C

**Cadre -** a small group of people specially trained for a particular purpose or profession. This was mentioned in Vella's book **//Learning to listen Leaning to teach//**
, during her mission in North Carolina. (Vella, 2002, p.204). //**Case Study**//—a research design that entails detailed and intensive analysis of a single case. The term is sometimes extended to include the study of just two or three cases for comparative purposes. Source: Bryman, A. (2008) (3rd.edition). //Social research methods//. New York: Oxford. - a falsification or misrepresentation intended to disparage or discredit another. - false charges brought about to tarnish another's reputation or standing. []
 * Calumny**

Camaraderie : Goodwill and lighthearted rapport between or among friends; comradeship, a spirit of familiaritery and trust existing between friends.
 * Capitalism** is an economic and social system in which capital and land, the non-labor factors of production (also known as the means of production), are privately owned;[citation needed] labor, goods and resources are traded in markets; and profit, after taxes, is distributed to the owners or invested in technologies and, industries. Also see rise of financial capitalism, which controls all other forms of capitalism.

There is no consensus on the definition of capitalism, nor how it should be used as an analytical category.[1] There are a variety of historical cases over which it is applied, varying in time, geography, politics and culture.[2] Economists, political economists and historians have taken different perspectives on the analysis of capitalism. Scholars in the social sciences, including historians, economic sociologists, economists, anthropologists and philosophers have debated over how to define capitalism, however there is little controversy that private ownership of the means of production, creation of goods or services for profit in a market, and prices and wages are elements of capitalism.[3] (http://en.wikipedia.org/wiki/Capitalism)

[]
 * Case Study:** A case study is a research methodology common in social science. It is based on an in-depth investigation of a single individual, group, or event. Case study methods involve an in-depth, longitudinal (over a long period of time) examination of a single instance or event: a case.

an endogamous and hereditary social group limited to persons of the same rank, occupation, economic position, etc., and having mores distinguishing it from other such groups. Any rigid system of social distinctions. ([])
 * Caste**:

http://en.wikipedia.org/wiki/Catechism
 * Catechism -** is an education in the faith of children, young people and adults which includes especially the teaching of Christian doctrine imparted, generally speaking, in an organic and systematic way, with a view to initiating the hearers into the fullness of Christian life.

http://en.wikipedia.org/wiki/Catechism
 * Catechist -**one who engages in such religious instruction. Typically, it is a lay minister trained in the art of catechesis. It might also be a pastor or priest, religious teacher, or other individuals in church roles.

//**Catholic Action Method - TO SEE, TO JUDGE, TO ACT.**// This is when people begin to talk about their problems in a community, and begin to plan some action in response to these problems, they begin to freee themselves from their fatalism, their internal oppression (Castano, p.21)


 * Career Training -** Identified as one of the community issues. Career Training can be defined as preparing students for careers that are traditionally non-academic and directly related to a specific trade, occupation or vocation.

objectionable. (Websters Dictionary)s
 * //Certainties//** Freire also touches on the subject of certainties. This concept means the things that one knows changes as one ages. It is the life experiences that influence knowledge in terms of learning how to do more, how to do things differently and how to think critically.


 * "Chaordic" process** - "Chaordic" means well-ordered, structured. The expression **"Chaordic" process** refers to: "...use sequence and reinforcement to enable learners to deal confidently with that chaos" (Vella, p.232).


 * //Charity-paradigm of service-learning//** - This paradigm teaches students how to be responsible members of society by providing services to the community, and by caring for people by addressing the ‘needs’ or symptoms of oppression. The assumption is that to engaged in community projects help people ‘in need,’ and ‘do for community’ while enhancing their own learning as it relates to academic objectives, with an emphasis on the student as ‘server’ and community recipient as ‘served.’ (Verjee, 2006, p. 6).

Additional Note: The ‘Charity Paradigm’ is presented as an outcome of major issues within an organisation. It underpins negative perceptions of individuals about employer support of continuing professional development. It is suggested that there is a need for collaborative collective approaches to structured development in order to meet both individual and organisational needs. This is also advocated in order to achieve life long learning and transformational learning within an organisation. The tension between individual personal ambitions and employer demands can adversely affect the professional development of the practitioner and the organisation that employs them. [|http://www.nurseeducationtoday.com/article/S0260-6917(08)00068-3/abstract]

[]
 * Charter** - is the grant of authority or rights, stating that the granter formally recognizes the prerogative of the recipient to exercise the rights specified. It is implicit that the granter retains superiority (or sovereignty), and that the recipient admits a limited (or inferior) status within the relationship, and it is within that sense that charters were historically granted, and that sense is retained in modern usage of the term.

- an act of defiance ( for example: challenge the government's authority) - a demand for explanation, justification ( I challenge this theory)
 * Challenge:**
 * -** a call to engage in a contest, fight or any kind of competiton.

** CHILLY CLIMATE ** : A phenomenon present in schools and workplaces through which the presence of women is problematized. This is present in the perception of women and/or ethnic minorities feeling unwelcome due to alienating responses to their presence such as being ignored, regarded with hostility, treated differently, being sexualized, being mocked, or sexually harassed. A “chilly climate” may be attributed to sexism and/or racism.


 * Christian Base Community** (CBC) or Comunidades de Base in Spanish, is a form of Church that emerged in Latin America in the 1970s and 1980s, where a group of 15 or 20 poor people struggle collectively to overcome individualism and mutual distrust. Together they participate in an experience of Church, analyzing their problems and confronting them with their faith. It is a grassroots community, neither primarily political nor social, but Christian with the purpose of transforming society – beginning with their own lives and the Church, liberating both from past oppression from domination to a new and inclusive way of being Church. In CBCs Bible study is combined with social analysis, reflection and various actions that might include promotion of labour unions and cooperatives, alternative health care and education, the defense of human rights, and solidarity with the struggles of indigenous peoples and women. (Source: Richard, 2000; [])

//**Christian Humanism**// is the belief that human freedom and individualism are intrinsic (natural) parts of, or are at least compatible with, Christian doctrine and practice. It is a philosophical union of Christian and humanist principles
 * Civil Society:** Is composed of the totality of voluntary civic social organizations and instituations that form the basis of a functioning society as opposed to the force-backed of a state( regardless of that state's political system) and commersial institations of the market (Newman, 2006. p 228).

