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Above all, Power in Practice examines how power relationships in the wider society are manifested in the distinct programs, practices, and policies of adult education. Throughout the book, there is a rich array of real-world cases that highlight the pivotal role of adult educators as "knowledge and power brokers" in the conflict between learners and the social forces surrounding them. The authors discuss how to teach responsibly, develop effective adult education programs, and provide exemplary leadership in complex political contexts, including the workplace and higher education. Educators in the middle of power struggles will learn how to become more politically aware while actively shaping their enterprises to meet important social needs.
In exploring how power works in the practice of adult education, Power in Practice offers numerous insights and strategies for making adult education more socially responsible and democratic.
Number of Pages: 272
Publication Date: 2000
|Dimensions: 9 X 6 (inches)|
--B. Allan Quigley, chair, Department of AdultEducation, St. Francis Xavier University, Nova Scotia
"Power in Practice is a wonderful book--full of case studies,updated theories, new perspectives, and evidence that adulteducation can and does change people's lives."
--Michael Newman, senior lecturer in adult education,University of Technology, Sydney, Australia
Adult educators know that they can no longer focus solely on theneeds of learners without responsibly addressing the political andethical consequences of their work. Power in Practiceexamines how certain adult education programs, practices, andpolicies can become a subtle part of power relationships in widersociety. It provides a rich array of real-world cases thathighlight the pivotal role of adult educators as "knowledge andpower brokers" in the conflict between learners and the socialforces surrounding them. The authors discuss how to teachresponsibly, develop effective adult education programs, andprovide exemplary leadership in complex political contexts,including the workplace and higher education. Educators in themiddle of power struggles will learn how to become more politicallyaware while actively shaping their enterprises to meet importantsocial needs.
ARTHUR L. WILSON is associate professor in the Departmentof Education at Cornell University. He is coauthor of PlanningResponsibly for Adult Education (Jossey-Bass, 1994) andcoeditor of the Handbook of Adult and Continuing Education(Jossey-Bass, 2000) and Adult Education Quarterly.
"This book will be the single most important contribution to ourfield's knowledge base in the past two decades. The authors havemanaged to shift the focus of adult education back to the socialconcerns that were taken for granted when the field was founded. Weare ready for this long overdue book. Indeed, we have been yearningfor this book. It will tilt our field back towards its moralcenter." (B. Allan Quigley, chair, Department of Adult Education,St. Francis Xavier University, Nova Scotia)
"Cervero and Wilson have done us a great service. Until now, thedebate on power in adult education has been disparate and sporadic.In this book, Cervero and Wilson set about putting this right. Theyhave invited leading writers in the field to examine theory andpractice in terms of power. They have not asked them to abandontheir own particular passions but to revisit them, analyze them,and take their thinking further. And they have asked them to locatetheir thinking and rethinking in descriptions of practice. Power inPractice is a wonderful book-full of case studies, updatedtheories, new perspectives, and evidence that adult education canand does change people's lives." (Michael Newman, senior lecturerin adult education, University of Technology, Sydney,Australia)
"This is a must read book for practitioners and professors. Theauthors have clearly and provocatively reconceptualized our fieldof practice: power and privilege can no longer be ignored. Theadult educator is on the 'hot seat' for the decisions made;facilitators are no longer benign, objective professionalsexecuting their prescribed roles. Each of us must own up to ourchoices of who will and who will not profit from the programs weplan or administer." (Phyllis Cunningham, distinguished teachingprofessor, Northern Illinois University)