Class concerns : adult education and social class
著者
書誌事項
Class concerns : adult education and social class
(New directions for adult and continuing education, 106)
Jossey-Bass, 2005
大学図書館所蔵 全4件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
This volume brings together leading progressive adult educators to explore how class affects different arenas of adult education practice and discourse. It highlights the links between adult education, the material and social conditions of daily and working lives, and the economic and political systems that underpin them. Chapters focus on adult education policies; teaching; learning and identity formation; educational institutions and social movements; and the relationships between class, gender, and race.Overall, the volume reaffirms the salience of class in shaping the lives we lead and the educational approaches we develop. It offers suggestions for adult educators to identify and resist the encroachments of global capitalism and understand the role of education in promoting social equality. Finally, it suggests that a class perspective can provide an antidote to much of the social amnesia, self-absorption, and apolitical theorizing that pervades current adult education discourse. This is the 106th volume of the Jossey-Bass quarterly report series "New Directions for Adult and Continuing Education".
目次
- EDITOR'S NOTES (Tom Nesbit). 1. Social Class and Adult Education (Tom Nesbit) This chapter provides a historical overview of the development of the concept of class and its applicability to the study of adult education. 2. Social Class and Adult Education Policy (Kjell Rubenson) Social class has influenced the development of policies about adult education in various countries. The present policy discourse on adult education is a result of weakening working-class interests. 3. Learning, Literacy, and Identity (Lyn Tett) Assumptions about learner identity are often based on a deficit view of the working classes. This chapter illustrates an alternative discourse that shows how one family literacy program in Scotland generated useful knowledge. 4. Educational Institutions: Supporting Working-Class Learning (Griff Foley) Asserting that the working class has a distinctive learning style, this chapter argues for a supportive, challenging, and class-conscious pedagogy. 5. Class in the Classroom (Janice Malcolm) The author considers how class helps to construct the identity and ultimately the teaching of certain groups of educators. The chapter also explores ways of making class explicit in the teacher education classroom. 6. Social Movements, Class, and Adult Education (Shirley Walters) Social movements in South Africa, often organized around class-related issues, provide rich material to illustrate how class, intertwined with other social categories, shapes organizational and educational practices. 7. Class and Gender (Mechthild Hart) Women's labor is beneficial to global capitalism
- thus, class and gender are inseparable, regardless of the specific national or cultural context in which women work. 8. Class and Race (Shahrzad Mojab) The author explores the dialectical relationship between class and race as it pertains to adult education epistemology, pedagogy, and practice. 9. The Continued Relevance of Class (Tom Nesbit) The editor summarizes the volume's main ideas, discusses the practical importance of adopting a class perspective on adult education, and suggests some further readings. INDEX.
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