Multicultural Andragogy for Transformative Learning. Advances in Educational Technologies and Instructional Design (AETID) Book Series

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Sonst. Personen	Peltz, David P. (Hrsg.); Clemons, Anthony C. (Hrsg.)
Titel	Multicultural Andragogy for Transformative Learning. Advances in Educational Technologies and Instructional Design (AETID) Book Series
Quelle	(2019), (319 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5225-3474-7
DOI	10.4018/978-1-5225-3474-7
Schlagwörter	Multicultural Education; Cultural Pluralism; Andragogy; Adult Learning; Transformative Learning; Cultural Awareness; Independent Study; Religious Factors; Cultural Influences; Culturally Relevant Education; English Language Learners; Indigenous Knowledge; Foreign Countries; Handheld Devices; Technology Uses in Education; Postsecondary Education; Vocational Education; Equal Education; Access to Education; Internet; Technological Advancement; Kenya; Ghana + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Kulturpluralismus; Andragogics; Andragogik; Adulte education; Adult training; Erwachsenenbildung; Pädagogische Transformation; Cultural identity; Kulturelle Identität; Selbststudium; Cultural influence; Kultureinfluss; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung; Education; Access; Bildung; Zugang; Bildungszugang; Technological development; Technologische Entwicklung; Kenia
Abstract	As individuals progress through each stage of life, they continue to learn and grow intellectually. However, what may be a conducive learning environment for a child may not be as effective for an adult, creating a need to understand how to aid adults in being successful learners in their later life. "Multicultural Andragogy for Transformative Learning" provides a diverse collection of positions related to adult learning. The book touches on a variety of topics including autonomous learning as a transformative experience, mixing cultures through intercultural methodology, and integrating cultural perspectives into organizational learning. As a publication with a focus on andragogy, this proves a useful resource for academicians, higher education administrators, and educators who teach both traditional and non-traditional students in higher education. This book contains the following chapters: (1) Cultural Awareness Research and Implications for Practice and Professional Development (Marcia G. Derrick and Mervyn Wighting); (2) Autonomous Learning as a Transformative Experience (David A. Miles); (3) Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings: The Adult Learner Culture Defined (Priscilla Bamba); (4) Spirituality and Religion as Cultural Influences in Andragogy (Lunthita M. Duthely, Sandra G. Nunn, and John T. Avella); (5) Manifesto for Critical Andragogy: A Liberating Critique to Adult Learning (Anthony Craig Clemons); (6) Andragogy, Culture, and Adult Learning Worldviews (David P. Peltz); (7) Culturally Inclusive Teaching of Adult English Language Learners (Christy Michele Rhodes and Kathy Diane Lohr); (8) Mixing Cultures Through Intercultural Methodology (MTM): A Qualitative Study of Andragogical Approaches (Marina Mattera and Leticia Florez-Estrada Chassonnaud); (9) Intersecting Gender and Culture: Indigenous Andragogical Practices in Western Kenya (Anne Namatsi Lutomia and Wycliffe Osundwa Wanzala); (10) Changing Formal and Informal Learning Practices Using Smartphones: The Case of Market Women of Ghana (Julia Bello-Bravo and Anne Namatsi Lutomia); (11) Ushering Transformative Change: Infusing De-Colonized Cultural Changes Into South African Curriculum and Andragogical Practices (Ntokozo Mthembu); (12) Cultural Considerations in Postsecondary and Vocational Education: A Discussion on Equity and Accessibility (Aaron Perez); (13) Integrating Cultural Perspectives Into Organizational Learning: An Anecdotal Study in Higher Education (Ruth Gotian); (14) Analyzing How Cultural Norms Affect Learner Preferences in Organizational Learning Programs (Ronnie O'Brien Rice); and (15) Andragogy and the Learning-Tech Culture Revolution: The Internet of Things (IoT), Blockchain, AI, and the Disruption of Learning (John H. Wilson). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01