This 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...
This book offers some suggestions as to ways forward from this dilemma. Drawing on the new intellectual frameworks of critical pedagogy, feminism and ...
Drawing on the intellectual frameworks of critical pedagogy, feminism and postmodernism and their impact upon educational theory, practice and research, this study 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 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...
Drawing on the intellectual frameworks of critical pedagogy, feminism and postmodernism and their impact upon educational theory, practice and researc...
The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of practice is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of adult learning and the adult learner have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by...
The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday...
The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of practice is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of adult learning and the adult learner have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by...
The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday...
