Book Reviews : Filipovic, Dragomir, ed. Dostignucá I Razvojni Pravci Andragoške Teorije I Prakse U Jugoslaviji (Accomplishments, Development and Di rection of Adult Education Theory and Practice in Yugoslavia). Belgrade: Savez andragoških društava Jugoslavije, 1973. 539 pp

1977 ◽  
Vol 28 (1) ◽  
pp. 73-74
Author(s):  
Jindra Kulich
Keyword(s):  
Adult Education ◽  
Theory And Practice ◽  
Education Theory

Participatory Learning in Formal Adult Education Contexts

2012 ◽  
Vol 3 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Ilhan Kucukaydin ◽  
Patricia Cranton
Keyword(s):  
Teacher Education ◽  
Adult Education ◽  
Critical Pedagogy ◽  
Power Relations ◽  
Training And Development ◽  
Theory And Practice ◽  
Adult Educators ◽  
Participatory Learning ◽  
Education Theory ◽  
Education Psychology

Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.

Participatory Learning in Formal Adult Education Contexts

2014 ◽  
pp. 1865-1877
Author(s):  
Ilhan Kucukaydin ◽  
Patricia Cranton
Keyword(s):  
Teacher Education ◽  
Adult Education ◽  
Critical Pedagogy ◽  
Power Relations ◽  
Training And Development ◽  
Theory And Practice ◽  
Adult Educators ◽  
Participatory Learning ◽  
Education Theory ◽  
Education Psychology

Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.

Residency education

1993 ◽  
Vol 83 (6) ◽  
pp. 352-354
Author(s):  
PG Bashook
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Training Programs ◽  
Current Knowledge ◽  
Residency Education ◽  
Theory And Practice ◽  
Education Programs ◽  
The Us ◽  
Education Theory ◽  
History Of

Residency education has an interesting history in the US that speaks clearly about some of the cherished beliefs still perpetuated in today's residency training programs. The history also provides a foundation for considering how the current knowledge of adult education theory and practice can be incorporated into residency education programs. The author presents a brief overview of the history of residency education in the US followed by a recommendation for applying a conception of adult learning to residency education.

scholarly journals What kind of learning? For what purpose? Reflections on a critical adult education approach to online Social Work and Education courses serving Indigenous distance learners

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Margaret Kovach ◽  
Harpell Monty Montgomery
Keyword(s):  
Adult Education ◽  
Transformative Learning ◽  
Indigenous Communities ◽  
Theory And Practice ◽  
Critical Examination ◽  
Indigenous Knowledges ◽  
The People ◽  
Education Theory ◽  
Online Distance Learning ◽  
Online Distance

This article begins with a critical examination of adult education theory and practice and its engagement (or lack) with Indigenous knowledges and communities. In doing so, the article reveals the contradictions of early citizenry adult education that sought to bring educational programs to the people without a critical examination of the western hegemonic orientation of such programming. The critique then moves to a discussion of transformative learning within adult education emerging in the late 1970s. In tracing the evolution of adult education theory and practice, the critique asks the questions: “Access to what kind of adult education?, and” “For what purposes?” The article then moves to the present and explores contemporary distance education, with an emphasis on online learning that may be aimed at Indigenous adult learners. In particular, the article explores the possibilities of online distance learning to not only bring educational programming to Indigenous communities and thereby building upon the social justice imperative of accessibility, but also to design decolonizing curricula that engages Indigenous knowledges and upholds oral culture. 

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