Adult Educators (adult + educator)

Distribution by Scientific Domains


Selected Abstracts


Women, work, and learning

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 92 2001
Laura L. Bierema
Women are disadvantaged when it comes to opportunity and learning. Adult educators can take steps to begin changing women's secondary status in the workplace. [source]


Learning from Native Adult Education

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 85 2000
Jeffrey A. Orr
Adult educators have much to learn from Native peoples' focus on the four directions of the medicine wheel: the emotional, physical, spiritual, and cognitive. [source]


Adult educators as knowledge and power brokers

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2003
John R. Boothby MSW Director
No abstract is available for this article. [source]


What it Means to be a Stranger to Oneself

EDUCATIONAL PHILOSOPHY AND THEORY, Issue 5 2009
Olli-Pekka Moisio
Abstract In adult education there is always a problem of prefabricated and in many respect fixed opinions and views of the world. In this sense, I will argue, that the starting point of radical education should be in the destruction of these walls of belief that people build around themselves in order to feel safe. In this connection I will talk about ,gentle shattering of identities' as a problem and a method of radical education. When we as adult educators are trying to gently shatter these solidified identities and pre-packed ways of being and acting in the world, we are moving in the field of questions that Sigmund Freud tackled with the concepts of ,de-personalization' and ,de-realization'. These concepts raise the question about the possibility of at the same time believing that something is and at the same time having a fundamentally sceptical attitude towards this given. In my article I will ask, can we integrate the idea of learning in general with the idea of strangeness to oneself as a legitimate and sensible experiential point of departure for radical learning? [source]


Museums: Adult education as cultural politics

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 127 2010
Carmel Borg
This chapter explores the potential of museums as sites for critical "public pedagogy." It foregrounds the role of adult educators as co-interrogators with adult learners of what is generally perceived as politically innocent and neutral knowledge. [source]


Storywork: Autobiographical learning in later life

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 126 2010
William Randall
By honoring the narrative complexity of personal identity, adult educators can assist older persons in the process of autobiographical learning, that is, learning about themselves and from themselves by reflecting on the stories through which they have defined themselves across the years. [source]


"More universal for some than others": Canada's health care system and the role of adult education

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 124 2009
B. Allan Quigley
The literature and pan-Canadian consultations involving adults with low literacy skills, immigrants and refugees, adults with HIV/AIDS, and those in remote Canadian communities all point to a health learning gap and a critical role for adult educators,a role that crosses all borders. [source]


Adult learning and the emotional self in virtual online contexts

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 120 2008
Regina O. Smith
The rapid growth of online collaborative learning presents emotional challenges to students and adult educators. This chapter discusses two of these issues: epistemic and identity challenge. [source]


Fear and learning: Trauma-related factors in the adult education process

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 110 2006
Bruce D. Perry
Adverse learning experiences in childhood may affect the adult's capacity to learn throughout the lifespan. Suggestions for adult educators are provided. [source]


Transformational teaching and the practices of black women adult educators

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 109 2006
Juanita Johnson-Bailey
This chapter uses the classroom experiences of two black women professors as a lens to examine how transformational theory affects learning and teaching. It also explores the ways in which dimensions of power have an impact on student-teacher interactions. [source]


Faculty issues related to adult degree programs

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 103 2004
Lauren E. Clarke
This chapter examines the forces within the environment of colleges and universities that determine the preparation of and incentives for instructors to embrace and flourish in the role of adult educators, as well as the obstacles that can impede this process. [source]


Teaching with the enemy: Critical adult education in the academy

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 102 2004
Ralf St.Clair
The author identifies issues facing critical adult educators in academic settings and argues for instructors' and students' active engagement with critique. [source]


Achieving voice and security in colleges of education

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 91 2001
Michael J. Day
Finding a niche in teacher education programs in colleges of education can help adult educators secure their place in higher education while still maintaining integrity within the discipline. [source]