//Addition:// localized idea refers to that pattern of relationships and groupings we enter into as a we seek to manage and fulfill our lives. It comprises the institutionalized components of our lives which preserve and renew cultural traditions, group solidarities and individual and social identities. Overall it is seen as a site for living out cultural and social lives, for constructing trust, for engaging in collective action and for defying the less benign influences of a state. (Newman, 227) For example if you and your neighbor come to an agreement regarding no fence in the backyard to avoid a barrier to a sceneries than if it is followed, you have built a relationship of trust that allows you to live peacefully with your neighbor.

noun a legally recognized subject or national of a state or commonwealth, either native or naturalized //: a Polish citizen | the rights of every citizen.// • an inhabitant of a particular town or city //: the// **//citizens of//** //Los Angeles.// PHRASES a legally recognized subject or national of a state or commonwealth, either native or naturalized //: a Polish citizen | the rights of every citizen.// • an inhabitant of a particular town or city //: the// **//citizens of//** //Los Angeles.//
 * citizen** |ˈsitizən; -sən| (abbr.: **cit.**)
 * citizen of the world** a person who is at home in any country.

//Source: Dictionary on MacBook Pro//


 * Citizenship Schools -** The Citizenship School was a program that was started to help African Americans learn to read so that they could pass the literacy tests required to become eligible voters in the South at the time. Eventually, the Citizenship Schools led to a region-wide citizenship education program, playing a critical role in building the base for the Civil Rights Movement.


 * //Classism://** A system of oppression in society in which individuals and/or groups are predjudiced, and/or discriminated against based on their position in a hierarchically ranked system of social class based on economic means and/or related behaviours and values. Classism may include the assumption that middle or upper class values, behaviours, opportunities, and definitions of success are superior, desirable, or universal. Classism may also refer to the treatment of poor and working class people that results from this assumption, including, but not restricted to, poor-bashing.


 * Class Antagonism Simulation** - a simulation in which members are divided into a privileged and underprivileged classed in order to experience the feelings of those who are being colonized by a dominant group. The activity was used by Vella during her work in Zambia to raise awareness about the political and economical colonialism in the country (p. 154)


 * Classical Hierarchical Education** - as the name implies this model is hierarchical in nature: art is separated from science; learning is broken down into segments and building blocks. Whatever the subject is, it is viewed as a sum of its parts and is taught that way, too.


 * Clique** - is an exclusive group of people who share common [|interests], views, purposes, patterns of behavior, or [|ethnicity].[|[][|1][|]] A clique as a reference group can be either normative or comparative. Membership in a clique is typically exclusive, and qualifications for membership may be social or essential to the nature of the clique. The word //clique// may be used [|pejoratively]


 * Coaching-** occurs throughout apprenticeship learning, and consists of overseeing the students' learning. It may include choosing tasks, scaffolding and fading, evaluating work and diagnosing problems, challenging and encouraging, working on particular weaknesses, and providing feedback (Pratt, 1998, pp. 97). [Pratt, D. (1998). Five Perspectives on Teaching in Adult and Higher Education. Krieger Publishing Company: Malabar, FL.]


 * Code**: a technique used in popular education; a material representation of the generative theme. A code can be a drawing, a video, a photo, a puppet skit, a tape with an interview, a report, a role play, etc (Ferreira, 1997).

//**Codifications**// The term //codification// is derived from the root word //code,//and denotes the creation of codes, which are compilations of written statutes, rules, and regulations that inform the public of acceptable and unacceptable behavior. According to Freire, it is a process of developing concrete realities; there are two types: a set of cards or slides that show the breaking down of words into their syllables and a set of cards that depict situations related to the words and design to evoke certain images in participants. These pictures are designed to stimulate thinking about the situations that the words imply and the content of the cards and slides must not be too vague or too clear (Elias & Meriam, p. 163). A visual image in need of interpretation; a problem to be analysed (Gadotti, 2008, p. 41). The purpose of codifications is to enable the learners to step back and reflect from a distance on their social situation. (Gadotti, 2008, p.40)

__Codification:__ This is a way of gathering information in order to build up a picture (codify) around real situations and real people.

[]

Freire taught people words : 1) by showing cards or slides of the words breaken down into smaller syllables 2) by showing cards or slides that depicted the word in a way that would stimulate thought or emotion about what the word implies~ images of concrete realities Elias, J. & Meriam, S. (2005). Freire’s educational principles. In Philosophical Foundations of Adult Education (pp159-166). Malabar. FL: Krieger

//**Coercion** (pronounced [|/koʊˈɜrʃən/] ) is the practice of forcing another party to behave in an involuntary manner (whether through action or inaction) by use of threats, [|intimidation], trickery, or some other form of pressure or force. Such actions are used as leverage, to force the victim to act in the desired way. Coercion may involve the actual infliction of physical pain/injury or psychological harm in order to enhance the [|credibility] of a threat. The threat of further harm may lead to the [|cooperation] or [|obedience] of the person being coerced. [|Torture] is one of the most extreme examples of coercion i.e. severe pain is inflicted until the victim provides the desired information. (Wikipedia)// //**Cognitive Domain -**// This domain concerns to how individuals think; their intellectual capabilities, level of development and preferred thinking styles. Related terms/concepts include: cognitive or thinking styles, intellectual development, critical thinking. //**Colonialism**// - The acquisition and colonization by a nation of other territories and their peoples. In this respect, colonialism is as old as society. The term took on a more specific meaning in the late nineteenth century when colonists saw it as the extension of ‘civilization’ from Europe to the ‘inferior’ peoples of ‘backward’ societies. It may also be seen as a search for raw materials, new markets, and new fields of investment. Sometimes, but not always, colonialism was accompanied by **//colonization//** that is, the physical settling of people from the imperial country. Typical aspects of colonialism include: racial and cultural inequality between ruling and subject people, political and legal domination by the imperial power, and exploitation of the subject people. __Many commentators see colonialism as a key cause of uneven development.__([])

[]
 * Collaboration** is a recursive process where two or more people or organizations work together to realise shared goals, (this is more than the intersection of common goals seen in co-operative ventures, but a deep, collective, determination to reach an identical objective) — for example, an intellectual endeavor that is creative in nature—by sharing knowledge, learning and building consensus.

http://en.wikipedia.org/wiki/Collectivism
 * Collectivism** is any philosophic, political, economic or social outlook that emphasizes the interdependence of every human in some collective group and the priority of group goals over individual goals.

