RACE AND GENDER IN ADULT EDUCATION

Race and Gender in Adult Education



Race and Gender in Adult Education

Summary

Adult education's continuing purpose has been questioned by writers for over twenty years and today the re-organization and closure of some University departments brings this issue to the forefront. This paper takes up the theme of really useful knowledge in a changing world from the standpoint of teaching adult education in relation to the implications of race and gender. Many enter their new field of practice unaware of the specific social contexts of the foundations of adult education in different places, or the genealogy of its contemporary manifestations. Examining these different contexts, traditions, practices and practitioners can enable students to better locate themselves, connect with different traditions, understand the past and position themselves for their future. Secondly, the paper considers the idea of locating oneself in a rapidly changing political economy that has emerged from the global economic crisis and recession, the effects of which are expected to continue into the next decade. Today the idea of really useful knowledge has to be re-introduced, not in some backward-looking sentimental way, but in the light of the 'new forms of power' that take account of the changes in working class life and the labor process; ongoing inequalities between the populations of the north and south and within those societies; inequalities associated with race, gender and sexuality; and the growing challenges of climate change.

Discussion

Reflection Paragraph For Each Bibliography

Mojab, Shahrzad. (2005). New Directions for Adult & Continuing Education, Issue 106, New York: Oxford University Press.

This chapter argues that a critical analysis of the interlocking notions of class, race, and gender is needed to enable adult education to respond to growing inequalities pertaining to adult education; social classes; racism; gender; education; and sociology. A recurring and common criticisms within adult education are that it has lost its way, forgotten its original purposes or mission, or become compromised by its uncritical service to business and its embrace of the market. According to Mojab, a paucity of scholarly analysis, a separation from activist involvement and adult education's respectability were at the root of 'our unease and professional restlessness'. Post-modern adult educators joined in, suggesting that there was a sense of crisis over the meaning of adult education, as there were no longer any 'overarching narratives' that make any sense.

Kimmel, Sara. Beth. McNeese, Mary. Nell. (2005). International Journal of Diversity in Organizations, Communities & Nations, Vol. 5 Issue 1, New York: New York University Press.

The study, 'The Influence of Gender, Ethnicity, and Age on Adult Motivation and Barriers to Education,' aggregates the responses of males and females by ethnicity and age, in nontraditional undergraduate and graduate degree programs to determine significant differences in motivations and barriers as commonly cited by students who pursue higher education in adulthood. As the new century dawned, many researchers started to argue that adult education was at 'a crossroads'. A paper, reporting on conversations with long-time American adult educators, noted that reactions to the evolution of ...