By Ian Bryant, Rennie Johnston, Visit Amazon's Robin Usher Page, search results, Learn about Author Central, Robin Usher,
This publication deals a few feedback as to methods ahead from this problem. Drawing at the new highbrow frameworks of severe pedagogy, feminism and postmodernism and their effect upon academic thought, perform and learn, the publication specializes in the altering contexts of grownup schooling. via construction at the thought of going past the bounds of definite present grownup schooling orthodoxies, the authors try and offer possible choices for perform. the ultimate 3 chapters take care of examine, targeting a serious macro-analysis of mainstream paradigms, a overview of other techniques, and a extra micro-analysis centering at the position of the socially-located self within the examine procedure.
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Extra resources for Adult Education and the Postmodern Challenge: Learning Beyond the Limits
In the process, what a ‘learning opportunity’ is and who legitimately provides such opportunities is problematised and reconfigured. , to liberal adult education, to experiential learning, to education for liberation, to the creation of the rational goal-directed individual, the trend is becoming one where educational forms are seen instead as expressing ‘difference’ in their diversity and providing spaces for a diversity of voices. Whilst it is easy enough to mock this by pointing to the oppressive features of vocationalising trends and the current emphasis on adult education as a business, it is important not to downplay the significance of the increasing diversity, multiplicity and dedifferentiation which characterises the contemporary landscape of education and the reconfiguring of learning opportunities for adults.
The fact that there has been a growth in activities related to the fashioning of a new identity—assertiveness training, slimming, bodily wellbeing, creative writing, interpersonal skills, counselling, rebirthing—is no coincidence, yet formally organised adult education has tended to regard these activities as ‘unserious’ and second rate, worthy only of inclusion in the curriculum for their income-generating power rather than their educational purpose. Finally, as Field rightly emphasises, there is a need to take on board the notion of educational events as enjoyable experiences.
This is usually taken to mean that the purpose of knowledge is the optimising of efficient performance. This is the most influential way of understanding ‘performativity’, although, as we shall see later, it is by no means the only way. This contemporarily influential view of knowledge is closely linked to the post-Fordism and the informationcommunications revolutions we discussed earlier. As far as the latter is concerned, Lyotard has highlighted the crucial role of computers and information technology.
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,