–adjective 1.characteristic of or appropriate to ordinary or familiar conversation rather than formal speech or writing; informal. 2.involving or using conversation.
 * Colloquial** [kuh-loh-kwee-uhl] (http://dictionary.reference.com/browse/colloquial)


 * Colonization -** occurs whenever any one or more species populate an area

Origin: 1745–55; colloquy + -al1

—Related forms col·lo·qui·al·ly, adverb col·lo·qui·al·ness, col·lo·qui·al·i·ty, noun qua·si-col·lo·qui·al, adjective qua·si-col·lo·qui·al·ly, adverb sem·i·col·lo·qui·al, adjective sem·i·col·lo·qui·al·ly, adverb un·col·lo·qui·al, adjective un·col·lo·qui·al·ly, adverb


 * Colonialism:** Political domination of one nation over another that is institutionalized in direct political administration by the colonial power, control of all economic relationships and systematic attempt to transform the culture of the subject nation. ( Hick, Steven [2006], //Social Work in Canada//)

- Governance: in organizations considered too large for all the members to participate in decisions affecting the organization as a whole, a committee (such as a Board of Directors or "Executive Committee") is given the power to make decisions, spend money, or take actions. Some or all such powers may be limited or effectively unlimited. For example of the later case, the Board of directors can frequently enter into binding contracts and make decisions which once taken or made, can't be taken back or undone under the law. - Coordination: individuals from different parts of an organization (for example, all senior vice presidents) might meet regularly to discuss developments in their areas, review projects that cut across organizational boundaries, talk about future options, etc. Where there is a large committee, it is common to have smaller committees with more specialized functions - for example, Boards of Directors of large corporations typically have an (ongoing) audit committee, finance committee, compensation committee, etc. Large academic conferences are usually organized by a co-ordinating committee drawn from the relevant professional body. - Research and recommendations: committees are often formed to do research and make recommendations on a potential or planned project or change. For example, an organization considering a major capital investment might create a temporary working committee of several people to review options and make recommendations to upper management or the Board of Directors. Such committees are typically dissolved after issuing recommendations (often in the form of a final report). - Project management: while it is generally considered poor management to give operational responsibility to a committee to actually manage a project, this is not unknown. The problem is that no single person can be held accountable for poor performance of the committee, particularly if the chairperson of the committee is seen as a facilitator. []
 * Committee** - is a type of small deliberative assembly that is usually intended to remain subordinate to another, larger deliberative assembly—which when organized so that action on committee requires a vote by all its entitled members, is called the "Committee of the Whole". Committees often serve several different functions:


 * Commonality**: The possession, along with others, of a certain attribute or set of attributes. In a dialogue educational setting, commonality is established after individuals have shared their experiences in various circumstances (e.g., oppression). After commonality is established, individuals work together to alleviate the common circumstances that face them.

1. The sharing or exchanging of intimate thoughts and feelings, especially when the exchange is on a mental or spiritual level. 2. Common participation in a mental or emotional experience Freire believed that humans had a natural instinct not to live as selfish individuals but in ‘communion’ with one another (Gadotti 2001, p. 36).
 * Communion: **

=

 * Communism-**denotes precisely the exercise of brutal tyranny over a whole people by a few rulers, and the will to conquer the world, bringing hitherto independent peoples under that tyranny. (Young 1990)======

a) state, commonwealth b) people with common interests living in a particular area c) an interacting population of various kinds of individuals in a common location d) a group of people with a common characteristic or interest living together within a larger society e) a group linked by a common policy f) a body of persons of common and especially professional interests scatter through a larger society g) a body of persons or nations having a common history or common social, economic, and political interests Community also includes society at large and a joint ownership or participation. Reference- http://www.merriam-webster.com/dictionary/community.
 * Community-** is a unified body of individuals: this includes-


 * Community Action:** “It happens in the local domain. People who come together to engage in the action are defined by that locality. They live in the same neighborhood, street, or are associated with the same school or park or hospital. The aims of the action are limited to locality. It is concerned with one issue only and it is often in reaction to a single or small number of events. People form groups and organizations but the groups and organizations usually function only for the duration of the action. Once the action has been dealt with, the organization is disbanded.” (Newman, 231)An example of community action is the community wants to put a sports field in the park; they all would form an organization and work together to make this happen.


 * Communicative Action** - a concept invented by sociologist Habermas that describes cooperative action undertaken by individuals based upon mutual deliberation and argumentation. There is a consensus on the character of the communication rather than on it substance. (Newman, 2006)

//Gadotti, M. (2001). The work of Paulo Freire. In L. Kane, Popular education and social change in Latin America (p.40)//.
 * Conscientisation** is a process that Freire refers to when describing when people move from a state of naive consciousness, to a more critical state where they are able to see the cause of oppression and consider possibilities of action for change.

a program of study that enables students to combine academic study with practical on the job experience experience, working full-time at a job related to their field of study.This differs from service learning in that it focuses the students/learners goals or outcomes instead of on the community needs. Civic learning as a learning outcome is often not explored.
 * Co-operative (co-op) program**

[]
 * Cooperative learning** is an approach to organizing classroom activities into academic and social learning experiences. Students must work in groups to complete tasks collectively. Unlike individual learning, students learning cooperatively capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.). [|[1]][|[2]] Furthermore, the teacher's role changes from giving information to facilitating students' learning. [|[3]][|[4]] Everyone succeeds when the group succeeds.

