scholarly journals The History of the Democratic Adult Education Movement in Spain

2016 ◽  
Vol 118 (4) ◽  
pp. 1-31
Author(s):  
Esther Oliver ◽  
Itxaso Tellado ◽  
Montserrat Yuste ◽  
Rosa Larena Fernández
Keyword(s):  
Adult Education ◽  
Working Class ◽  
Historical Analysis ◽  
Social Transformations ◽  
Education Movement ◽  
Organization And Management ◽  
Educational Theories ◽  
History Of ◽  
History Of Adult Education ◽  
Historical Antecedents

Background/Context Traditional adult education in Spain treated the learner as a mere object that could be shaped by the educator. Although current practices of the democratic adult education movement in Spain reveals a completely opposite standpoint on adult education, there has been little analysis of the several influences converging and complementing one another to form the historical antecedents for the creation of the democratic adult education movement that emerged in the turn of the century, in 2000, in Spain. Purpose This article aims to study the origins of the democratic adult education movement in Spain by examining (1) the historical educational experiences in Spain, particularly before the dictatorship period and (2) the influences of some social and educational theories. Research Design Using historical analysis and literature analysis, this article is focused on the history of adult education in Spain, and, more particularly, presents an exhaustive document analysis based on historical aspects associated with the formation of the democratic adult education movement. Findings/Results The findings suggest that the shaping of the democratic adult education movement in Spain has been influenced by three main strands: the Spanish libertarian movement of the early 20th century, Paulo Freire's work and insights on adult education, and other social and educational theories from contemporary authors who conceive education as a tool for overcoming inequalities. In the present article, we show the influence of these strands on the DAE by identifying three main characteristics underpinning the movement, that is, the participants’ self-organization and management based on egalitarian dialogue, the recognition of the universal capability of communication and knowledge creation, and the access to higher culture by the working-class people. Conclusions/Recommendations This article concludes that many of the educational practices developed under the democratic adult education movement are radically democratic, given that it promotes providing working-class people with access to higher culture while building up solidarity ties with the most disadvantaged. The present research shows how the DAE movement and all its components open up new lessons for successful inclusion practices in adult education and its effects on the promotion of social transformations at the local, national, and international levels.

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.  

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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