Voices from the field: State Directors: "Equipped for the Future is the right thing to do at this point in the history of adult education."

1997 ◽  
Author(s):  
Lennox McLendon
Keyword(s):  
Adult Education ◽  
Field State ◽  
The Future ◽  
State Directors ◽  
History Of ◽  
The Right ◽  
History Of Adult Education

Social Justice and Adult Education

2014 ◽  
pp. 143-153 ◽  
Author(s):  
Marianne Robin Russo
Keyword(s):  
Social Justice ◽  
Public Opinion ◽  
Adult Education ◽  
Teaching And Learning ◽  
Social Roles ◽  
Adult Educators ◽  
History Of ◽  
Current Context ◽  
Class Hegemony ◽  
History Of Adult Education

It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton's philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.

scholarly journals The development of adult education in the Victoria University College district following the Adult education acts of 1938 and 1947 : an essay towards a history

2021 ◽  
Author(s):  
◽  
John Gilwell Mclevie
Keyword(s):  
Adult Education ◽  
Home Office ◽  
University College ◽  
History Of ◽  
Historical Themes ◽  
History Of Adult Education

This thesis does not seek to trace the full history of Adult Education in the Victoria University College District. Although such a history would be of value to those concerned with Adult Education, its size would be beyond the scope of this thesis. It will seek to show the broader influences of the 1938 and 1947 Adult Education Acts, as they have affected the development of Adult Education within the Victoria University College District. This will involve a discussion of many historical themes, but it will concentrate largely on the organisational and administrative aspects which have sought to give to Adult Education an identity of its own, whilst setting it in the pattern of life-long education linked with school, home, office, farm and factory.

scholarly journals In search of identity: Adult education in Bosnia and Herzegovina between the socialist legacy and neoliberal tendencies

2018 ◽  
Vol 24 (4) ◽  
pp. 37-52
Author(s):  
Amina Isanović Hadziomerović
Keyword(s):  
Adult Education ◽  
Critical Discourse Analysis ◽  
Bosnia And Herzegovina ◽  
Critical Discourse ◽  
Private Institutions ◽  
The European Union ◽  
History Of ◽  
The One ◽  
Historical Accounts ◽  
History Of Adult Education

The paper presents an analysis of the key processes in the field of adult education in Bosnia and Herzegovina (BiH) referring to its socialist past and current tendencies dominantly motivated by the country’s aspiration towards accession to the European Union (EU). Any effort to offer a systematic overview of the history of adult education in BiH faces ambiguity and a lack of systematic data. Unlike other parts of the education system where historical accounts are to a certain extent preserved and subject to scholarly studies and investigations, adult education in BiH seems to be a field without a documented past. Based on critical discourse analysis, the paper intends to unravel the intricate socio-political texture that has shaped the key themes in adult education both in the country’s socialist past and its democratic present. The results of the analysis indicate several quite clear patterns: (a) the ambiguous treatment of the socialist past, from romanticising to annihilating its achievements and arrangements; (b) the rise of private institutions in adult education in the post-socialist period and the diversification of the education on offer; and (c) tensions between aspirations towards global and European trends on the one hand and insistence on localisation in terms of shaping adult education policy on the other.  

scholarly journals Thinking the future of work through the history of right to work claims

2019 ◽  
Vol 46 (8) ◽  
pp. 942-960
Author(s):  
Pablo Scotto
Keyword(s):  
French Revolution ◽  
Sustainable Society ◽  
Future Of Work ◽  
Historical Significance ◽  
The Past ◽  
Right To Work ◽  
Legal Texts ◽  
The Future ◽  
History Of ◽  
The Right

The wide presence of the right to work in national and international legal texts contrasts with a lack of agreement about the concrete content of this right. According to the hegemonic interpretation, it consists of two elements: (a) extension of wage labour and (b) significant improvement of working conditions. However, if we study the history of right to work claims, especially from the French Revolution to 1848, we can notice that the meaning of this right was rather wider in the past. Rescuing the historical significance of the right to work may help to face the problem of the future of work. In particular, and unlike what might seem at first sight, the claim that everyone should have his or her right to work guaranteed can be a way of articulating and concretizing issues such as workplace democracy, the organization of domestic work or the transition to a sustainable society.

The Role of Information Communication Technologies in Enriching Adult Education Theory Building

2010 ◽  
pp. 1-16
Author(s):  
Judith Parker
Keyword(s):  
Adult Education ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Theory Building ◽  
Jack Mezirow ◽  
Education Theory ◽  
History Of ◽  
History Of Adult Education ◽  
The Impact

Communication technology has influenced every aspect of our personal and professional lives. Yet, much of the literature on this influence focuses on the impact it has had on our actions and on the practice of teaching and learning. Little has addressed the impact of communication technology on the theory building in the field of adult education. How has it influenced the movement forward of the field itself? How has it changed the communication among professionals and between professionals and students? It has been almost 100 years since Adult Education made its entry into the arena of professions and fields of study. In recent decades, Malcolm Knowles is credited with popularizing adult learning theory, yet Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward. Along with this progression in theory, the utilization and sophistication of communication technology has escalated. This chapter will focus on the influence of communication technology throughout this history of adult education, particularly its influence on communities of learning and communities of practice for the experienced and the emerging adult educational professional and how it might enrich the future of the profession.

Historical Evolution of Adult Education in America

2014 ◽  
pp. 1-15
Author(s):  
Terry Liddell
Keyword(s):  
World War Ii ◽  
Adult Education ◽  
Community Development ◽  
The United States ◽  
Reciprocal Relationship ◽  
African Countries ◽  
The Social ◽  
History Of ◽  
History Of Adult Education

This chapter focuses on the history of adult education in the United States, but the implication is that the formation of the field is dependent upon the social, economic, and political needs, resources, and priorities of a given time and place. This is true anywhere in the world as was demonstrated in modern history such as the role of adult education in the post- World War II reconstruction in Europe and Japan, or more recently, in Southern Africa with the dramatic changes after the fall of apartheid (officially in South Africa and symbolically in other countries). For example, in the past ten years, universities in Southern African countries have consolidated Departments of Adult Education with Departments of Community Development in recognition of the symbiotic and reciprocal relationship between the two fields of study during this time of reconstruction of inclusive participatory democracy. The role of various institutions and the influence on the direction and resources for adult education are explored. The role of change and acculturation is also visited.

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