It’s the method of exchanging information between two or more parties. In this course, the communication interactions we are discussing are between teachers and students. Better communication will allow the entire teaching process to be more effective, because the teachers will have the opportunity to understand more of the student’s expectations and fulfill their needs.
 * Communication**

- the group you belong to whether it is urban or rural (Hamilton & Cunningham, 1989)
 * //Community//**-a group of people with a common interest that voluntarily spend time engaging with one other, and gain a sense of belonging, purpose, and identity from being a part of that group. A community can also be a geographic location. //Community can be bound by purpose, interest, or geographic or virutal space. (Judith Walker, April 2005)// When used in this sense the citizens of the community may or may not share a common interest or have a sense of belonging. When working with "community development" agencies, the fundamental task is to create a sense of ownership of the community by the community members. Community development also seeks to bring together citizens visions and hopes for their community. The term 'community' is contested, contextual and serves to exclude/include individuals. For some in the 21st century, community can also refer to the relationship between people and the Earth where the Earth is not merely an object to be used; people rejoin “the community of life from which we emerged, that has shaped us in every regard and is the revelation of ultimate and sacred reality” ([]). Eco-theologian Thomas Berry believed that the human must fully recognize and integrate with the Earth community.

NB- The word is generally associated with positive intent towards nurturing, fostering growth and self identification. Failed (or negative) community experiences change the tenor of the word, calling to mind examples of "cliques" and "gangs".

Based Practice : Community based practice involves working with people in their own environment rather than in a hospital setting, such as in homeless shelters, educational settings, and refugee camps ([]) It honours the values, customs and cultures of those in the community. Creates a sense of safety and reduces barriers. It is designed to reach out to th GORDON MARSHALL. "community control." __A Dictionary of Sociology__. 1998. Retrieved October 13, 2010 from Encyclopedia.com: []
 * Community**
 * Community control**: A concept used widely but frequently rather loosely. In social work, probation work, or psychiatry, the term may be used as part of the vocabulary of practice to refer to some form of community care, therapy, or treatment. In social theory, it may be used in a broader sense, to draw attention to the ways in which control systems become part of the fabric of the community, such that communities and individuals come to be controlled and to control themselves through mechanisms of surveillance, regulation, and reporting of rule-breaking.

**//Community Development -//** (Hamilton & Cunningham, 1989) this refers to a broad-based network that consists of four main areas; (1) agricultural development, (2) industrial development, (3) economic development, and (4) social development. The connection between these areas is paramount because of the mutual aim to improve the human condition. Also refers to "a social process by which human beings can become more competent to live with and gain some control over local aspects of a frustrating and changing world" (Biddle and Biddle, 1965, p. 78).

(Hamilton & Cunningham, 1989) " The community development process is, in essence, a planned and organized effort to assist individuals to acquire the attitudes, skills and concepts required for their democratic participation in the effective solutions of a wide range of community improvement problems as possible in an order of priority determined by their increasing levels of competence."(Mezirow 1961, p.16) It takes place during an entire educational process. (Hamilton, 1989).

Hamilton & Cunningham (1989) made a distinction between community development and popular education;the former bring about "social change in an evolutionary manner" (reformation) whereas the later use a more revolutionary social change or a transformatinal approach. (p.446)


 * //Community Education//** - in its broadest sense, is the principle that all education should originate in and be designed to meet the interests of the community, and be directed to improving its quality of life. The term community is usually taken to have the same meaning as in community development. The community should have important powers of decision over education and a high degree of responsibility for its provision. The term community education is increasingly used in a more limited sense to mean the body of social, recreational, cultural and educational activities organized outside the formal school system for people of ah ages, intended to improve the quality of life of the community.

//**Community education for development**//- a process whereby community memebers come together to identify their problems and needs, seek solutions among themselves, mobilize the necessary resources, and execute a plan of action or learning or both. (McClusky, 1980, p. 229)


 * Community empowerment** is “the creation of sustainable structures, processes, and mechanisms, over which local communities have an increased degree of control, and from which they have a measurable impact on public and social policy affecting these communities” (Craig, 2002, p. 2, http://www.iacdglobal.org/files/JCDSEVALCraig17fEB.pdf).

**Community of Practice (CoP)**– an ever-changing group of people that engage with, and learn from, one another about a topic they are commonly involved in. Communities of people that, over time, develop common practices and attendant social relations in their common pursuit of a shared enterprise (Wenger, 1998). Often an informal learning community, CoPs can exist in spaces like our homes, workplaces, schools, hobbies, etc. Sources: Wenger, E. (1998). Communities of practice, learning, meaning and identity, Cambridge University press. & []

Describes groups of people who share a particular interest, profession or goal. Individuals obtain membership into various CoPs when they actively engage in the practices and activities of that community and understand what matters to its members. It is through the process of working together towards a common goal that socially negotiated meaning is constructed and where identities form.

//**Community Medicine:**// A branch of medicine in which the health needs of communities, as distinct from individuals, are studied and assessed; also known as **social medicine.** It includes epidemiology, preventative medicine, the planning and delivery of health care, occupational medicine, the study of industrial disease, and public hygiene.

Volunteers may provide community service, however, not everyone who provides community service is seen as a volunteer, because some people who provide community service are not doing it of their own free will; they are compelled to do so by: - their government as a part of citizenship requirements, in lieu of military service (such as the practice of Zivildienst in Germany); - the courts, in lieu of, or in addition to, other criminal justice sanctions; - their school, to meet the requirements of a class, such as in the case of service learning or to meet the requirements of graduation, or, in the case of parents, required to provide a certain number of hours of service in order for their child to be enrolled in a school or sports team.
 * Community service** - is donated service or activity that is performed by someone or a group of people for the benefit of the public or its institutions.

competency
the ability to perform tasks and duties to the standard expected.
 * competency-based assessment** (or CBA) the gathering and judging of evidence in order to decide whether a person has achieved a standard of competence.

