Public Pedagogy, Private Lives: Self-Help Books and Adult Learning

Autor/in	McLean, Scott
Titel	Public Pedagogy, Private Lives: Self-Help Books and Adult Learning
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 63 (2013) 4, S.373-388 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713613491621
Schlagwörter	Foreign Countries; Adults; Adult Students; Adult Education; Informal Education; Popular Culture; Females; Interviews; Feminism; Qualitative Research; Self Help Programs; Canada + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Informelle Bildung; Nichtformale Bildung; Popkultur; Weibliches Geschlecht; Interviewing; Interviewtechnik; Feminismus; Qualitative Forschung; Self help programmes; Selbsthilfebewegung; Kanada
Abstract	Self-help literature has become an important domain of adult learning in North America. Self-help books offer readers advice on how to take charge of their lives and achieve goals such as prosperity, love, happiness, wellness, and self-actualization. Despite the popularity of self-help books, there has been little research about them from scholars of adult education. Furthermore, existing literature has tended to be speculative rather than empirical: few studies have assessed learning processes and other subjective outcomes among those who read self-help books. Through presenting results of qualitative interviews with female readers of self-help books, this article demonstrates how informal adult learning takes place through interaction with products of popular culture. The article argues that self-help reading should be included in the study of public pedagogy and that further empirical work is needed to understand the impact of reading such books, among other experiences of popular culture, on adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10