confintea/declaeng.htm
   Google Scholar
• UNESCO. (2009). The Belem framework for action. Retrieved from http://www.unesco.org/en/confinteavi/belem-framework-for-action
   Google Scholar
• UNESCO. (2018). Suwon-Osan CONFINTEA VI mid-term review statement. The power of adult learning and education: A vision towards 2030. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000261223
   Google Scholar
• UNESCO Institute for Lifelong Learning. (2016). 3rd global report on adult learning and education: The impact of adult learning and education on health and well-being; employment and the labour market; and social, civic and community life. Hamburg, Germany: Author.
   Google Scholar
• United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld
   Google Scholar
• United Nations. (2015). Resolution adopted by the General Assembly on 25 September 2015. Retrieved from http://www.un.org/ga/search/view_doc.asp?symbol=A%2FRES%2F70%2F1&Lang=E
   Google Scholar
• United Nations. (2017). The sustainable development Agenda. Retrieved from http://www.un.org/sustainabledevelopment/development-agenda/
   Google Scholar
• United Nations. (2018, January 03). World economic situation & prospects - development policy & analysis division. Retrieved from https://www.un.org/development/desa/dpad/publication/world-economic-situation-and-prospects-2018/
   Google Scholar
• United Nations. (n.d.). Department of public information/NGO relations: About us. Retrieved from https://outreach.un.org/ngorelations/content/about-us-0
   Google Scholar
• Veer, L., & Dezentje, A. (2018). Human rights and cultural perspectives. Retrieved from https://en.unesco.org/node/296982
   Google Scholar
• Westebbe, S. (2004). Gender, learning, and trafficking: Helping vulnerable Thai women through NGO and government non-formal education programmes (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3155496)
   Google Scholar
• Youngman, F. (2000). The political economy of adult education and development: Global perspectives on adult education and training. New York, NY: St. Martin’s Press.
   Google Scholar
• Zarestky, J. (2014). “My work is my future”: A case study of an NGO’s educational programmes for women entrepreneurs in West Africa (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3684019)
   Google Scholar