Manifesto for Critical Andragogy

2021 ◽  
pp. 177-194
Author(s):  
Anthony Craig Clemons
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Transformative Learning ◽  
Current Literature ◽  
Learning Activities ◽  
Unified Theory ◽  
Learning Design ◽  
Critical Multiculturalism ◽  
New Learning

The aim of educating adults not only concerns knowledge transference and intellectual mastery. The foundational theories and associated praxes are just as important, as they enable educators to critically observe human terrain and empower learners. This chapter proposes a fresh approach to andragogical learning design called critical andragogy. Using a neo-Marxist framework, the genesis of critical andragogy amalgamates literature from critical theory, critical pedagogy, critical multiculturalism, and transformative learning. Then, using a qualitative metasynthesis, that literature is critically analyzed, refined, and nested in the context of current why adult learners pursue new learning activities. The combination of the learner's purpose and the revised andragogical theory then become the outputs that culminate into a unified theory of critical andragogy that derivative of key principles extrapolated from current literature.

Manifesto for Critical Andragogy

2019 ◽  
pp. 73-90 ◽  
Author(s):  
Anthony Craig Clemons
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Transformative Learning ◽  
Current Literature ◽  
Learning Activities ◽  
Unified Theory ◽  
Learning Design ◽  
Critical Multiculturalism ◽  
New Learning

The aim of educating adults not only concerns knowledge transference and intellectual mastery. The foundational theories and associated praxes are just as important, as they enable educators to critically observe human terrain and empower learners. This chapter proposes a fresh approach to andragogical learning design called critical andragogy. Using a neo-Marxist framework, the genesis of critical andragogy amalgamates literature from critical theory, critical pedagogy, critical multiculturalism, and transformative learning. Then, using a qualitative metasynthesis, that literature is critically analyzed, refined, and nested in the context of current why adult learners pursue new learning activities. The combination of the learner's purpose and the revised andragogical theory then become the outputs that culminate into a unified theory of critical andragogy that derivative of key principles extrapolated from current literature.

Critical and Transformational Perspectives on Career and Technical Education in the Twenty-First Century for Urban Adult Learners

2018 ◽  
pp. 57-71
Author(s):  
Anthony C. Adkisson ◽  
Catherine H. Monaghan
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Transformative Learning ◽  
Career And Technical Education ◽  
Formal Education ◽  
Technical Education ◽  
Approaches To Learning ◽  
Career And Technical ◽  
Alternative Approaches

Critical theory points out that cultural norms do not reflect the experiences of a large portion of adult learners, particularly urban adult learners. As adult educators in this context, are there ways we might improve or change our instruction by developing a critical understanding of the transitional and transformational events in the lives of adult learners entering into career and technical education program? What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches to learning for urban adult learners transitioning into a career and technical education classroom, after years of disengagement with formal learning institutions and the need to update their technology skills? In this chapter, the authors discuss the need to use alternative conceptions of transformative learning and critical theory to understand this population of learners as they make the decisions to participate in more formal education programs. They also explore the key issues for adult education practitioner including implications for practice.

Change of the Learning Cycle After Blockchain

2020 ◽  
pp. 42-79 ◽  
Author(s):  
Gaye Topa Ciftci
Keyword(s):  
Critical Theory ◽  
Lifelong Learning ◽  
21St Century ◽  
Focal Point ◽  
Learning Activities ◽  
Learning Cycle ◽  
Learning Needs ◽  
Digital Learning ◽  
New Learning

The purpose of this chapter is to create a foresight related to the role of using blockchain to meet the learning needs and how it may change learning cycle in 21st century. In this context, firstly explanation of the development of digital learning was given by describing the paradigm changes in lifelong learning activities. Learning needs of the 21st century were explained within the framework of constructivism and connectivism in terms of changes in learning tendencies. The problems encountered in the new learning tendencies were examined in the context of critical theory. Then to determine how the blockchain can respond to problems in learning, blockchain was defined, with its usage areas and the innovations it can bring to the field were interpreted. Finally learning and blockchain issues were synthesized, which are the focal point of this section, and how these can be used in learning applications, how they can respond to learning needs were discussed.

