Theorizing the Effects of Class, Gender, and Race on Adult Learning in Nonformal and Informal Settings.

Autor/in	Cain, Margaret L.
Titel	Theorizing the Effects of Class, Gender, and Race on Adult Learning in Nonformal and Informal Settings.
Quelle	(2002), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Adult Education; Adult Learning; Context Effect; Educational Environment; Educational Practices; Educational Research; Educational Resources; Educational Theories; Group Dynamics; Individual Development; Informal Education; Instructional Materials; Learning Processes; Learning Theories; Literature Reviews; Models; Nonformal Education; Postsecondary Education; Race; Racial Differences; Racial Identification; Research Methodology; Resource Allocation; Self Concept; Sex; Sex Differences; Sexual Identity; Social Class; Social Environment; Teacher Student Relationship; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Bildungsmittel; Educational theory; Theory of education; Bildungstheorie; Gruppendynamik; Individuelle Entwicklung; Informelle Bildung; Nichtformale Bildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning process; Lernprozess; Learning theory; Lerntheorie; Analogiemodell; Non-formal education; Non formal education; Post-secondary education; Tertiäre Bildung; Rasse; Abstammung; Rassenunterschied; Research method; Forschungsmethode; Ressourcenallokation; Selbstkonzept; Geschlecht; Geschlechtsverkehr; Sex difference; Geschlechtsunterschied; Geschlechtsidentität; Sexuelle Identität; Social classes; Soziale Klasse; Soziales Umfeld; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung
Abstract	Recent empirical and theoretical literature was reviewed to examine how the dynamics of class, gender, and race affect adult learning in nonformal and informal settings. The following were among the key findings: (1) social dynamics such as class, gender, and race influence individuals' development of their self or subjectivity, which in turn affects their ability and decisions to participate in learning; (2) class, gender, and race also affect teachers and their pedagogies and curricular decisions; (3) another way social dynamics affect learning is through allocating resources, including economic, political, and sociocultural resources, unequally within society in general and within specific learning situations; (3) class, gender, and race affect learning through curricular materials and the tools that are used in teaching-learning interactions; (4) the dynamics of class, gender, and race affect learning by affecting the dynamics within nonformal and informal organizations and the interactions of those organizations with other social actors; (5) because class, gender, and race influence have significant effects on individuals and the learning context, using a theoretical framework that includes consideration of class, gender, and race influence may provide a way for researchers and practitioners to connect individual and contextual factors when studying their effect on learning. (27 references) (MN)
Anmerkungen	Adult and Community College Education, Box 7801, North Carolina State University, Raleigh, NC 27695-7801 (Proceedings: $30). For full text: http://www.ncsu.edu/ced/acce/aerc/start.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01