**//Competition//**- com means ‘with’, petition means ‘asking’. We are asking together Competion within a team setting can be viewed as constructive (working collectivly producing opportunity) or destructive (in a win-lose situation) (Vella, 2002, pg. 23)


 * Compliance (medicine)** -- a patient's (or doctor's) adherence to a recommended course of treatment.(Wikipedia, 2011)


 * Comprehensive Participation** - organizing a workshop in such a way that only those who are able to attend all the sessions can take the workshop. Vella's explanation of this strategy: "... when a new person joins a group, it becomes a new group; also, the cultural changes that could be effected by this kind of education would be vitiated by by someone not taking part fully in the decision to make such changes". (Vella, p. 168)

Holding or characterized by an unduly high opinion of oneself; vain. characteristic of false pride; having an exaggerated sense of self-importance. []
 * Conceit:**
 * //Concomitant//** - "going together or associated" - Young states that “Powerlessness also designates a position in the division of labour and the __concomitant__ social position that allows persons little opportunity to develop and exercise skills” (Young, p. 56).
 * Congregate:** To bring or come together in a group, crowd, or assembly.

It is described as a state of being certain either that a hypothesis or prediction is correct or that a chosen course of action is the best or most effective. In the learning process, having confidence is important for the teacher because he/she needs to exhibit his thoughts and views to his/her students. The confidence from the teacher will allow more trust from his/her students.
 * Confidence**

a serious disagreement or argument, typically a protracted one //: the eternal// **//conflict between//** //the sexes// | //doctors often// **//come into conflict with//** //politicians.// • a prolonged armed struggle //: overseas conflicts.// • an incompatibility between two or more opinions, principles, or interests //: there was a// **//conflict between//** //his business and domestic life.// • Psychology a condition in which a person experiences a clash of opposing wishes or needs. be incompatible or at variance; clash //: parents' and children's interests sometimes conflict | those tournament dates would have// **//conflicted with//** //Memorial Day// | [as adj. ] ( **conflicting**) //there are conflicting accounts of what occurred.// //Source: Dictionary on MacBook Pro Computer//
 * Conflict**
 * noun** |ˈkänˌflikt|
 * verb** |kənˈflikt; ˈkänˌflikt| [ intrans. ]
 * [as adj. ] ( **conflicted**) having or showing confused and mutually inconsistent feelings //: my feelings are so conflicted that I hardly know how to answer.//


 * Conflict Models of Community Developement -** provides a set of principles that from the rationale for mass organizing that focuses on an appeal to the self-interest of residents. The essential factors include


 * Confrontational action** - The use of in you face, often confrontational action, such as a demonstration or strike, in opposition to or support of a cause. Example is an illegal blockade of a road by environmental activists. //(Newman 2006, p225)//

//a // **:** "the quality or state of being aware especially of something within oneself ." (1) //<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">b //<span style="font-family: 'Times New Roman','serif'; font-size: 20px;"> **:** "the state or fact of being [|conscious] of an external object, state, or fact ." (1)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 20px;">Consciousness **

Examples:
 * A person realized a thought.
 * A fact can be stored in the memory of a person.
 * A person realized the situation (social issue)
 * awareness

Reference 1. http://www.merriam-webster.com/dictionary/consciousness

Conscientisation is not a static state that can be attained, then, but rather the continual process of critical reflection and action, ever unfolding through revolutionary action. [|http://webcache.googleusercontent.com/search?q=cache:u6x0-vGBJ4MJ:fcis.oise.utoronto.ca/~daniel_schugurensky/freire/al.html+definition+of+conscientisation&cd=3&hl=en&ct=clnk&gl=ca]
 * Conscientisation ** is the process by which humans become fully aware of [the fact that “man is a being who exists in and with the world”], and are thus able to develop an objective distance from reality, to conduct a critical analysis of that reality, thus creating the conditions for them to act upon and transform that reality. Conscientisation, then, can also be a process of humanization. Freire does not say that gaining critical awareness necessarily leads to positive social action, but at least it is a necessary prerequisite for making that movement; the final aspect of his definition of conscientisation implies action towards the transformation of reality (p. 169) as people use their critical awareness to choose: "Humanization is their utopia, which they announce in denouncing dehumanizing processes." (p. 70).


 * //Conscientization//**- refers to a type of learning which is focused on perceiving and exposing social and political contradictions; it means breaking through prevailing mythologies to reach new levels of awareness - in particular, awareness of oppression; it is an ongoing process by which a learner moves toward critical consciousness. This process is the heart of liberatory education. As Richards notes "It is important to to clarify that **conscientization** occurs through action...it is not a point one comes to prior to being able to act" (Richards, pg. 32).Freire discusses the concept of conscientization as more than simply a psychological process. Conscientization is a dialectical process in the sense that as someone takes action to create political action to transform reality the reality also changes the actor.
 * Conscientization** - The sense of what is right or wrong in one's conduct (Web. Dict. 2nd Ed) This is also referred to as critcal consciousness.

[|Consensus] is defined by Merriam-Webster as, firstly - general agreement and, secondly - group [|solidarity] of [|belief] or sentiment. It has its origin in a [|Latin] word meaning literally to //feel together//.[|[1]]It is used to describe both general agreement and the process of getting to such agreement. Consensus decision-making is thus concerned primarily with that process. (**Consensus decision-making** is a [|group decision making] process that not only seeks the agreement of most participants, but also the resolution or mitigation of minority objections) []


 * //Conservative educational approach//** – It ranges from traditional to technocratic, priority goes to those considered “essential” to the workforce. The goal is to develop effective leadership and pliable citizenry. Proponent for this approach, for example, B.F. Skinner (Arnold et al., p. 23).This approach to education is heavily funded and as a result supports many publications and research groups that embrace the status quo. Although this method tends to trivialize life experiences of the learner it has made one important contribution to adult education, which is its insights into non-verbal and unconscious dimensions of learning. The cooperate world has been able to exploit this knowledge to further their cooperate success.


