The Quest for Really Useful Knowledge: An Institutional Ethnography of Community Adult Education in the Digital Age

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Autor/in	Selvaraj, Shivaani Aruna
Titel	The Quest for Really Useful Knowledge: An Institutional Ethnography of Community Adult Education in the Digital Age
Quelle	(2016), (251 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-2602-5
Schlagwörter	Hochschulschrift; Dissertation; Ethnography; Community Education; Adult Education; Educational Technology; Information Technology; Federal Aid; Federal Legislation; Budgets; Adult Educators; Social Change; Equal Education; Social Justice; Interviews; Consultants; Accountability; Grants; Curriculum Design; Educational Theories; Interpersonal Relationship; Program Descriptions; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethnografie; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Unterrichtsmedien; Informationstechnologie; Bundesrecht; Finanzhaushalt; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Sozialer Wandel; Soziale Gerechtigkeit; Interviewing; Interviewtechnik; Consultant; Berater; Verantwortung; Grant; Finanzielle Beihilfe; Lehrplangestaltung; Educational theory; Theory of education; Bildungstheorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	The purpose of this institutional ethnography was to explicate the social relations of broadband adoption through the public programs implemented by the Media Mobilizing Project (MMP) between 2009 and 2013, when they operated for the first time in alignment with federal regulations that orchestrated the practice of the Broadband Technology Opportunities Program (BTOP) trans-locally. MMP is a Philadelphia-based organization that emerged in 2005 from a multi-pronged program of media production, political education, and movement building work. They expanded their budget and paid staff with BTOP funding streams that were made possible by the American Recovery and Reinvestment Act of 2009 (also known as the Stimulus Act), during the economic crisis. As an institutional ethnography, this project explored multiple forms of social organization and accompanying practices involved in providing public access to technology that MMP took up in their everyday work. It is informed by a long tradition of adult educators who have practiced education as a vehicle for change in politically contested environments, especially within struggles for equity and justice. Data for the study included texts that circulated in print and digital media forms, interviews with MMP paid staff and DC-based consultants who evaluated Philadelphia's overall BTOP experience, and observations of educational programs in public computer centers. Findings highlight the discovery of two competing forms of accountability that produced a growing bifurcation between the professional service provision spheres associated with accomplishing the grant and movement based spheres that advanced radical organizing and media production. Amid rapid disorganization and reorganization of activity under BTOP's timeline, MMP's educators designed divergent curricula that were answerable to these spheres. This institutional ethnography shows how MMP leaders attempted to reclaim their earlier work as they were drawn into larger institutional complexes. The findings are discussed in relation to radical adult education discourses that emphasize the importance of "really useful knowledge" and the approach of institutional ethnography that attends to language and experience in the mapping of social relations. Implications for adult education theory, practice, and further research are considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01