Pub Date : 2021-11-05DOI: 10.1177/07417136211050119
Q. Sun, Haijun Kang
Applying Culture and Appreciative Education lenses, this qualitative study, eliciting detailed descriptions, examines six North American adult and higher education scholars’ lived learning experiences and insights gained from their academic collaborations in and with the East. Our findings indicate that participants hold unique international collaboration experiences with commonalities. Most participants experienced language and cultural barriers in real-time, on-site collaborations that they would not have considered otherwise without these experiences. Many differences made them realize the fundamentals for intercultural collaborations. They consciously learned to reposition with appreciative mindsets and co-construct goals and solutions with counterparts. All participants indicated that transnational contexts enable profound reflective and authentic learning, renewed understandings of cross-cultural sensitivity, and different ways of thinking and doing. This study demonstrates that international collaborations promote adult learning with self-awareness for a new dimension of global learning and cultural competency in the internationalization of adult education.
{"title":"Learning Through Academic Collaborations In/With the East: North American Adult Education Scholars’ Insights","authors":"Q. Sun, Haijun Kang","doi":"10.1177/07417136211050119","DOIUrl":"https://doi.org/10.1177/07417136211050119","url":null,"abstract":"Applying Culture and Appreciative Education lenses, this qualitative study, eliciting detailed descriptions, examines six North American adult and higher education scholars’ lived learning experiences and insights gained from their academic collaborations in and with the East. Our findings indicate that participants hold unique international collaboration experiences with commonalities. Most participants experienced language and cultural barriers in real-time, on-site collaborations that they would not have considered otherwise without these experiences. Many differences made them realize the fundamentals for intercultural collaborations. They consciously learned to reposition with appreciative mindsets and co-construct goals and solutions with counterparts. All participants indicated that transnational contexts enable profound reflective and authentic learning, renewed understandings of cross-cultural sensitivity, and different ways of thinking and doing. This study demonstrates that international collaborations promote adult learning with self-awareness for a new dimension of global learning and cultural competency in the internationalization of adult education.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"3 - 23"},"PeriodicalIF":1.3,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49431385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-19DOI: 10.1177/07417136211044154
M. Kastner, Ricarda Motschilnig
This article argues for the beneficial interconnectedness of adult basic education as an educational practice, community-based participatory research as a methodological approach, and the framework of transformative learning, for exploring and theorizing about adult learning and education. It is elaborated that these three approaches are connected by shared core values that counter the dominant economistic discourse on adult basic education. A community-based participatory research project, comprising researchers with an adult basic education learners’ background, adult basic education practitioners, and the two authors as university-based researchers, serves as a local empirical example. Selected data from the research process illustrate how these three approaches complement each other and can show their inherent potential. Together, these three approaches establish a democratic space of learning and thus act as a resource of hope for education and research aimed at (self-) empowerment, emancipation, participation, and collective action toward humanization, democratization, and social justice.
{"title":"Interconnectedness of Adult Basic Education, Community-Based Participatory Research, and Transformative Learning","authors":"M. Kastner, Ricarda Motschilnig","doi":"10.1177/07417136211044154","DOIUrl":"https://doi.org/10.1177/07417136211044154","url":null,"abstract":"This article argues for the beneficial interconnectedness of adult basic education as an educational practice, community-based participatory research as a methodological approach, and the framework of transformative learning, for exploring and theorizing about adult learning and education. It is elaborated that these three approaches are connected by shared core values that counter the dominant economistic discourse on adult basic education. A community-based participatory research project, comprising researchers with an adult basic education learners’ background, adult basic education practitioners, and the two authors as university-based researchers, serves as a local empirical example. Selected data from the research process illustrate how these three approaches complement each other and can show their inherent potential. Together, these three approaches establish a democratic space of learning and thus act as a resource of hope for education and research aimed at (self-) empowerment, emancipation, participation, and collective action toward humanization, democratization, and social justice.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"223 - 241"},"PeriodicalIF":1.3,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45715747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-16DOI: 10.1177/07417136211044509
T. Yamashita, Jing Zhang, Na Sun, P. Cummins
Despite increasing demand in distance education, relatively little is known about the demographic and socioeconomic characteristics as well as basic skill levels of adult distance education participants at the national level in the US. This study analyzed the US data from the 2012/2014 and 2017 Program for International Assessment of Adult Competencies (PIAAC) to identify baseline determinants of nonformal (i.e., not for a formal credential or degree) distance education among adults aged between 25 and 65 years old. Results showed that higher educational attainment, employment, literacy skills, and digital problem-solving skills were positively associated with nonformal distance education participation. As recent distance education is provided predominantly through the internet and digital device, digital skills may be of particular concern. These identified determinants should be reflected in policy interventions to close education gaps. Additionally, the findings of this study are useful for future research that focuses on psychological and behavioral factors.
