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Adult Education and the Postmodern Challenge : Learning Beyond the Limits.

Author: Ian Bryant; Rennie Johnston; Robin Usher
Publisher: Florence : Taylor and Francis, 2004. ©2005
Edition/Format:   eBook : Document : English : 1st edView all editions and formats
Summary:
This book offers some suggestions as to ways forward from this dilemma. Drawing on the new intellectual frameworks of critical pedagogy, feminism and postmodernism and their impact upon educational theory, practice and research, the book focuses on the changing contexts of adult education. By building on the notion of going beyond the limits of certain current adult education orthodoxies, the authors try to provide  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Bryant, Ian.
Adult Education and the Postmodern Challenge : Learning Beyond the Limits.
Florence : Taylor and Francis, ©2004
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Ian Bryant; Rennie Johnston; Robin Usher
ISBN: 9780203639771 0203639774
OCLC Number: 1048383960
Description: 1 online resource (263 pages)
Contents: Book Cover --
Half-Title --
Title --
Copyright --
Contents --
Introduction --
Chapter 1 Adult learning in postmodernity --
THE SOCIO-ECONOMIC DIMENSION OF MODERNITY AND POSTMODERNITY --
POSTMODERNISM AND INCREDULITY --
CHANGING CONCEPTIONS OF KNOWLEDGE, CHALLENGES TO MODERNIST EDUCATION --
CONSUMPTION AND KNOWLEDGE IN THE POSTMODERN --
THE CHALLENGE OF ADULT LEARNING --
AN UNCERTAIN PROSPECT --
Chapter 2 Adult learning for citizenship --
ADULT EDUCATION TRADITIONS AND CITIZENSHIP --
CITIZENSHIP AND EDUCATION IN A POSTMODERN WORLD --
ADULT LEARNING FOR CITIZENSHIP --
CONCLUSION --
Chapter 3 Governmentality and practice --
DURKHEIM --
FOUCAULT --
BOURDIEU --
INSTITUTIONS AND MISSIONS: A NEW CONFIGURATION OF PRACTICE? --
INDIVIDUALS AND PROFILES: GOVERNING THE SUBJECT --
CONCLUSION --
Chapter 4 Disciplines and disciplinarity Knowledge and power --
SUBSIDING FOUNDATIONS --
THE POWER OF PSYCHOLOGY/PSYCHOLOGY AS POWER --
DISCIPLINARY POWER --
COMPETENCES AND CONFESSION --
THE PLACE OF DISCIPLINES --
Chapter 5 Reconfiguring the 'other' Self and experience in adult learning --
THE SELF IN ADULT EDUCATION'S TRADITIONS OF LEARNING --
THE PLACE OF EXPERIENCE --
EXPERIENCE, PEDAGOGY AND SOCIAL PRACTICES --
LIFESTYLE PRACTICES --
VOCATIONAL PRACTICES --
CONFESSIONAL PRACTICES --
CRITICAL PRACTICES --
RETHINKING EXPERIENCE IN THE CONTEXT OF CONTEMPORARY ADULT LEARNING --
RECONFIGURING THE SELF AND EXPERIENCE WITHIN THE POSTMODERN --
Chapter 6 Reconceptualising theory and practice --
THEORISTS AND PRACTITIONERS --
LIMITATIONS OF TECHNICAL-RATIONALITY --
THEORY AND PRACTICE IN TEACHING --
RECONSIDERING THE NATURE OF PRACTICE --
METAPRACTICE --
Chapter 7 The reflective practitioner revisited --
THE ARGUMENT FOR REFLECTION-IN-ACTION --
SCHON AS A THEORIST --
SCHON'S METHODOLOGY --
PERCEPTIONS OF REFLECTIVE PRACTICE: FOUR CASES --
REFLECTIONS ON THE CASES. CONCLUSION --
Chapter 8 Changing paradigms and traditions of research --
RIGOROUS RESEARCH --
POSITIVIST/EMPIRICIST EPISTEMOLOGY AND RESEARCH --
HERMENEUTIC/INTERPRETIVE EPISTEMOLOGY --
RESEARCH THROUGH CRITICAL THEORY --
Chapter 9 Overstepping the limits New approaches to research --
EMANCIPATORY RESEARCH --
QUESTIONS FOR PARTICIPATORY RESEARCH --
SOME FEATURES OF A POSTMODERN APPROACH --
Chapter 10 Writing and learning about research --
METHODOLOGY AND THE POWER OF THE TEXT --
RELOCATING THE SELF IN RESEARCH --
THE RESEARCH TRAJECTORY --
RESEARCH AS NARRATIVE --
IMPLICATIONS FOR TEACHING ABOUT RESEARCH AS REFLECTIVE PRACTICE: TWO EXAMPLES --
Example 1: incorporating 'affect' into action research --
Example 2: four aspects of practice --
CONCLUSION --
References --
Index.

Abstract:

This book offers some suggestions as to ways forward from this dilemma. Drawing on the new intellectual frameworks of critical pedagogy, feminism and postmodernism and their impact upon educational theory, practice and research, the book focuses on the changing contexts of adult education. By building on the notion of going beyond the limits of certain current adult education orthodoxies, the authors try to provide alternatives for practice. The final three chapters deal with research, focusing on a critical macro-analysis of mainstream paradigms, a review of alternative approaches, and a more micro-analysis centering on the role of the socially-located self in the research process.

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