Success and Failure in Adult Education: The Immigrant Experience 1914-1924.

Autor/in	Seller, Maxine S.
Titel	Success and Failure in Adult Education: The Immigrant Experience 1914-1924.
Quelle	(1977), (27 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Education; Adult Programs; Adult Students; American Culture; Cultural Differences; Educational History; Educational Needs; Educational Problems; Educational Programs; Ethnic Studies; Failure; Immigrants; Nonformal Education; Program Effectiveness; Program Evaluation; Relevance (Education); Sociocultural Patterns; Success; United States History + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kultureller Unterschied; History of education; Bildungsgeschichte; Educational need; Bildungsbedarf; Immigrant; Immigrantin; Immigranten; Non-formal education; Non formal education; Nichtformale Bildung; Programme evaluation; Programmevaluation; Relevance; Relevanz; Soziokulturelle Theorie; Erfolg
Abstract	The educational experience of adult immigrants to the United States between 1914-24 is discussed. Attempts of educators and Americanization agencies to reach adult immigrants are described and reasons for the failure of these attempts are given, including inadequate funding, narrowness in subject matter and methods, and insensitivity to ethnic cultures. Educational needs of immigrant adults are identified as a desire to learn to speak and read English as a tool for earning a living, to read and write their native language in order to increase knowledge about their own traditions, and to obtain the elements of a liberal education which had been available in the old country only to the privileged few. Nonformal education of adults in immigrant communities succeeded where American educators failed because it was planned and executed by immigrants through lodges, unions, churches, theaters, ethnic press, and other institutions. Respecting native languages and traditions, these groups addressed not only Americanization but a broad spectrum of economic, cultural, and intellectual interests. Information is provided on activities of the immigrant institutions generally, and examples are offered on specific ethnic groups including Ukranians, Poles, Lithuanians, Jews, Finns, Greeks, Armenians, Hungarians, and Italians. References are included. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01