{"title":"Sociodemographic and Socioeconomic Characteristics, and Basic Skills of the Nonformal Distance Education Participants Among Adults in the US","authors":"T. Yamashita, Jing Zhang, Na Sun, P. Cummins","doi":"10.1177/07417136211044509","DOIUrl":"https://doi.org/10.1177/07417136211044509","url":null,"abstract":"Despite increasing demand in distance education, relatively little is known about the demographic and socioeconomic characteristics as well as basic skill levels of adult distance education participants at the national level in the US. This study analyzed the US data from the 2012/2014 and 2017 Program for International Assessment of Adult Competencies (PIAAC) to identify baseline determinants of nonformal (i.e., not for a formal credential or degree) distance education among adults aged between 25 and 65 years old. Results showed that higher educational attainment, employment, literacy skills, and digital problem-solving skills were positively associated with nonformal distance education participation. As recent distance education is provided predominantly through the internet and digital device, digital skills may be of particular concern. These identified determinants should be reflected in policy interventions to close education gaps. Additionally, the findings of this study are useful for future research that focuses on psychological and behavioral factors.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"242 - 261"},"PeriodicalIF":1.3,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41957489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-14DOI: 10.1177/07417136211046960
Claudia Schuchart, Benjamin Schimke
Second chance education (SCE) has been established to offer adults the opportunity to catch up on higher qualifications, for instance the eligibility to study. SCE often suffers from high dropout rates, but little is known about the reasons. This article investigates whether dropout rates depend on family background and age, and if so, why. Data from 3278 students at an institution of SCE in Germany who entered this institution between 2000 and 2016 are analysed using logistic path modelling. The results show that the higher dropout probability of socially disadvantaged students can be traced back completely to poorer academic performance in SCE, partly associated with an unfavourable previous school career. Older students are – irrespective of their family background and despite a better academic performance – more likely to drop out than younger students. If SCE aims to reduce these dropout risks, strategies should vary for different groups of students.
{"title":"Age and Social Background as Predictors of Dropout in Second Chance Education in Germany","authors":"Claudia Schuchart, Benjamin Schimke","doi":"10.1177/07417136211046960","DOIUrl":"https://doi.org/10.1177/07417136211046960","url":null,"abstract":"Second chance education (SCE) has been established to offer adults the opportunity to catch up on higher qualifications, for instance the eligibility to study. SCE often suffers from high dropout rates, but little is known about the reasons. This article investigates whether dropout rates depend on family background and age, and if so, why. Data from 3278 students at an institution of SCE in Germany who entered this institution between 2000 and 2016 are analysed using logistic path modelling. The results show that the higher dropout probability of socially disadvantaged students can be traced back completely to poorer academic performance in SCE, partly associated with an unfavourable previous school career. Older students are – irrespective of their family background and despite a better academic performance – more likely to drop out than younger students. If SCE aims to reduce these dropout risks, strategies should vary for different groups of students.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"308 - 328"},"PeriodicalIF":1.3,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48495191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-06DOI: 10.1177/0741713621Q996236
Annette Rasmussen, Elisabeth Lauridsen Lolle
The purpose of this paper is to examine how adult education institutions have developed in close connection with the Danish welfare state and how structural reforms since the 1990s have changed the institutional structure and impacted accessibility. This involves analyses of the main functions linked to the different types of adult education institutions (VUCs) in Denmark and their development in relation to welfare state policies in the first instance and to globalization and competition state policies in the second. Thus, the paper provides a historical outline of the development of adult education institutions in two main areas, a vocational and a general, followed by an analysis of selected policy documents on structural reforms. Focusing on the reforms of 2000, 2007, and 2018, the analysis identifies external and internal limitations to accessing general adult education. In conclusion, the market orientation of the VUC entails limitations to both external and internal accessibility.
