Adult Education and the Postmodern Challenge: Learning Beyond the LimitsThis book offers some suggestions as to ways forward from this dilemma. Drawing on the new intellectual frameworks of critical pedagogy, feminism and postmodernism and their impact upon educational theory, practice and research, the book focuses on the changing contexts of adult education. By building on the notion of going beyond the limits of certain current adult education orthodoxies, the authors try to provide alternatives for practice. The final three chapters deal with research, focusing on a critical macro-analysis of mainstream paradigms, a review of alternative approaches, and a more micro-analysis centering on the role of the socially-located self in the research process. |
Contents
Chapter 1 Adult learning in postmodernity | 1 |
Chapter 2 Adult learning for citizenship | 27 |
Chapter 3 Governmentality and practice | 49 |
Chapter 4 Disciplines and disciplinarity Knowledge and power | 67 |
Chapter 5 Reconfiguring the other Self and experience in adult learning | 91 |
Chapter 6 Reconceptualising theory and practice | 119 |
Chapter 7 The reflective practitioner revisited | 139 |
Chapter 8 Changing paradigms and traditions of research | 167 |
Chapter 9 Overstepping the limits New approaches to research | 187 |
Chapter 10 Writing and learning about research | 209 |
| 229 | |
| 239 | |
Other editions - View all
Adult Education and the Postmodern Challenge: Learning Beyond the Limits Robin Usher,Ian Bryant No preview available - 1997 |
Adult Education and the Postmodern Challenge: Learning Beyond the Limits Robin Usher,Ian Bryant,Rennie Johnston No preview available - 1997 |
Common terms and phrases
action action research adult learning andragogy approach argued autonomy become challenge chapter characterised claims conception constituted constructed consumerism consumption contemporary context conventional critical pedagogy critical practices Critical Theory critique cultural curriculum defined disciplinary knowledge disciplines discourse Durkheim education for citizenship educational practice effect emancipatory research emphasis empowering empowerment engaged epistemology example experience experiential learning false consciousness field foregrounding formal theory Foucault grand narratives habitus highlights ibid idea ideal speech situation implicated important increasingly individual informal theory interpretation involves kind language learners lifestyle located means metapractice modernist nature notion objective ofpractice ofthe one’s ontology oppressive paradigm particular political positivist positivist/empiricist post-Fordism postmodern postmodernist problem problematic problematise production psychology question rationality realise recognise reflection-in-action reflective practice reflective practitioner reflexivity relation relationship research process Schon scientific seen sense significance situatedness situation social subjects totalising tradition truth understanding values