Reimagining Adult Education as World Building

ISBN-13: 9781032442723 / Twarda / 2024 / 200 str.

Opis

This book offers a new way of thinking about adult education by reenvisaging how adult education works. It explores how the process of worldbuilding, or the invention of a new world or a set of concepts, can be translated into actual and feasible action when turning towards complex, real-life problems.

Recenzje

A cathartic and invigorating read. During the global Covid-19 pandemic Nicolaides and her co-editors (doctoral students within her department) fearlessly embraced the ambiguity and uncertainty of the time as a catalyst to disrupt the established norms of adult learning. Drawing upon the invaluable tools outlined by Ann Pendleton-Jullian and John Seely Brown’s Design Unbound, Nicolaides et al. embarked on an illuminating journey of world building, exploring the vast possibilities of a desired future, and daringly reimagining the landscape of adult education. The result of their labors is artfully summarized in the text making it an invaluable resource for adult educators, scholars, practitioners, and learners alike who seek to embrace the concept of world building in the classroom.  

Erin Benson, Director, Disability Resource Center, Division of Student Affairs, University of Georgia

Spis treści

1. Ruptures in Adult Education  2. Rethinking Pragmatism Through World Building as a Research Method  3. Reducing Polarization Through Informal Facilitators of Learning  4. Beyond the Learning Curve: The Roughness of Learning  5. Utilizing World Building to Explore Vaccine Hesitancy  6. Decolonizing Adult Education: An Imagined Potential  7. Iteration, Creation, and Frustration: Student Perspectives on World Building in the Classroom  8. Half-baked and Muddling Through: A Critical Collaborative Autoethnography of a Minor Pedagogy  9. (Re)Imagining Adult Education as Ecologies of Transformation

O autorze

 Aliki Nicolaides is Professor of Adult Learning, Leadership and Adult Development at the University of Georgia, USA.

 

Ahreum Lim is a Postdoctoral Research Fellow in the Generative Learning and Complexity Lab at the University of Georgia, USA.

 

Neal Herr is a Graduate Research Assistant in the Learning, Leadership and Organizational Development program at the University of Georgia, USA.

 

Trisha Barefield is a doctoral candidate in the Learning, Leadership and Organizational Development program within the University of Georgia’s Mary Frances Early College of Education, USA.