{"title":"Accessibility of General Adult Education An Analysis of the Restructuring of Adult Education Governance in Denmark","authors":"Annette Rasmussen, Elisabeth Lauridsen Lolle","doi":"10.1177/0741713621Q996236","DOIUrl":"https://doi.org/10.1177/0741713621Q996236","url":null,"abstract":"The purpose of this paper is to examine how adult education institutions have developed in close connection with the Danish welfare state and how structural reforms since the 1990s have changed the institutional structure and impacted accessibility. This involves analyses of the main functions linked to the different types of adult education institutions (VUCs) in Denmark and their development in relation to welfare state policies in the first instance and to globalization and competition state policies in the second. Thus, the paper provides a historical outline of the development of adult education institutions in two main areas, a vocational and a general, followed by an analysis of selected policy documents on structural reforms. Focusing on the reforms of 2000, 2007, and 2018, the analysis identifies external and internal limitations to accessing general adult education. In conclusion, the market orientation of the VUC entails limitations to both external and internal accessibility.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"24 - 41"},"PeriodicalIF":1.3,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45947637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-05DOI: 10.1177/07417136211031526
Sarah M. Ray
{"title":"Book Review: Transformational Learning in Community Colleges: Charting a Course for Academic and Personal Success by Hoggan, C. D., & Browning, B.","authors":"Sarah M. Ray","doi":"10.1177/07417136211031526","DOIUrl":"https://doi.org/10.1177/07417136211031526","url":null,"abstract":"","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44685100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-05DOI: 10.1177/07417136211031524
Sara Carpenter
The Ideological Condition is an undertaking of considerable breadth and depth and a collection of nuanced importance to the field of adult education. I read this edited collection already aware that Bannerji's feminist, anti-racist, and Marxist interventions in sociology, history, and philosophy address several conceptual challenges in the field of critical adult education, particularly concerning our use of concepts such as ideology, consciousness, and praxis. I encourage any student of critical, Marxian, feminist, or anti-racist approaches in the field to make a careful study of her work. This text is an extensive collection of Bannerji's published work. At almost 800 pages, the book includes some of her more incisive and critical interventions in feminist, anti-racist, and Marxist theory. The thirty-one essays collected in the text are organized in 6 sections, spanning questions of ontology, history, subjectivity, nation/nationalism, gender, culture, community, and decolonization. There are several pieces here that, when read in chorus with one another, build for the reader an intricate reading across and between these organizing categories. For example, her seminal essay ‘Building from Marx: Reflections on ‘Race,’ Gender and Class,” could easily span each of these sections. This is the richness of Bannerji's writing, demonstrating a profoundly sophisticated reading of Marx and a recognition of both historical materialism's limits and possibilities for explaining the complex and differentiated conditions of life within capitalism. A further strength of her work is her ability to read other key texts through the methodological insights of Marx, thus challenging, strengthening, and deepening emergent theoretical debates. Critical adult education contends with several central philosophical challenges. We have different theoretical frameworks that help us to think through questions in our field that can concisely be understood as: First, what constitutes the social reality and relations in which we live? Where do these relations come from or how have they emerged? Second, how can we ‘know’ these realities and how can we support others to ‘know’ them as well? Third, how can we transform these relations and how do we articulate the vision and process of these transformations? These are complex and interrelated ontological, epistemological, political, ideological, and pedagogical problems, which Bannerji's work is uniquely positioned to address. Critical adult educators have built Book Reviews
