Racialised Discourse and "Adult Learning Principles": Some Thoughts about Difference and VET.

Autor/in	Shore, Sue
Titel	Racialised Discourse and "Adult Learning Principles": Some Thoughts about Difference and VET.
Quelle	(2001), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Adult Education; Adult Learning; Blacks; Cultural Pluralism; Discourse Communities; Educational Principles; Educational Research; Equal Education; Experimenter Characteristics; Foreign Countries; Influences; Learning Processes; Learning Theories; Policy Formation; Position Papers; Postsecondary Education; Racial Attitudes; Racial Bias; Racial Differences; Racial Identification; Reference Groups; Reflective Teaching; Researchers; Scholarly Writing; Social Change; Social Integration; Teacher Student Relationship; Theory Practice Relationship; Vocational Education; Whites; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Black person; Schwarzer; Kulturpluralismus; Bildungsprinzip; Bildungsforschung; Pädagogische Forschung; Ausland; Influence; Einfluss; Einflussfaktor; Learning process; Lernprozess; Learning theory; Lerntheorie; Politische Betätigung; Positionspapier; Post-secondary education; Tertiäre Bildung; Rassenfrage; Racial discrimination; Rassismus; Rassenunterschied; Reference group; Bezugsgruppe; Researcher; Forscher; Sozialer Wandel; Soziale Integration; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung; Ausbildung; Berufsbildung; White; Weißer; Australien
Abstract	The issue of how the outcomes of research on vocational education and training (VET) are influenced by categories that frame thinking about research and learning was explored. Special attention was paid to the following issues: (1) the role of researchers' culture and race in identification of adult learning principles; (2) the need for researchers to pay more attention to the notion of whiteness as a way of exploring how researchers' culture and race shape their production of knowledge about VET and how whiteness shapes the development of social and public policy statements, curriculum documents, and other VET texts; and (3) the fact that many white people erroneously assume that nonwhites experience whiteness in much the same way as whites do and that many whites are therefore unable to see the effect of their whiteness on the subject of adult education. It is argued that, despite the difficulties inherent in undertaking contemporary studies about whiteness, VET researchers should write into adult education a more explicit examination of whiteness and its effects. More work is called for on the effects of whiteness as a "discursive system of pressures and constraints" on what can be achieved by programs underwritten by theories and principles formulated by whites. (Contains 20 references.) (MN)
Anmerkungen	For full text: http://www.avetra.org.au/PAPERS%202001/shore.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC