Resistance to Interlocking Power Structures Among Adult Educators

Six graduate students were interviewed and focus was given to how the education they received impacted the ways in which they addressed issues of power and control in their own classrooms. Awareness of unequal power structures in the classroom, written words matter, lived experiences and moving from theory to practice were themes that emerged from the data

Women of Color on Teaching Race

Women of color discuss issues of race in a teaching and learning context. In doing so we will include discussion of the differences in the philosophical approaches to teaching about race in academe and the barriers encountered in the classroom

Talking Across the Table: A Dialogue on Women, Welfare, and Adult Education

Introduction: Welfare reform is a current societal issue of tremendous significance in the United States. The popular discourses surrounding welfare reform are extremely complex and lead to frequently volatile discussions, for welfare reform itself is not a single issue, but relates to multiple underlying issues concerning the origins and solutions of poverty and unemployment, the subordination of women and women=s roles in society, competing discourses of work and family, the intersections of racism and poverty, and the role of adult education in social change. Welfare reform as a societal issue affects us all as citizens and participants in the U.S. economic and political system. But more specifically, as adult educators, we have a potentially vital role to play as these issues are debated and translated into policy and practice. New policies are having a tremendous impact on the nature of adult education programs for the economically disenfranchised. Further, welfare reform has stimulated nonformal learning and popular education in connection with the work of social action groups, such as the Welfare Warriors, organizing in reaction to reform initiatives. Perhaps most importantly, welfare reform puts forward in a compelling manner the question of adult educators= responsibility to take a proactive role in social change efforts (Cunningham, 1989)

Introspections from the Margins of Race and Gender

Race, as most social scientist would argue, is socially constructed, and from that premise there are those who would argue that since it is socially constructed, it isn’t real and therefore why do we even talk about it. However rather than going with that premise, we would argue that given that it is socially constructed, the fact that we are social beings and that we have been socialized to recognize the color of another’s skin, then it matters, and we need to talk about it

Lifelong Learning: A Debate Regarding the Appropriateness of Adult Education Faculty\u27s Participation in Teacher Preparation Programs

The academic study of adult education remains in a precarious position in schools of education because adult education is often viewed as neither necessary nor integral to the colleges\u27 main mission: usually the preparation of beginning teachers

Racializing The Discourse of Adult Education

This symposium began in 2002 as a dialogue between Stephen Brookfield, Scipio Colin III and me. The circumstances that brought about the dialogue are indicative of the need for a symposium on race talk among educators and even more specifically among adult educators. At the time, Stephen was at Harvard and because of his work there he was asked to contribute an article to the Harvard Educational Review about racializing the discourse of adult education. As a White male Stephen felt strongly that minority voices should included and proposed inviting several African American academics as well—the topic was important enough to warrant a special issue

The Politics of Transformative Feminist Adult Education: Multi-Centred Creation of New Meanings and New Realities

No abstract available

From workfare to edfare: An Africentric feminist epistemology of welfare, education, and work

This study offers: 1) a conceptual analysis of marginalization, and Africentric feminism; and 2) provides a critique of African-American women\u27s experiences with the welfare program, and the corresponding relationship of education to work

The significance of including the lived experiences of African Americans in adult basic education curriculum and planning

The need to connect education and learning to the lived experience of adults has been discussed as a goal within adult education. One hundred fifty three interviews were conducted with African American adult students, administrators, and educators in the state of California. This study suggests that African Americans will participate and do participate in those programs that connect with their culture and life stories – their lived experiences

Introduction - Hospital Life. Theory and practice from the medieval to the modern

História dos hospitais em perspectiva histórica. Apresentação dos capítulos do livro