Arthur L Wilson
Biographic Data
| ID | 5453058 |
|---|---|
| NAME | Arthur L Wilson |
| GIVEN NAMES | Arthur L |
| FAMILY NAME | Wilson |
| SIGNATURE | WILSON A L |
| AFFILIATIONS | North Carolina State University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 41 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Oral histories document community mobilisation to participate in decision-making regarding a hazardous waste thermal treatment facility
Colfax, Louisiana hosts a commercial hazardous waste thermal treatment (TT) facility, which treats fireworks, explosives, and military ordnances by open-burn/open-detonation one mile from the edge of the nearest community. Seventy-one percent of Colfax's residents are Black, and forty-six percent live below poverty, indicating the community's structural vulnerability. This community-based study originated at the behest of Colfax community members…
Power in Natural Resources Management
Processes of decentralization characterize much of the developing world's natural resource sectors (e.g., forestry). At the heart of decentralization processes lies the question of power, given that most decentralization efforts involve some transfer of authority from a central agency to downwardly accountable groups, or some claim to “empower” local-level actors. These processes often involve organizations such as the state, nongovernmental orga…
Unravelling the story of a milestone text, Tales from the Handbook of Adult and Continuing Education
Creating identities of dependency
This paper presents the argument that the rhetoric of lifelong learning and the learning society are really a disguise for the exercise of power. It suggests that adult educators in creating dependency through the exercise of knowledge-power regimes contribute directly to forming cultural identities that support dominant relations of power
Working the Planning Table
The purposes of this study were to investigate how adult educators exercise power through negotiation and to characterise the types of negotiation they use to construct adult education. Our theoretical framework is that adult education is constructed through a social process whereby people negotiate interests in contexts of socially structured power relations. The findings indicate that negotiations always occur at two levels: substantive negotia…
The song remains the same
The purpose of this study is to depict the historical development of American adult education planning theory. We argue that adult education planning theory represents a 'selective tradition' promoting a dominant 'discourse' that privileges 'technical rationality'. Using discourse analysis, we demonstrate how technical rationality emerged in the professionalization movement in the 1930s to dominate planning theory discourse, how technical rationa…
A ‘rhetoric of disruption’ by way of attaining the not yet in the future
Our central argument is that if we are to understand who we are as educators in the present as well as who we hope to become in the future, then we must examine and critique how we have collectively represented who we have been. To present our conviction that understanding our history as adult educators is central to understanding our current educational practice, we develop three theses. First, we argue that the purpose of history is to help us …
To a middle ground
Whether we are lost to flagrant and groundless subjectivism or whether we can actually sustain and support our actions by appealing to discovered, transcendental truths is perhaps the chief angst of the modern and postmodern ages. In this paper it is argued that by seeking a middle ground through praxis, a ground neither lured by false foundationalism nor racked by relativism, we can sustain our social practices as educators only by critical enco…
Pragmatism and social action in American adult education
A pragmatic rationale has been a philosophic foundation for much of 20th‐century American adult education thought. Evolving from an experience‐based perspective, pragmatism proposes a learner‐centred and problem‐solving focus which places foremost in the educator's mind the needs and interests of the adult student. It also suggests taking a critical stance toward experience which can be seen to have ramifications for social change. The purpose of…
Power in Natural Resources Management
Processes of decentralization characterize much of the developing world's natural resource sectors (e.g., forestry). At the heart of decentralization processes lies the question of power, given that most decentralization efforts involve some transfer of authority from a central agency to downwardly accountable groups, or some claim to “empower” local-level actors. These processes often involve organizations such as the state, nongovernmental orga…
Creating identities of dependency
This paper presents the argument that the rhetoric of lifelong learning and the learning society are really a disguise for the exercise of power. It suggests that adult educators in creating dependency through the exercise of knowledge-power regimes contribute directly to forming cultural identities that support dominant relations of power
The song remains the same
The purpose of this study is to depict the historical development of American adult education planning theory. We argue that adult education planning theory represents a 'selective tradition' promoting a dominant 'discourse' that privileges 'technical rationality'. Using discourse analysis, we demonstrate how technical rationality emerged in the professionalization movement in the 1930s to dominate planning theory discourse, how technical rationa…
To a middle ground