{"title":"Book Review: The Ideological Condition: Selected Essays on History, Race, and Gender by Bannerji, H.","authors":"Sara Carpenter","doi":"10.1177/07417136211031524","DOIUrl":"https://doi.org/10.1177/07417136211031524","url":null,"abstract":"The Ideological Condition is an undertaking of considerable breadth and depth and a collection of nuanced importance to the field of adult education. I read this edited collection already aware that Bannerji's feminist, anti-racist, and Marxist interventions in sociology, history, and philosophy address several conceptual challenges in the field of critical adult education, particularly concerning our use of concepts such as ideology, consciousness, and praxis. I encourage any student of critical, Marxian, feminist, or anti-racist approaches in the field to make a careful study of her work. This text is an extensive collection of Bannerji's published work. At almost 800 pages, the book includes some of her more incisive and critical interventions in feminist, anti-racist, and Marxist theory. The thirty-one essays collected in the text are organized in 6 sections, spanning questions of ontology, history, subjectivity, nation/nationalism, gender, culture, community, and decolonization. There are several pieces here that, when read in chorus with one another, build for the reader an intricate reading across and between these organizing categories. For example, her seminal essay ‘Building from Marx: Reflections on ‘Race,’ Gender and Class,” could easily span each of these sections. This is the richness of Bannerji's writing, demonstrating a profoundly sophisticated reading of Marx and a recognition of both historical materialism's limits and possibilities for explaining the complex and differentiated conditions of life within capitalism. A further strength of her work is her ability to read other key texts through the methodological insights of Marx, thus challenging, strengthening, and deepening emergent theoretical debates. Critical adult education contends with several central philosophical challenges. We have different theoretical frameworks that help us to think through questions in our field that can concisely be understood as: First, what constitutes the social reality and relations in which we live? Where do these relations come from or how have they emerged? Second, how can we ‘know’ these realities and how can we support others to ‘know’ them as well? Third, how can we transform these relations and how do we articulate the vision and process of these transformations? These are complex and interrelated ontological, epistemological, political, ideological, and pedagogical problems, which Bannerji's work is uniquely positioned to address. Critical adult educators have built Book Reviews","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"110 - 111"},"PeriodicalIF":1.3,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65282337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-05DOI: 10.1177/07417136211048904
A. Belzer
more mindful of their practitioner audience. The two new chapters likely represent critical additions to this edition. As key concepts in adult education practice, diversity and inclusion ought to be discussed in any book which aspires to be a primer in the field, because, as stated in the book, “the field of adult education can play a major role in promoting human freedoms” and should appreciate, celebrate, and support diversity and inclusion (p. 211). To that end, it is commendable that the authors discuss the characteristics of an inclusive adult education classroom and the considerations for facilitating learning in such an environment through the lens of the andragogical process model. The authors also argue that andragogy is a useful model for planning and facilitating adult learning online. In addition to the existent, theoretical/conceptual chapter on computer-based instruction for adults, in this edition, the authors offer practical recommendations for facilitating adult learning in an online environment based on the six core adult learning principles. However, the authors do not specifically discuss the digital and technological competences needed to participate in online adult learning but focus on the learning process/activities. The basis of these strategies lies in the assumption that both the educator and the adult learner would be sufficiently technologically literate to design/participate in online learning experiences. As such, this seems to be an area for potential growth with future editions. Overall, the ninth edition of The Adult Learner discusses foundational as well as current issues in adult learning and human resource development, keeping the content relevant and beneficial to a diverse audience. Unlike its predecessor, whose target audience seems to have been graduate students, this edition comes true to its promise of offering valuable content to both students and practitioners. This is most notable in the revisions to the structure to highlight a section on tools and resources for implementing andragogy, as well as practical advice and recommendations included in the chapters in part three. It should be noted that practitioners who will find the content of this book most useful are those who work in formal settings. While some of the content may be adapted for use in less structured contexts, readers should note that this seems not to have been the environment that the authors had in mind. Regardless, no scholar or practitioner should delve into adult learning theory and practice without reading this contemporary classic.
{"title":"Book Reviews: Beyond Economic Interests: Critical Perspectives on Adult Literacy and Numeracy in a Globalized World by Yasukawa, K., & Black, S.","authors":"A. Belzer","doi":"10.1177/07417136211048904","DOIUrl":"https://doi.org/10.1177/07417136211048904","url":null,"abstract":"more mindful of their practitioner audience. The two new chapters likely represent critical additions to this edition. As key concepts in adult education practice, diversity and inclusion ought to be discussed in any book which aspires to be a primer in the field, because, as stated in the book, “the field of adult education can play a major role in promoting human freedoms” and should appreciate, celebrate, and support diversity and inclusion (p. 211). To that end, it is commendable that the authors discuss the characteristics of an inclusive adult education classroom and the considerations for facilitating learning in such an environment through the lens of the andragogical process model. The authors also argue that andragogy is a useful model for planning and facilitating adult learning online. In addition to the existent, theoretical/conceptual chapter on computer-based instruction for adults, in this edition, the authors offer practical recommendations for facilitating adult learning in an online environment based on the six core adult learning principles. However, the authors do not specifically discuss the digital and technological competences needed to participate in online adult learning but focus on the learning process/activities. The basis of these strategies lies in the assumption that both the educator and the adult learner would be sufficiently technologically literate to design/participate in online learning experiences. As such, this seems to be an area for potential growth with future editions. Overall, the ninth edition of The Adult Learner discusses foundational as well as current issues in adult learning and human resource development, keeping the content relevant and beneficial to a diverse audience. Unlike its predecessor, whose target audience seems to have been graduate students, this edition comes true to its promise of offering valuable content to both students and practitioners. This is most notable in the revisions to the structure to highlight a section on tools and resources for implementing andragogy, as well as practical advice and recommendations included in the chapters in part three. It should be noted that practitioners who will find the content of this book most useful are those who work in formal settings. While some of the content may be adapted for use in less structured contexts, readers should note that this seems not to have been the environment that the authors had in mind. Regardless, no scholar or practitioner should delve into adult learning theory and practice without reading this contemporary classic.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"217 - 219"},"PeriodicalIF":1.3,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41519536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-05DOI: 10.1177/07417136211031527
J. Cossa
intellectual traditions all premised on the historical necessity of social change. But dealing with each of these questions, and the relations between them, requires that we contend with ideology, thus our theorization of this concept is crucial. A key contribution of Bannerji's work to adult education is to focus our attention not simply on the circulation or ‘consumption’ of ideology, but its production. Much as Marx asks us to move beyond the appearance of capitalism as the process of circulation and exchange and into the ‘hidden abode’ of production, Bannerji asks the same of us in discerning the ‘ideological condition’ of capitalist social relations. The production of ideology and specifically how ideology is produced, and reproduced, within human social relations in her key concerns. This focus allows her to embrace a praxis that is not oriented to only what we say and think, that is to consciousness, but to what we do and how we consciously live. In changing social relations, then, we can imagine how changes in consciousness may emerge, echoing Paula Allman's insistence on critical education as a revolutionary praxis generating pedagogical ‘glimpses’ of transformed social relations. Bannerji's work to elucidate the ideological condition of capitalist social relations emerges through her detailed engagement with social relations of racism, patriarchy, caste, class, and colonialism. Each chapter in this collection takes history, culture, and experience as starting points to unearth the production process of ideologies of social difference and their historical role in the development and expansion of capitalism. In this career spanning work, Bannerji demonstrates an unrelenting pursuit of what she terms the ‘false universalism’ of bourgeois liberal interests. This interrogation leads her towards generative critical engagements with ideas of multiculturalism and nationalism, coloniality and subaltern studies, the limits of capitalist democracy, and the politics of decolonization. A particularly critical intervention that spans across these chapters is Bannerji's theorization of culture as a crucial material site of study, intervention, and transformation. As an anti-racist and feminist Marxist scholar of profound depth, she fundamentally deepens and renews many aspects of critical, feminist, anti-racist, and Marxist theory that are necessary for the current and coming struggles for human emancipation in our world.
