By Ian Bryant, Rennie Johnston, Visit Amazon's Robin Usher Page, search results, Learn about Author Central, Robin Usher,
This ebook bargains a few feedback as to methods ahead from this drawback. Drawing at the new highbrow frameworks of severe pedagogy, feminism and postmodernism and their impression upon academic idea, perform and learn, the booklet specializes in the altering contexts of grownup schooling. through construction at the proposal of going past the bounds of yes present grownup schooling orthodoxies, the authors try and offer choices for perform. the ultimate 3 chapters care for study, concentrating on a serious macro-analysis of mainstream paradigms, a assessment of other ways, and a extra micro-analysis centering at the position of the socially-located self within the study procedure.
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Schooling coverage isn't really designed to dispose of race inequality yet to maintain it at possible degrees. this is often the inescapable end of the 1st significant learn of the English schooling process utilizing ‘critical race theory’. David Gillborn has been defined as Britain’s ‘most influential race theorist in education’.
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Extra info for Adult Education and the Postmodern Challenge: Learning Beyond the Limits
In particular, we need to understand the significance of the cultural meanings of consumer behaviour, the role that consumer choices have in certain social practices where meanings and identity are developed. In general terms, this is an argument for locating adult learning within a socio-cultural paradigm of postmodernity. Mainstream adult education paradigms, with their foregrounding of inherent adult characteristics on the one hand or their exclusive emphasis on production as the site of learning, are beginning to have limited uses as explanatory and curriculumplanning devices.
Such oversimplifications have often served only to reify certain ideological positions and so lock educators into inflexible and unreflexive stances. A problem with an opposition like education for domestication versus education for liberation is that, for progressive educators, it can often produce a disabling oscillation between Utopianism and despair, as education repeatedly promises to liberate the creative human talents of people and then consistently fails to do so (Gilbert 1992). This opposition is unproductive in practice as education inevitably involves elements of both subjection and autonomy.
Whereas Horton and his colleagues at Highlander favoured a community-based praxis which allied their own broad socio-economic critique to a prolonged listening and ‘tuning in’ to the concerns of local people, the educational approach of other radicals tended to be more prescriptive. The educational strategy advocated by Ashcroft and Jackson in Liverpool in the early 1970s was explicit and unequivocal, that the starting point for working-class adult education should be the recognition that exploitation was the central feature of class society and that the purpose of education was to confront the student with his/her class position as a necessary first step towards learning for action (Ashcroft and Jackson 1974).
Adult Education and the Postmodern Challenge: Learning Beyond the Limits by Ian Bryant, Rennie Johnston, Visit Amazon's Robin Usher Page, search results, Learn about Author Central, Robin Usher,