key: cord-0064594-bu4cgr86
authors: Smith, M Cecil; Bohonos, Jeremy; Patterson, Margaret
title: Adult and Continuing Education and Human Resource Development: Responses to the COVID‐19 Pandemic
date: 2021-05-29
journal: nan
DOI: 10.1002/nha3.20310
sha: 6328b92c3c5bd74a88ce7bf201c50d911b83c9f3
doc_id: 64594
cord_uid: bu4cgr86

nan

The articles published here illustrate the diverse ways in which individuals, schools, agencies, and institutions have responded as the dangers of COVID-19 became apparent in the early weeks and months of 2020. We are pleased to present several papers that address a variety of responses to the pandemic from those working, participating, and learning in adult education, continuing education, and human resource development.

Robin Grenier describes a new form of learning--which she terms "cabin fever learning"-that arises out of frustration and boredom in response to social isolation, in contrast to learning that is motivated by curiosity, need, or external demands. As individuals and families isolated themselves and quarantined in response to community-wide shutdowns, the closure of business and schools, and in response to the fear of being exposed to the deadly virus, it became essential for people to find ways to keep themselves not merely occupied, but intellectually and social engaged-if from a safe social distance-for their mental health and emotional well-being. Grenier argues that cabin fever learning blurs the lines between self-directed, intentional learning and that which is spontaneous and incidental and is a response to boredom and isolation. Grenier speculates on the role of adult educators with regard to individuals' participation in cabin fever learning.

There has undoubtedly been a great deal of information and misinformation in print and online pertaining to the pandemic and how one can remain safe and healthy. In the U.S., a significant portion of the adult population has low literacy skills which may affect these adults' abilities to read and understand text information that is critical to keeping themselves and their family members healthy. Iris Feinberg provides a perspective that examines the link between adult education and health literacy as a critical component to the health outcomes of adults with low literacy.

The manner in which immigrants integrate into society in their adoptive countries has become increasingly complex during the pandemic, as the usual ways in which people are able to interact and share knowledge and resources has been dramatically altered. One result, according to Marianne Barker, is that migrants have experienced greater levels of discrimination and inequality--adding to existing tensions and potential for loss-since the onset of the pandemic. Drawing upon intersectional theory (Christensen, 2009; Davis, 2008) to understand immigrants' experiences of discrimination, Barker provides a set of five recommendations that, if adopted, could improve the experiences of migrants during the COVID-19 crisis.

COVID-19 has wreaked havoc on businesses and industries worldwide, as companies had to rapidly shift to new worker arrangements, business models, and customer service systems. In numerous industries, workers have been forced from jobs due to closures (e.g., restaurants, bars, sports venues) or have been exposed to the virus because of close working conditions (e.g., meat packing, nursing homes). Other workers have been able to continue their jobs remotely and virtually, carrying out their job responsibilities in the relative safety of their homes. For persons preparing for new jobs and careers, particularly college students, internships have been a traditional way to gain experience. Virtual internships have provided some continuity of experience for these students, particularly non-traditional students. Eric Feldman provides a perspective on the ways that COVID-19 has shaped the availability and forms of these virtual internships.

Kristin Frady examines the ways in which the "middle skill workforce" has been affected by COVID-19 through an examination of a myriad of source materials, including news articles, industry reports, and congressional publications over the first six months of 2020. Her thematic content analysis of the literature was conducted to draw out recommendations that can lead to improved work outcomes and career sustainability for middle skills workers affected by the pandemic. There are several implications of Frady's work for education, organizations, communities, and the workforce in better positioning a resilient workforce of middle skill workers for future jobs.

Cory Wicker describes an integrative model, in his Perspectives in HRD article, that is drawn from work by the Centers for Disease Control and Prevention (n.d.) and James and Wooten (2005) . The described leadership competencies model is intended to inform and guide human resource development specialists as they develop content and tools to prepare leaders in confronting, managing, and leading during times of crisis, such as the current COVID-19 pandemic.

Holley Linkous provides a perspective on the role of individuals' self-care in response to COVID-19's threat to health and well-being. Through the perspective of adult learning, Linkous describes three self-care activities-avoiding overexposure to daily news and social media; educating oneself about the pandemic and ways to stay safe; and, finding practical ways to relax and stay healthy, such as through the applications of mindfulness techniques. Adult educators can play a vital role in supporting individuals' efforts to engage in these kinds of self-care activities. This special issue thus pulls together the many and diverse ways that adults have reacted to the pandemic, including boredom, curiosity, and altered attitudes. The issue also tackles how people cope, how they understand health and well-being, and how they practice self-care in an era of great stress and suffering. Broader social challenges include discrimination toward and inequality impacting migrants. Across the career spectrum--from internships to middle-skill employees--adult learners have adjusted and adapted. Technological tools provide support for communication and learning, but also frustration and fatigue--inevitable outcomes of adapting to rapidly altered living conditions. As the journey continues on the uneven path that is the COVID-19 pandemic, these papers provide fresh perspectives, engaging insights, and potentially new solutions for adult education.

We would like to thank all of the authors who submitted papers in response to our Call for Manuscripts. The initial response was overwhelming and, as a result, we could not fit all of the quality submissions into a single themed issue. All papers submitted in response to our call for research around COVID-19 that are still in the revision process remain under full consideration for subsequent publication in this journal.

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