Flowers of argument and engagement? Reconsidering critical perspectives on adult education and literate practices
Bibliographic Data
| ID | 11424749 |
|---|---|
| Authors | Sarah Galloway (0000-0002-2945-7894, University of Stirling, corresponding author) |
| Year | 2017 |
| Volume | 36 |
| Issue | 4 |
| Pages | 458-470 |
| Publication date | 2017-07-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02601370.2017.1280859 |
| OpenAlex | W2580659416 |
| Language | EN |
| Citations received | 4 |
| References cited | 24 |
This paper takes up an existing discussion around critical perspectives on adult education, in particular how empowerment and emancipation have been understood. Previously in this journal, concern has been raised with traditional understandings of critical adult education. The problem is that these tend to assume that learners require assistance from experts, be they teachers or researchers, in order to gain understanding of how they are oppressed. The purpose of this paper is to present a deeper engagement with this concern through an examination of how both empowering and emancipatory adult education have been understood and practised. The demarcation is examined in the context of the historical development of critical understandings and practices associated with adult literacies learning, as a significant field of adult education where the idea of empowerment and emancipation has been theorised. The ideas and practices associated with empowering literacies are defended as ways for learners to gain positions from which to speak and be heard, as well as support participation in work, community and family life.
Acknowledgement · Adult education · Argument (complex analysis · Context (archaeology · Critical pedagogy · Critical theory · Emancipation · Empowerment · Epistemology · Pedagogy · Political science · Politics · Social science · Sociology · Sociology of Education · Critical and Liberation Pedagogy · Critical Theory and Political Philosophy · Gender Studies · Global Educational Policies and Reforms · Law
Relecturas de Paulo Freire en el siglo XXI. Cincuenta años de Pedagogía del Oprimido
Teacher practice under the structural challenges of academic second chance education
Researching inequality and lifelong education from 1982 to 2020
Unseen roots and unfolding flowers? Prison learning, equality and the education of socially excluded groups
The Blackwell Guide to the Philosophy of Education
Jacques Rancière
The Psychology of Literacy
The Adult Literacy Process as Cultural Action for Freedom
Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy
Literacy in Theory and Practice
Ways with Words
Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners
E-ducating the gaze
The changing faces of adult literacy, language and numeracy
Have lifelong learning and emancipation still something to say to each other
The audacity of hope
What's missing when empowerment is a purpose for adult literacies education? Bourdieu, Gee and the problem of accounting for power
Adult literacy and numeracy, social capital, learner identities and self-confidence
Adult and community education in complex societies
Literacy
Dialogic Pedagogy for Social Justice
The misguided search for the political
Politics, Identification, and Subjectivization
| Citations per year | 0.67 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |