Pub Date : 2021-11-19DOI: 10.1177/07417136211054517
Alexander Gerganov, Petya Ilieva-Trichkova, P. Boyadjieva
The article aims to show that taking into account diverse characteristics of the wider social environment is indispensable for a better understanding of participation in adult education (PAE). It explores the association of corruption as a macro factor with PAE, arguing for an integrated approach to PAE. By using two indexes for corruption at country level Corruption Perception Index and the Index of Public Integrity—and micro-data for adults aged 25–64 from 29 European countries in the Adult Education Survey, 2016, as well as by applying random-effects logit models, this study has demonstrated that a country's higher corruption level is associated with the lower probability of PAE. Our article also reveals that the relationships between individual-level variables such as gender, higher education, social background, and PAE are embedded in a wider social milieu, and corruption is an essential characteristic of that milieu which deepens some of the inequalities in PAE.
{"title":"Corruption-Driven Inequalities in Access to Adult Education","authors":"Alexander Gerganov, Petya Ilieva-Trichkova, P. Boyadjieva","doi":"10.1177/07417136211054517","DOIUrl":"https://doi.org/10.1177/07417136211054517","url":null,"abstract":"The article aims to show that taking into account diverse characteristics of the wider social environment is indispensable for a better understanding of participation in adult education (PAE). It explores the association of corruption as a macro factor with PAE, arguing for an integrated approach to PAE. By using two indexes for corruption at country level Corruption Perception Index and the Index of Public Integrity—and micro-data for adults aged 25–64 from 29 European countries in the Adult Education Survey, 2016, as well as by applying random-effects logit models, this study has demonstrated that a country's higher corruption level is associated with the lower probability of PAE. Our article also reveals that the relationships between individual-level variables such as gender, higher education, social background, and PAE are embedded in a wider social milieu, and corruption is an essential characteristic of that milieu which deepens some of the inequalities in PAE.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"72 1","pages":"339 - 360"},"PeriodicalIF":1.3,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48014215","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 : 2021-11-05DOI: 10.1177/07417136211053368
Anneli Sarja, M. Arvaja
This conceptual article deals with components and concepts of transformative learning, emphasizing the organization-level perspective on critical reflection. The discussion leans on the concept of transformative authorship and it is argued that it enables authoring processes through which professionals can recognize and recreate their routinized work practices. The aim of the research is to explore how professional experiences are integrated with reflexive, theoretical knowledge through critical dialogue. The authoring process of transformative authorship is illustrated with two complementary case studies from postgraduate health care education. In both cases, the learning tasks were designed as constructed objects by various instructional interventions where organizational contradictions or dilemmas were used as an inspiring premise for transformation. Transformative authorship was realized as the professionals’ reflexive awareness of their capacity to influence the intentional variation in their modes of action.
{"title":"Transformative Authorship Through Critical Dialogue: Concepts, Theory, and Practice","authors":"Anneli Sarja, M. Arvaja","doi":"10.1177/07417136211053368","DOIUrl":"https://doi.org/10.1177/07417136211053368","url":null,"abstract":"This conceptual article deals with components and concepts of transformative learning, emphasizing the organization-level perspective on critical reflection. The discussion leans on the concept of transformative authorship and it is argued that it enables authoring processes through which professionals can recognize and recreate their routinized work practices. The aim of the research is to explore how professional experiences are integrated with reflexive, theoretical knowledge through critical dialogue. The authoring process of transformative authorship is illustrated with two complementary case studies from postgraduate health care education. In both cases, the learning tasks were designed as constructed objects by various instructional interventions where organizational contradictions or dilemmas were used as an inspiring premise for transformation. Transformative authorship was realized as the professionals’ reflexive awareness of their capacity to influence the intentional variation in their modes of action.","PeriodicalId":47287,"journal":{"name":"Adult Education Quarterly","volume":"73 1","pages":"40 - 59"},"PeriodicalIF":1.3,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46684473","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 : 2021-11-05DOI: 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}
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