Radicalizing Learning calls for a total rethinking of what the field of adult education stands for and how adult educators should assess their effectiveness. Arguing that major changes in society are needed to create a more just world, the authors set out to show how educators can help learners envision and enact this radical transformation. Specifically, the book explores the areas of adult learning, training, teaching, facilitation, program development, and research. Each chapter provides a guide to the different paradigms and perspectives that prevail across the field of theory and practice. The authors then tie all of the themes into how adult learning for participatory democracy works in a diverse society.
"What you will find inside this provocative text: It should come as no surprise, as the collection of papers in this book show that we are up against it.
This volume is a comprehensive critique of the radical tradition in educational theory.
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Disproportionate representation ofAfrican American students in special education: Acknowledging the role of white privilege and racism. ... Christensen, L., Hansen, M., Peterson, B., Schlessman, E., &Watson, D. (2012).
It is important to recognize that the struggle was never simply binary , never simply conservative institution versus radical experiment , fixed administration versus mobile students , new ideas versus old conventions .
l. i. o. g. r. a. p. h. y. Åberg, A. (2005)'A knowledge building projectabout birds',Children inEurope, 9, 20–21. ... Associació deMestres RosaSensat (2005;English translation) ForaNew Public Education System.
Radical Hope is an ambitious response to this state of affairs, at once political and practical--the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher ...
The second half of the book focuses on stories and practice, distilling the application of theory and frameworks. The practitioners within this book emerge from unique and challenging contexts.
In Beyond Education, Eli Meyerhoff instead sees this impasse as inherent to universities, as sites of intersecting political struggles over resources for studying.
Gillen argues that this is a proactive political, economic, and educational structure that builds relationships among and between students and their communities.