 * Contingency Approach**:there is no one best way to manage and that to be effective, planning, organizing, leading, and controlling must be tailored to the particular circumstances faced by the group. The reliance on one approach is not efficient at maximizing program impact in the context of multidimensional sociopolitical factors found in most communities. Three factors must be considered- values of the leaders, nature of the problem, the characteristics of the community. To solve certain problems, it requires blending organization structure so that they can permit adaptations.

limitation or restriction, force, obligation, pressure, repression of natural feelings and impulses. Version:1.0 StartHTML:0000000105 EndHTML:0000002973 StartFragment:0000002509 EndFragment:0000002937
 * Constraints-**
 * //Constructivism (constructivist educational approach) -//** an educational approach where the learning is responsible for accomidating and/or assimilating new knowledge with previously learned knowledge and where the learner is actively involvled and specifically responsible for his/her own learning (Winn and Synder, 1996). Relevance to this course would be how it agrees with a Freirean perspective on learning, the opposite of "banking education" where students are not empty vessels waiting to be filled with knowledge. Students come with their own sets of beliefs, previously gained knowledge and experiences that influences educational objectives.
 * Constructive Competition** - teams work together in a learning process manifesting their learning with a certain pride in their achievment as a team. (Vella, pg. 24)


 * Constructivism:** A set of assumptions about the nature of human learning that guide constructivist learning theories and teaching methods. Constructivism values developmentally appropriate, teacher-supported learning that is initiated and directed by the student. Students are challenged to grasp ideas themselves but at the same time, they can depend on the teacher’s knowledge to further their thoughts.

to seek advice or information from; ask guidance from. This is important for CBAE because instructors will at times need to consult with the students to reflect on the learning and education process. Through "consulting", both instructor and students can improve to better enhance the learning process. A good result can be an instructor tailoring to the students' needs.
 * Consult -**


 * Consultative Voice**- a suggestion, provides input. For example, the instructor gathers data from students by asking, observing, and/or researching. (Vella p. 16) and http://www.globalearning.com/voices/2006winter/C&D.htm


 * Consumerism** - social and economic order that is based on the systematic creation and fostering of a desire to purchase goods and services in ever greater amounts.

**//Context://** The environment, setting, framework or interrelated conditions – subjective or objective – that gives something meaning and helps put it perspective. (Source: []. Retrieved July 20, 200

.

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**Contextualized Learning**- In this approach, material is taught in the context in which it would be used in "real life." The underlying assumption is that the context provides meaningfulness to abstract information, making it more concrete and therefore, easier to learn. http://www.nald.ca/adultlearningcourse

**Continuing Education:** Broad spectrum term used to describe enrichment of education. This term is similar to adult education as it generally refers to adult learners. This term describes the continuance of further education from basic literacy to high school completion to degree programs and skill development.http://en.wikipedia.org/wiki/Continuing_education


 * Confrontational action** - The use of in you face, often confrontational action, such as a demonstration or strike, in opposition to or support of a cause. Example is an illegal blockade of a road by environmental activists. //(Newman 2006, p225)//

<span style="color: black; display: block; font-family: verdana,sans-serif; font-size: 9.5pt; line-height: 115%;">Confinements: <span style="color: black; display: block; font-family: arial,sans-serif; font-size: 10pt; line-height: 115%;">the act of confining or the state of being confined, the act of restraining of a person's liberty by confining them. Add on - in this kind of action the people involved are intent on changing policy and procedures within the existing structures, and not with altering the structures themselves (Newman, 2006, p. 225). Are most often very carefully managed, with people being bussed to prearranged meeting points and kept in order by marshals provided by the protesting organizations themselves (Dalton, 1996, p. 68). legitimate actions we can use to participate in the affairs of our communities, our society and our state.
 * Conventional Action -** enables us to participate directly and peaceably in the affairs of our community, society, and state. Example: voting (Newman, 2006, p. 224).


 * Control:** Identified as one of the common organizational elements that characterize most in "Community Based Adult Education" article by Hamilton. Can be defined as <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">to exercise restraint or direction over; dominate; command.


 * //Cooperative learning//** – The programs provide work experience for the student, usually skill-based, within the context of professional education, and are sometimes compensated with money. Generally, cooperative learning internships do not identify the development of civic learning as a learning outcome. These internships emphasize student goals more than community goals, while service-learning is equally attentive to both community and student agendas (Verjee, 2006, p. 4).

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**Core literacy skills/knowledge**- The basic material that all adult literacy programs teach including, reading, writing, spelling, numeracy, communication and technology (the computer). Related terms/concepts include: foundational curriculum, basic skills. < http://www.nald.ca/adultlearningcourse/glossary.htm<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">>

It is a confrontation and/or opposition to existing status quo and its legitimacy in politics, but can also be observed in various other spheres of life, such as history, media, music, etc. http://en.wikipedia.org/wiki/Counterhegemony
 * Corollary** - When used as an adjective, is it forming a proposition that follow from one already proved. //(Mac-book dictionary)// For example, in Vella's **//Twelve Principles for Effect Adult learning//**, she mentions that sequence and reinforcement pave the way to safety. //(Vella, 2002, p. 9)//.
 * Counterhegmony** it is an alternative viewpoint that is still ethical but different from the norm of society in reference to social, economics and politics. It challenges the bourgeous viewpoint.

Country of Origin:
The native country identified by foreign-born learners. <span style="color: black; display: block; font-family: arial,sans-serif; font-size: 10pt; line-height: 115%;">**Coveted:** To feel blameworthy desire for (that which is another's).**Credential** - a recognition of acknowledgment of competency granted by an independent third party. In education, credentials include diplomas, degrees, certificates, and professional qualifications. They are granted upon fulfillment of established minimum requirements.
 * Critical consciousness**, **conscientization**, is a popular education and social concept developed by renowned Brazilian [|pedagogue] and [|educational theorist] [|Paulo Freire] which focuses on achieving an in-depth understanding of the world, allowing for the perception and exposure of social and political contradictions. Critical consciousness also includes taking action against the oppressive elements in one's life that are illuminated by that understanding.(//Wikipedia, The Free Encyclopedia//. 23 Sep 2009, 06:17 UTC. 31 Oct 2009 <[])

NB - Using the concept of praxis, as outlined by Paulo Freire, of stopping and reflecting on one's own experience to become more aware of one's self-identity. It is an ongoing process, never fully achieved (Gadotti, 2001).

In Addition... Critical consciousness involves making connections with the socio-economic contradictions in society. It means looking at reality and recognizing such contradictions as a fact. Such people stop looking at problem as mostly individual accidents but see them more as structural problems. [|stclares.ca/pdfs/The%20Theory%20of%20Paulo%20Freire.pdf]


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Critical consciousness **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When a person is able to reflect on an experience and steps back from the situation, this is their "dialectical relationship between theory and practice or a (reflection and action)", which Paulo Freire calls praxis which is the “involvement in a struggle to bring about change.” (1,p37)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reference: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1.Gadotti, M. (2001). The work of Paulo Freire. In L. Kane, //Popular education and social change in Latin America// (pp. 33-56). London: Latin America Bureau. Total pages 304.


