Learning from the Past, Organizing for the Future: Adult and Community Education in Aotearoa New Zealand

Autor/inn/en	Bowl, Marion; Tobias, Robert
Titel	Learning from the Past, Organizing for the Future: Adult and Community Education in Aotearoa New Zealand
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 62 (2012) 3, S.272-286 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713611403830
Schlagwörter	Social Justice; Community Education; Adult Education; Social Change; Foreign Countries; Adult Educators; Neoliberalism; Cultural Influences; Critical Theory; Activism; Social Networks; Educational Objectives; Goal Orientation; Educational Policy; Educational Finance; Financial Support; Educational Change; New Zealand + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Sozialer Wandel; Ausland; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Neo-liberalism; Neoliberalismus; Cultural influence; Kultureinfluss; Kritische Theorie; Aktivismus; Politischer Protest; Social network; Soziales Netzwerk; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Politics of education; Bildungspolitik; Bildungsfonds; Finanzielle Förderung; Bildungsreform; Neuseeland
Abstract	This article analyses key events in the history of adult and community education in Aotearoa New Zealand. It draws on historical sources to examine the role of grassroots community activism and local and national networking in upholding a broad vision of adult and community-based education, in the face of a hostile policy climate. The authors suggest practical and theoretical lessons from their historical analysis: first, the possibilities for adult education that exist beyond the state and its apparatus; second, the need to recognize the power of the state to support or attempt to strangle adult education by controlling or withdrawing funding; third, the need for broadly based alliances across and beyond education. Drawing on critical adult education theory, the authors suggest a range of political and pedagogical actions that adult educators and their allies might take to advance adult education's contribution to social change and social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10