{"title":"Book Review: Popular Education in Timor-lest: Past and Present Experience by S. P. Urban, A. B. Da Silva, & I. V. Lisingen","authors":"J. Cossa","doi":"10.1177/07417136211031527","DOIUrl":"https://doi.org/10.1177/07417136211031527","url":null,"abstract":"intellectual traditions all premised on the historical necessity of social change. But dealing with each of these questions, and the relations between them, requires that we contend with ideology, thus our theorization of this concept is crucial. A key contribution of Bannerji's work to adult education is to focus our attention not simply on the circulation or ‘consumption’ of ideology, but its production. Much as Marx asks us to move beyond the appearance of capitalism as the process of circulation and exchange and into the ‘hidden abode’ of production, Bannerji asks the same of us in discerning the ‘ideological condition’ of capitalist social relations. The production of ideology and specifically how ideology is produced, and reproduced, within human social relations in her key concerns. This focus allows her to embrace a praxis that is not oriented to only what we say and think, that is to consciousness, but to what we do and how we consciously live. In changing social relations, then, we can imagine how changes in consciousness may emerge, echoing Paula Allman's insistence on critical education as a revolutionary praxis generating pedagogical ‘glimpses’ of transformed social relations. Bannerji's work to elucidate the ideological condition of capitalist social relations emerges through her detailed engagement with social relations of racism, patriarchy, caste, class, and colonialism. Each chapter in this collection takes history, culture, and experience as starting points to unearth the production process of ideologies of social difference and their historical role in the development and expansion of capitalism. In this career spanning work, Bannerji demonstrates an unrelenting pursuit of what she terms the ‘false universalism’ of bourgeois liberal interests. This interrogation leads her towards generative critical engagements with ideas of multiculturalism and nationalism, coloniality and subaltern studies, the limits of capitalist democracy, and the politics of decolonization. A particularly critical intervention that spans across these chapters is Bannerji's theorization of culture as a crucial material site of study, intervention, and transformation. As an anti-racist and feminist Marxist scholar of profound depth, she fundamentally deepens and renews many aspects of critical, feminist, anti-racist, and Marxist theory that are necessary for the current and coming struggles for human emancipation in our world.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"111 - 113"},"PeriodicalIF":1.3,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47675790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.1177/07417136211044728
J. Zarestky, Lauren Vilen, Rachel A. Short, Rhonda Struminger, A. Michelle Lawing
An understanding of science concepts is important for living in modern society. Supporting adults’ science learning can be particularly challenging because most adults no longer attend formal educational institutions where access and opportunities are facilitated by teachers and school-sponsored programs. Biological field stations (BFSs) are a newly recognized educational venue that hold considerable intrinsic value for adult science education. In this study, we conducted a survey of 223 U.S. BFSs about their nonformal and informal educational outreach programs for adults. Results show BFSs offer a wide variety of science learning programs for adults, focused heavily on experiential learning to engage learners. These experiences promote interactions with the natural environment and are perceived to increase participants’ knowledge and skills. This study has implications for how adult educators can better support the professional development of science educators at BFSs and enrich the general public's science learning.
{"title":"Adult Education at Biological Field Stations: Building Capacity for Science Learning","authors":"J. Zarestky, Lauren Vilen, Rachel A. Short, Rhonda Struminger, A. Michelle Lawing","doi":"10.1177/07417136211044728","DOIUrl":"https://doi.org/10.1177/07417136211044728","url":null,"abstract":"An understanding of science concepts is important for living in modern society. Supporting adults’ science learning can be particularly challenging because most adults no longer attend formal educational institutions where access and opportunities are facilitated by teachers and school-sponsored programs. Biological field stations (BFSs) are a newly recognized educational venue that hold considerable intrinsic value for adult science education. In this study, we conducted a survey of 223 U.S. BFSs about their nonformal and informal educational outreach programs for adults. Results show BFSs offer a wide variety of science learning programs for adults, focused heavily on experiential learning to engage learners. These experiences promote interactions with the natural environment and are perceived to increase participants’ knowledge and skills. This study has implications for how adult educators can better support the professional development of science educators at BFSs and enrich the general public's science learning.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"284 - 307"},"PeriodicalIF":1.3,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47148247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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