A Critical Review of the U.S. Literature on Race and Adult Education – Implications for Widening Access

2001 ◽  
Vol 7 (1) ◽  
pp. 33-44
Author(s):  
Juanita Johnson-Bailey ◽  
Ronald M. Cervero
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Critical Review ◽  
Educational Structure ◽  
Education Literature ◽  
Widening Access ◽  
Key Issues ◽  
Curriculum Negotiation ◽  
Historical Treatment ◽  
The U.S

A commonly stated goal for adult education is its aspiration to create equality of opportunity but often the opposite occurs. The historical treatment of race within adult education in the U.S and Canada serves as an illustration of how leaders within the field have defined what matters and furthermore of their understanding of key issues. The paper argues that to discuss race in adult education, we must recognize the absence of the concept of whiteness. Adult education literature is considered from this position and in particular the paper examines how race has been treated historically in adult education using three perspectives on race that inform contemporary action in adult education. Specific suggestions for widening access for adults in higher education are made. It is argued that rather than ‘a no-barrier thinking’, we need ‘barrier-thinking’ so that we may construct a future where race does not matter. A three-part strategy based on an examination of the hidden curriculum, negotiation for a new educational structure and actively resisting from within an enfranchised position of comfort is set forth for consideration.

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

scholarly journals ASSESSMENT OF TFP IN EUROPEAN AND AMERICAN HIGHER EDUCATION INSTITUTIONS – APPLICATION OF MALMQUIST INDICES

2016 ◽  
Vol 24 (2) ◽  
pp. 467-488 ◽  
Author(s):  
Joanna WOLSZCZAK-DERLACZ
Keyword(s):  
Higher Education ◽  
Data Envelopment Analysis ◽  
Productivity Growth ◽  
Negative Association ◽  
Distance Measures ◽  
Data Envelopment ◽  
Total Revenue ◽  
American Higher Education ◽  
Malmquist Indices ◽  
The U.S

In this study we apply Malmquist methodology, based on the estimation of distance measures through Data Envelopment Analysis (DEA), to a sample of 500 universities (in 10 European countries and the U.S.) over the period 2000 to 2010 in order to assess and compare their productivity. On average, a rise in TFP is registered for the whole European sample (strongest for Dutch and Italian HEIs), while the productivity of American HEIs suffered a slight decline. Additionally, we show that productivity growth is negatively associated with size of the institution and revenues from government, and positively with regional development in the case of the European sample, while American HEI productivity growth is characterised by a negative association with GDP and a positive one with the share of government resources out of total revenue.

Walking in the Ivory Tower: Differential Belonging and the Architexture of Home

2021 ◽  
pp. 107780042110483
Author(s):  
Gust A. Yep
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Ivory Tower ◽  
Relational Patterns ◽  
The U.S

Deploying Carrillo Rowe’s concept of differential belonging and extending McCune’s notion of architexture to encompass transnational sensory registers, affective valences and intensities, relational patterns, and ideological and political textures, I describe and examine the complexities of home as a racial, gender, and sexual non-normative transnational subject in the U.S. academy. More specifically, I narrate two scenes of my autoethnography to make sense of my transnational experiences of academic home in U.S. spaces of higher education. In the article, I first discuss the concept of differential belonging and the architexture of home before I embark on my autoethnographic scenes and conclude with an exploration of how people “back home” imagine my life as a faculty member of a major U.S. university.

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