Critical and Transformational Perspectives on Career and Technical Education in the Twenty-First Century for Urban Adult Learners

2021 ◽  
pp. 1537-1551
Author(s):  
Anthony C. Adkisson ◽  
Catherine H. Monaghan
Keyword(s):  
Adult Learners ◽  
Critical Theory ◽  
Transformative Learning ◽  
Career And Technical Education ◽  
Formal Education ◽  
Technical Education ◽  
Approaches To Learning ◽  
Career And Technical ◽  
Alternative Approaches

Critical theory points out that cultural norms do not reflect the experiences of a large portion of adult learners, particularly urban adult learners. As adult educators in this context, are there ways we might improve or change our instruction by developing a critical understanding of the transitional and transformational events in the lives of adult learners entering into career and technical education program? What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches to learning for urban adult learners transitioning into a career and technical education classroom, after years of disengagement with formal learning institutions and the need to update their technology skills? In this chapter, the authors discuss the need to use alternative conceptions of transformative learning and critical theory to understand this population of learners as they make the decisions to participate in more formal education programs. They also explore the key issues for adult education practitioner including implications for practice.

The Role of Mediating Artefacts in Learning Design

2011 ◽  
pp. 188-208 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Design Process ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Design ◽  
Approach To Learning ◽  
New Learning ◽  
Key Aspects ◽  
Descriptive Framework

The chapter provides a theoretical framework for understanding learning activities, centering on two key aspects: (1) the capture and representation of activities and (2) mechanisms for scaffolding the design process. The chapter begins by describing how information can be abstracted from learning activities via different forms of representation (models, iconic diagrams, textual case studies, etc.), which are defined here as ‘mediating artefacts.’ It discusses how different artefacts can be used to inform the process of designing a new learning activity. It provides an illustration of the theoretical arguments developed in the chapter by summarizing some of the findings from relevant research on learning design and uses the DialogPlus toolkit as a case study and example of a mediating artefact that can be used to support the design of a learning activity. The toolkit includes examples of learning activities (i.e., representations of activities as outlined in 1 above) as well as guidelines and support (i.e., mechanisms for scaffolding the design process as outline in 2 above). The chapter argues that this approach to learning design, which centres on the concept of mediating artefacts and their role in the design process, can be used as a descriptive framework for describing the dynamics, processes, and different aspects involved in learning design.

scholarly journals CRITICAL THEORY IN ENVIRONMENTAL EDUCATION: A SITUATED REVIEW OF EMERGING CRITICAL PROCESSES FOR MEDIATING LEARNING-LED CHANGE

2018 ◽  
Vol 13 ◽  
pp. 23-41 ◽  
Author(s):  
Rob O'Donoghue
Keyword(s):  
Critical Theory ◽  
Environmental Education ◽  
Critical Pedagogy ◽  
Transformative Learning ◽  
Critical Literacy ◽  
Participatory Action ◽  
Process Theories ◽  
Immanent Critique ◽  
African Context ◽  
Education Today

Critical theory is explored from origins in a process theory of social development after Marx, and into a diversity of discourses that have shaped critical work in education today. Within this broader picture, the emergence of critical theory in a South African context of environmental education is examined as developing narratives informing learning-led change.  The study reviews how critical pedagogy proliferated in education imperatives with little evidence of the desired transformation.  Immanent critique is used to track two intermeshed streams of critical theory namely, imperatives to facilitate emancipatory change and a democratizing shift to participatory inclusion (empowerment). Here the study notes how contextual reflexivity receded and an early emphasis on critical literacy was muted as critical pedagogy emerged as democratic processes of self-empowerment and transformative learning through participatory action research.The review concludes with a brief examination of some process theories of learning in an attempt to reconcile narrowing disjunctures and to better situate environmental education as more open-ended critical processes of co-engaged learning.   

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

scholarly journals Transformative Learning: a Concept and Powerful Vision for Adult Education

2017 ◽  
Vol 8 (2) ◽  
pp. 128-131
Author(s):  
Md Mahfuzar Rahman ◽  
AK Mahbubul Hoque
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Transformative Learning ◽  
Factual Knowledge ◽  
Multiple Points ◽  
Social Lives ◽  
Medical College ◽  
Beliefs And Values ◽  
Substantial Change

Transformative learning is a process of learning that individuals to changes their critically assumptions and beliefs and consciously making and implementing plans that bring about new ways. It is a fundamentally rational and analytical process. It is also a process of getting beyond gaining factual knowledge alone to instead become learns in some meaningful way. It involves questioning assumptions, beliefs and values, and considering multiple points of view, while always seeking to verify reasoning. This learning is to make interpretations from the person's own beliefs, judgments and feelings and consciously define the meaning of the experience1 or a process of learning that creates a substantial change in the habits, ideas and/or outlook of an individual. This article highlights concept and theories that deals with the paradigm shift of changes needed among adult learners, role of educators and learners towards development of individual and social lives in addition to existing perspective (traditional) of teaching & learning practice. Practices of transformative learning vision and process in adult education have the scope to bring improved critical thinking and a way of changing life style.Anwer Khan Modern Medical College Journal Vol. 8, No. 2: Jul 2017, P 128-131

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