 * Critical Learning** - We engage in this in order to understand what makes us tick. We examine our subjective world. We examine the psychological and cultural histories that make us what we are. In critical learning we solve problems by seeking to identify and analyze what motivates us, what drives us, and what constrains and inhibits us. (Newman, 2006m p.238)

Critical Pedagogy**: An approach to teaching that is intended to enable learners to challenge hegemonic discourses and achieve critical consciousness. It was first introduce by Brazilian educator Paolo Freire (see "Pedagogy of hte Pressed"). Problematizing the socio-political context of learning is considered critical here particular with respect to the imbalance of power and oppression. See "<span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; padding-right: 10px;">[|Critical Pedagogy on the Web] " and "<span style="background-position: 100% 50%; background-repeat: no-repeat; cursor: pointer; padding-right: 10px;">The Freire International Project on Critical Pedagogy **


 * " Critical Pedagogy** considers how education can provide individuals with the tools to better themselves and strengthen democracy, to create a more egalitarian and just society, and thus to deploy education in a process of progressive social change.(http://www.21stcenturyschools.com/Critical-Pedagogy.htm)

Critical social theory is, in contrast, a form of self-reflective knowledge involving both understanding and theoretical explanation to reduce entrapment in systems of domination or dependence, obeying the emancipatory interest in expanding the scope of autonomy and reducing the scope of domination. (Wikipedia)
 * Critical Social Theory**

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">**Critical Thinking/Reflection**- refers to a deep level of engagement in thinking Related terms/concepts include: deep level processing, andragogy, facilitated learning. http://www.nald.ca/adultlearningcourse/ , refers to the claims of truth, rightness and truthfulness that someone makes (whether they know it or not) when speaking to someone else with the intent to reach an understanding. These claims are criticisable because they can be tested and met with a yes/no answer. (Newman, 2006, p.111) - It is an analysis of a writing, which is associated with fault finding and as well negative feedback.
 * Criticisable validity claims - Habermas, 1984**
 * Critique-** an article or essay criticizing a literary or other work; detailed evaluation; review.


 * culture** n. "<span style="color: #000033; font-family: Arial,Helvetica,sans-serif; line-height: normal;">A set of beliefs, practices, rituals, and traditions shared by a group of people with at least one point of common identity (such as their ethnicity, race, or nationality)" <span style="color: #333399; font-family: Tahoma,'Arial Unicode MS',Arial,Helvetica,sans-serif; font-size: 11px; line-height: normal;">A Dictionary of Critical Theory. by Ian Buchanan. Oxford University Press 2010. Oxford Reference Online. Oxford University Press.


 * //Cultural Action for Freedom//** - the expression that Freire uses to designate the educational process in which a group of persons, through dialogue, come to realize the concrete oppressive situation in which they live, the reason for this situatuion,and possible solutions to their problems. (Elias, J & Merriam, S. 2005)
 * Cultural Animation:** identification, activation, dynamisation of particular sphere of cultural experience

As educators, affiliation with an organization involves entry into a subculture. The way organizations operate day-to-day have a code of how things are done. As educators, you have to access the small parts of the organizational culture to work effectively with the organization. Asking questions like, “Do people from a particular organization have any distinctive ways of dressing or talking?” or “Do they seem relaxed or rushed, secure or nervous?” will show the range of dynamics and practices embodied in our organizational identities. In organizational cultures the most important dividing line is between insiders and outsiders. For instance, when we do education work within our own organizations we tend to have a certain dynamic. When an outsider comes in, the dynamic changes. Organizational cultures are reflected by language. For instance, the names of people who conduct education sessions are called teachers in schools, professors in university and instructors in training institutes. Arnold, R., Burke, B., James, C., Martin, D., & Thomas, B. (1991). Chapter One: Popular Education. //In A Popular Education Handbook// (pp. 5-15). Toronto: Between the lines and the Doris Marshall Institute for Education and Change. Total pages 206. ISBN: 0-921284-48-9.
 * Cultural approach**

Through cultural invasion the invaded people lose their own culture because they see reality through the eyes of the invaders. They accept the imposed norms and values and perceive the invaders as superior, and in consequence, themselves as inferior. The invaded persons / group lose their identity. They become powerless. The invasion leaves the oppressed absorbing the culture of the oppressors as part of themselves, which leads to alienation from their own culture. The oppressors do the thinking, which makes the oppressed into objects. stclares.ca/pdfs/The%20Theory%20of%20Paulo%20Freire.pdf
 * Cultural Invasion**

//**Culture Circle**// – where different people should meet to share their different “knowledges” in a common, collective search for understanding in order to change the world
 * Cultural genocide** is a term used to describe the deliberate destruction of the cultural heritage of a people or nation for political, military, religious, ideological, ethnical, or racial reasons.(http://en.wikipedia.org/wiki/Cultural_genocide)


 * Culture of Silence -** relates to a condition or matter which is known to exist, but by tacit communal unspoken consensus is not talked about or acknowledged. Commonly such matters are considered culturally [|shameful] . Taboo subjects may be indirectly discussed via the use of [|politically correct] [|code words], or [|euphemisms].

