Toward an Empowerment Model of Community Education in China

Autor/inn/en	Zhang, Yong; Perkins, Douglas D.
Titel	Toward an Empowerment Model of Community Education in China
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 73 (2023) 1, S.21-39 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perkins, Douglas D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/07417136211062252
Schlagwörter	Community Education; Empowerment; Lifelong Learning; Educational Development; Educational Policy; Nontraditional Education; Community Schools; Community Organizations; Service Learning; Social Capital; Cultural Capital; Case Studies; Ethnography; Foreign Countries; China (Shanghai) + Suchen Sie Ihr Suchwort? ; Gemeinschaftserziehung; Nachbarschaftserziehung; Life-long learning; Lebenslanges Lernen; Bildungsentwicklung; Politics of education; Bildungspolitik; Non-traditional education; Alternative Erziehung; Community school; Gemeindeschule; Gemeinschaftsschule; Service-Learning; Sozialkapital; Case study; Fallstudie; Case Study; Ethnografie; Ausland
Abstract	We define community education as organized lifelong learning through voluntary participation in collective efforts to critically address both individual and community needs. Community education has roots in European folk schools, United States participatory democracy, and Latin American "popular education." Community education developed more recently in China in response to Learning Society and Lifelong Education policy. We present a new framework of community education that includes a theoretical component, emphasizing learning and participation principles. The organizational component includes traditional and nontraditional schools and other local organizations engaged in community education. The program component includes community service, empowerment, and combined models. We also apply the framework to an ecological-psychopolitical model of community education, which considers multilevel (individual, organizational, community/societal) processes of liberation or empowerment across four environmental domains or forms of capital: sociocultural, physical, economic and political. We conclude by examining two brief ethnographic case studies of community education in Shanghai, China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01