Capitalism, migration, and adult education

Toward a critical project in the second language learning class

Datos Bibliográficos

ID21867006
AutoresAlisha M B Heinemann (0000-0003-4636-3838, University of Bremen), Lilia D Monzó (Chapman University), Lilia Monzó
Año2021
Volumen12
Número1
Páginas65-79
Fecha de publicación2021-02-22
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEuropean Journal for Research on the Education and Learning of Adults (JOURNAL)
Identificadores de la revistaISSN: 2000-7426 • E-ISSN: 2000-7426
EditorialLinköping University Electronic Press (PUBLISHER • SE)
DOI10.3384/rela.2000-7426.ojs3464
OpenAlexW3131391702
IdiomaEN
Citas recibidas3
Referencias citadas23

Migration has become both a consequence of and support structure for global racialised capitalism. A presumed source of support for the people who migrate is adult education, especially the second language learning class. However, as a state organized institution, the policies and practices that govern second-language courses serve to inculcate the ideologies and values that support a racialised capitalist system. We draw on two case examples – the U.S. and Germany – to demonstrate these entanglements. We engage Freire’s critical pedagogy wherein learning contexts encourage students to question the realities of their lives, and Foucault’s ideas regarding heterotopian places where the hegemonic norm is suspended and different approaches of pedagogical work can be implemented. We conclude with the suggestion of different pedagogical paths – a ‘pedagogy of dreaming’ and a ‘pedagogy of courage.’

Adult education · Capitalism · Courage · Critical pedagogy · Hegemony · Ideology · Institution · Pedagogy · Political science · Social science · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Youth Education and Societal Dynamics

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