The following are examples which at various times have been the subject of a culture (or conspiracy) of silence:
 * Acknowledgement of [|war crimes]
 * Breaches of human rights, such as [|vanishing persons] and [|torture]
 * Social conditions - [|gang crime], [|drugs] or other unlawful or disparaged activity. [|Omertà] , the Cosa Nostra ( [|Mafia] ) cultural code of [|Sicily] , is a significant example of an entire culture built upon silence. [|Stop Snitchin'] is a recent example.
 * Personal problems - for example the increasing alcoholism of a significant individual in some context may become the subject of a culture of silence, whereby attention is averted by the relevant group.
 * Conditions considered shameful by the culture at large - for example [|erectile dysfunction] and [|yeast infections]
 * [|Child abuse] in the [|Church] or in [|social services] accommodation.
 * <span style="background-image: none; color: #0645ad; line-height: 1.5em; list-style-type: square; margin: 0.3em 0px 0.5em 1.5em; padding: 0px; text-decoration: none;">[|Affairs]
 * <span style="background-image: none; color: #0645ad; line-height: 1.5em; list-style-type: square; margin: 0.3em 0px 0.5em 1.5em; padding: 0px; text-decoration: none;">[|Institutional Racism]
 * Avoidance of recognition of some problem in order to officially bury (hide) a possible problem and thus avoid accusations, investigations or liability.
 * Between 1972 and 1994, members of the [|Charlestown] community in Massachusetts were unwilling to share information that would facilitate homicide investigations because of their reliance on vigilante justice, fear of retaliation by criminals, and anti-police sentiment according to the Dept. of Justice.<span style="background-image: none; color: #0645ad; font-style: normal; font-weight: normal; line-height: 1em; text-decoration: none; white-space: nowrap;">[|[1]]

A conspiracy of silence in some field, has effects at many levels:
 * Those who are directly suffering, or causing others to suffer, perpetuate their cycle of harm and suffering
 * Those who have suffered have their suffering extended by having their condition ignored or minimized, and are not considered seriously or redressed appropriately
 * Lessons that might be learned for future are not learned

[|http://en.wikipedia.org/wiki/Conspiracy_of_silence_(expression)]

//**Cultural Hegemony**// – A concept, originated by the Italian Marxist philosopher Antonio Gramsci, denoting that a culturally diverse society can be ruled over by one social group. The ideas of this one social group come to be seen as the norm, resulting in the perception that these ideas benefit everyone whilst only benefiting the ruling social group. In education, concepts of cultural hegemony have influenced the development of critical pedagogy.
 * Cultural Identity** is the identity of a group or culture, or of an individual as far as she/she is influenced by her/his belonging to a group or culture. People who feel like they belong to the same culture most often share a common set of values and norms. Cultural self-definition implies a continuous contact between cultures. (http://www.wordiq.com/definition/Cultural_identity)

the practice of promoting, distinguishing, separating, or artificially injecting the [|culture] of one society into another. It is usually the case that the former belongs to a large, economically or militarily powerful nation and the latter belongs to a smaller, less important one. //Cultural imperialism// can take the form of an active, formal policy or a general attitude. A metaphor of colonialism is employed: the cultural products of the [|first world] "invade" the [|third-world] and "conquer" local culture.[|[1]] In the stronger variants of the term, [|world domination] (in a cultural sense) is the explicit goal of the nation-states or corporations that export the culture.[|[1]] The term is usually used in a pejorative sense, usually in conjunction with a call to reject foreign influence. (Wikipedia) Culturally dominated (cultural oppression)- those living under cultural imperialism find themselves defined from the outside and consequently the dominant culture’s stereotyped and inferiorized images of the group must be internalized by group members.
 * //Cultural Imperialism//** – To experience how the dominant meanings of a society render the particular perspective of one’s own group invisible at the same as they stereotype one’s group and mark it out as the Other. It involves universalization of a dominant group’s experience and culture, and its establishment as the norm (Young, p. 58-59).**+**

In addition, **Cultural imperialism** involves the universalization of a dominant groups experience and culture, and its establishment as the norm. Those living under cultural imperialism find themselves defined from the outside, positioned, placed, by a network of dominant meanings they experience as arising from elsewhere, from those with whom they do not identify and who do not identify with them (Young, p.59)
 * Cultural imperialism ** is the domination of one culture over another . The concept of cultural imperialism today [1975] best describes the sum of the processes by which a society is brought into the modern world system and how its dominating stratum is attracted, pressured, forced, and sometimes bribed into shaping social institutions to correspond to, or even promote, the values and structures of the dominating centre of the system. []


 * Cultural invasion:** the invasion of a culture by an outsider who gratuitously tries to help its inhabitants, in reality their victims. []

More simply (amendment), curriculum refers to both the content (the material to be learned), and process of learning (the actions and resources involved in teaching and learning).
 * Cultural Mapping -** Comparing the differences or mapping the functions of groups or organizations, in regards to how groups make decisions, communicate, and govern themselves internally. This cultural mapping functions to aid educators in better understanding the organizational culture they intend to teach (Arnold et al., p. 18).
 * //Curriculum- 1.) a set of courses and their content offered at a school or university. 2.) In a broader sense, the course of experiences that form human beings into persons, encompassing the entire scope of formative experiences in and out of school including experiences that are intentionally directed for the purposeful formation of adult members of society. ([])//**


 * //Critical consciousness//**- is referred to by Freire as the ability to step back from and reflect on experience. However this is never fully achieved but is, rather, an on-going process of becoming. This is what differentiates humans from animals. (Gadotti, M. p.37, 2001); is affected by personality including race, gender, class and able ness (Tisdell et al., p 133)

//**Critical Multiculutralism**// - dealing with power relations and understanding social justice principle with respect to different cultures then one's own. To develop this concept in oneself, one must gain an understanding the positionality of other cultures and be respectful of differences and one's own prejudice (Tisdell et al. 2000).

The term has two quite different meanings with different origins and histories, one originating in social theory and the other in literacy criticism. Though until recently these two meanings had little to do with each other, since the 1970s there has been some overlap between these disciplines. This has led to "critical theory" becoming an umbrella term for an array of theories in English-speaking academia. **//Critical Thinking/Reflection//** - refers to a deep level of engagement in thinking Related terms/concepts include: deep level processing, andragogy, facilitated learning.
 * //Critical theory//** explores the symbiotic relationship between the awareness described in transformational learning and the realm of action (Kollins & Hansman, p. 5).


 * Criticisable Validity Claims** are claims which are criticisable because they can be tested and met with a yes/no answer.

<span style="display: block; font-family: 'times new roman',serif; font-size: 16px; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">(1)
 * //Cultural Relativism//** is the principal of understanding the ways of other cultures and not judging these practices according to one's own cultural ways. Emphasizes the importance of being unbiased and non-judgemental when trying to understanding cultures other than our own