Conceptualizing Our Work as Adult Educators in a Socially Responsible Way.

Autor/in	Cunningham, Phyllis
Titel	Conceptualizing Our Work as Adult Educators in a Socially Responsible Way.
Quelle	(1996), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Education; Adult Educators; Educational Responsibility; Government School Relationship; Political Issues; Postmodernism; Relevance (Education); Role of Education; Social Change; Social Responsibility; Teacher Responsibility; Teacher Role + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Erziehungsverantwortung; Politischer Faktor; Postmoderne; Relevance; Relevanz; Bildungsauftrag; Sozialer Wandel; Soziale Verantwortung; Lehrverpflichtung; Lehrerrolle
Abstract	Increasingly, the concern for working in a socially responsible way has become an issue not only in the United States but internationally as well. One recurring theme in professionalized adult education today in the United States is learning for earning. The options for being socially relevant in 1996 seem to be in stark relief. Learning for earning is putting the entire institutional educational system to work for the market to make the rich richer and the poor poorer. Bromley (1989) suggests that the poststructuralists' critique could be used to make the Marxist analysis more inclusive. This can be done through identity politics, which use poststructural insights on the nature of subjectivity without losing the political commitment of Marxism. Postmodernism is appropriate and useful but it also presents a problem. Its usefulness is based on its challenge to the overdependence on rationality. One danger is that of multiple subjectivities, which lead to inaction. Breton and Plumb (1992) advocate "living within truth," which contributes to movements whose primary purpose is always to have an impact on society, not to affect the power structure. Guiding principles for social responsibility are as follows: to build civil society by providing ideological space for ordinary people to become knowledge producers, to develop their own systems of knowledge and the dissemination of that knowledge, and to forge a more participatory democratic society. (Contains 15 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01