Download e-book for kindle: Adult Education and the Postmodern Challenge: Learning by Ian Bryant, Rennie Johnston, Visit Amazon's Robin Usher

By Ian Bryant, Rennie Johnston, Visit Amazon's Robin Usher Page, search results, Learn about Author Central, Robin Usher,

This ebook deals a few feedback as to methods ahead from this difficulty. Drawing at the new highbrow frameworks of severe pedagogy, feminism and postmodernism and their impression upon academic thought, perform and study, the publication makes a speciality of the altering contexts of grownup schooling. via construction at the inspiration of going past the boundaries of sure present grownup schooling orthodoxies, the authors try and offer choices for perform. the ultimate 3 chapters take care of examine, concentrating on a serious macro-analysis of mainstream paradigms, a assessment of different ways, and a extra micro-analysis centering at the function of the socially-located self within the examine procedure.

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They become markers of difference. According to Bourdieu (1984) consumption, or the active use of 16 ADULT LEARNING IN POSTMODERNITY goods and services, enables people to establish and demarcate a distinctive social space. Consumer culture therefore becomes an economy of signs used by individuals and groups to communicate messages about social position and worth. It is easy enough to see adult education as the supplier of the multiskilled postFordist worker. Yet this would be simplistic, since there is also a need to examine the consequences for adult education of the consumer culture we have been describing.

They also raise further questions about cultural dimensions to citizenship: identity, difference and cultural pluralism. All these factors have implications for the link between learning and contemporary citizenship. The relationship between education and citizenship raises the fundamental and long-standing debate about the overall purpose of education, a debate which has centred on the two apparently opposite aims of socialisation: fitting people into social roles and functions, and individuation, enabling them to think for themselves and so be self-directing.

Such oppositions are familiar to adult educators, most notably expressed by Paulo Freire when he poses the alternatives of education for domestication or education for liberation (Freire 1972). Indeed, within the discourse of adult education, conflicts between liberals and radicals, academic knowledge and community action have revolved around different ways of interpreting and resolving this difference. Such polarisations have served to permeate the discourse of adult education with a whole litany of further dualities which can be unhelpful in practice: those between rhetoric and reality, theory and practice, education and training, experiential and disciplinary knowledge, and so on.

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