Whether we are lost to flagrant and groundless subjectivism or whether we can actually sustain and support our actions by appealing to discovered, transcendental truths is perhaps the chief angst of the modern and postmodern ages. In this paper it is argued that by seeking a middle ground through praxis, a ground neither lured by false foundationalism nor racked by relativism, we can sustain our social practices as educators only by critical enco…
Pragmatism and social action in American adult education
A pragmatic rationale has been a philosophic foundation for much of 20th‐century American adult education thought. Evolving from an experience‐based perspective, pragmatism proposes a learner‐centred and problem‐solving focus which places foremost in the educator's mind the needs and interests of the adult student. It also suggests taking a critical stance toward experience which can be seen to have ramifications for social change. The purpose of…
Unravelling the story of a milestone text, Tales from the Handbook of Adult and Continuing Education
A ‘rhetoric of disruption’ by way of attaining the not yet in the future
Our central argument is that if we are to understand who we are as educators in the present as well as who we hope to become in the future, then we must examine and critique how we have collectively represented who we have been. To present our conviction that understanding our history as adult educators is central to understanding our current educational practice, we develop three theses. First, we argue that the purpose of history is to help us …
Pragmatism and social action in American adult education
A pragmatic rationale has been a philosophic foundation for much of 20th‐century American adult education thought. Evolving from an experience‐based perspective, pragmatism proposes a learner‐centred and problem‐solving focus which places foremost in the educator's mind the needs and interests of the adult student. It also suggests taking a critical stance toward experience which can be seen to have ramifications for social change. The purpose of…
To a middle ground
Whether we are lost to flagrant and groundless subjectivism or whether we can actually sustain and support our actions by appealing to discovered, transcendental truths is perhaps the chief angst of the modern and postmodern ages. In this paper it is argued that by seeking a middle ground through praxis, a ground neither lured by false foundationalism nor racked by relativism, we can sustain our social practices as educators only by critical enco…
A ‘rhetoric of disruption’ by way of attaining the not yet in the future
Our central argument is that if we are to understand who we are as educators in the present as well as who we hope to become in the future, then we must examine and critique how we have collectively represented who we have been. To present our conviction that understanding our history as adult educators is central to understanding our current educational practice, we develop three theses. First, we argue that the purpose of history is to help us …
The song remains the same
The purpose of this study is to depict the historical development of American adult education planning theory. We argue that adult education planning theory represents a 'selective tradition' promoting a dominant 'discourse' that privileges 'technical rationality'. Using discourse analysis, we demonstrate how technical rationality emerged in the professionalization movement in the 1930s to dominate planning theory discourse, how technical rationa…
Working the Planning Table
The purposes of this study were to investigate how adult educators exercise power through negotiation and to characterise the types of negotiation they use to construct adult education. Our theoretical framework is that adult education is constructed through a social process whereby people negotiate interests in contexts of socially structured power relations. The findings indicate that negotiations always occur at two levels: substantive negotia…
Creating identities of dependency
This paper presents the argument that the rhetoric of lifelong learning and the learning society are really a disguise for the exercise of power. It suggests that adult educators in creating dependency through the exercise of knowledge-power regimes contribute directly to forming cultural identities that support dominant relations of power
Unravelling the story of a milestone text, Tales from the Handbook of Adult and Continuing Education
Power in Natural Resources Management
Processes of decentralization characterize much of the developing world's natural resource sectors (e.g., forestry). At the heart of decentralization processes lies the question of power, given that most decentralization efforts involve some transfer of authority from a central agency to downwardly accountable groups, or some claim to “empower” local-level actors. These processes often involve organizations such as the state, nongovernmental orga…
Oral histories document community mobilisation to participate in decision-making regarding a hazardous waste thermal treatment facility
Colfax, Louisiana hosts a commercial hazardous waste thermal treatment (TT) facility, which treats fireworks, explosives, and military ordnances by open-burn/open-detonation one mile from the edge of the nearest community. Seventy-one percent of Colfax's residents are Black, and forty-six percent live below poverty, indicating the community's structural vulnerability. This community-based study originated at the behest of Colfax community members…
Sociology (9 works) · Political science (7 works) · Adult and Continuing Education Topics (6 works) · Law (6 works) · Pedagogy (6 works) · Adult education (5 works) · Epistemology (5 works) · Global Educational Policies and Reforms (5 works) · Psychology (5 works) · Law (4 works)