Tectonic Boundaries E-Book

Carmela R. Nanton

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B ACE Single Issue Adult & Continuing Eeducation
• Sprache: Englisch

Seitenzahl: 216

Veröffentlichungsjahr: 2016

Beschreibung

Much like how tectonic plates interact, this volume explores the convergent, divergent, and transforming interaction of multiple forces pressing against adult contemporary education. Presenting multiple perspectives and environments, topics covered include: * possibilities and requirements for change that will be needed in curriculum, philosophy, programs and practice, * strategies for negotiating the interactive boundaries of a dynamic, complex, fluid global environment, and * case studies and examples from theory, pedagogy, technology, healthcare, workplace, society, and policies. This is the 149th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Leseprobe

New Directions for Adult and Continuing Education

Susan Imel Jovita M. Ross-Gordon COEDITORS-IN-CHIEF

Tectonic Boundaries: Negotiating Convergent Forces in Adult Education

Carmela R. Nanton

EDITOR

Number 149 • Spring 2016

Jossey‐Bass

San Francisco

TECTONIC BOUNDARIES: NEGOTIATING CONVERGENT FORCES IN ADULT EDUCATION Carmela R. Nanton (ed.) New Directions for Adult and Continuing Education, no. 149 Susan Imel, Jovita M. Ross-Gordon, Coeditors‐in‐Chief

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NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION (ISSN 1052-2891, electronic ISSN 1536-0717) is part of The Jossey-Bass Higher and Adult Education Series and is published quarterly by Wiley Subscription Services, Inc., A Wiley Company, at Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594. POSTMASTER: Send address changes to New Directions for Adult and Continuing Education, Jossey-Bass, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594.

New Directions for Adult and Continuing Education is indexed in CIJE: Current Index to Journals in Education (ERIC); Contents Pages in Education (T&F); ERIC Database (Education Resources Information Center); Higher Education Abstracts (Claremont Graduate University); and Socio-logical Abstracts (CSA/CIG).

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EDITORIAL CORRESPONDENCE should be sent to the Coeditors-in-Chief, Susan Imel, 3076 Woodbine Place, Columbus, Ohio 43202-1341, e-mail: [email protected]; or Jovita M. Ross-Gordon, Southwest Texas State University, CLAS Dept., 601 University Drive, San Marcos, TX 78666.

Cover design: Wiley Cover Images: © Lava 4 images | Shutterstock

www.josseybass.com

CONTENTS

Editor's Notes

References

1: Understanding Adult Learning in the Midst of Complex Social “Liquid Modernity”

Adult Education in Historical Context

The Learning Society and “Liquid Modernity”

Informal Learning

Implications for Adult Learning Theories

In Conclusion: Growing Capacity and Cultivating Skillful Means

References

2: Literacy Development and Language Expression for Adult Learners in Transition

Adult English Learners

English Composition Learners

Literacy Development and Language Expression

Implications and Conclusion

References

3: Educating African American Women Through Job Clubs

African American Women

Economic Development Barriers

Career Asset Building

Informal and Formal Learning

Job Clubs

Conclusion

References

4: Interactive Influences on Health and Adult Education

Influences on Health and Health Care

Health Inequalities and Disparities

Critical Adult Health Learning

Responsibilities of Adult Educators

Conclusion

References

5: Competing in the World's Global Education and Technology Arenas

21st Century Transitions and Changes

Technological Changes and the Workplace

Skills Needed to Thrive in the 21st Century

Generational Characteristics of Adult Learners in the 21st Century

Digital Natives and Digital Immigrants

Learning Readiness and Preparedness for Technological Shifts

Laying a Foundation for the Future of Adult Education Programming in Higher Education

Conclusions

References

6: What Our Ancestors Knew: Teaching and Learning Through Storytelling

The Roots of Storytelling

Preserving Culture Through Oral History

Stories Help Us to Understand Ourselves and Others

Teaching and Learning Through Stories

Inviting Stories

Stories as a Way of Exploring Alternative Realties

Visual and Embodied Storytelling

Embracing Technology

Conclusion and Implications

References

7: Taking Care of Business: The Opportunities and Dilemmas for Adult Education in a Changing Economy

The Adult Learning Imperatives

Jarvis’ Dual Agenda for Adult Education

Ideological Frameworks and Implications for the Future of Adult Education

Conclusion

References

8: Challenges for Policy and Standards for Adult and Higher Education

Institutions

Federal Government

Accrediting Agencies

Conclusions

References

9: Negotiating Boundaries Through Flexibility, Capacity, and Agility in Adult Education

Tectonic Forces of Adult Education

Adult Education's Negotiated Approach

Building Capacity in Adult Education

Developing Capacity in Adult Learners

Negotiating Capacity in Adult Education Practice

Strategies, Implications, and New Directions

Conclusion

References

Advert

Index

End User License Agreement

List of Tables

Chapter 1

Table 1.1

List of Illustrations

Chapter 1

Figure 1.1 Learning Choices: Diagnosing for, and Engaging Learning, in Four Different Situational Contexts

Chapter 4

Figure 4.1 Interactive Influences on Health

Figure 4.2 Kaleidoscope of Adult Education Responsibilities for Human Health

Chapter 9

Figure 9.1 Negotiating Environmental Complexity in Adult Education

Guide

Cover

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Editor's Notes

Change is inevitable, yet it can also be disruptive and irrepressible. Change can be tactically chosen or imposed by external forces. At times, the change movement is invisible until irreversible change has occurred; other times it is so relentless that society and individuals are forced to change in order to survive. Either way, innovation, flexibility, and adjustment are required to negotiate and survive personal and institutional transitions as new possibilities for the shift to a more fluid adaptable social identity are opened. The geological metaphor of tectonic plates as a framework for this volume was an intriguing and pertinent one to examine the changes occurring in contemporary adult education. Tectonic plates are mobile. Their powerful movement occurs because the plates are situated on a heated malleable fluid solidity called magma (Watson, 1999). The fluidity of this solid fosters movement of the plates. Movement results in collisions; rubbing of one plate against the other; or separation, from three propelling forces. First, convergent forces that result in collisions; the explosiveness of these collisions can result in the development of mountains (plates of equal density), volcanoes; or in subduction zones (plates of unequal density) where the strength of one plate overpowers the other, pushing it down (“Plate Techtonics,” 2002). Second, the movement of the plates can also be divergent. The slow separation results in a rift or open space that is filled with solidified magma. The third transformative interactive movement is when separate plates (of equal but opposite forces) slide alongside each other, forming faults or earthquake zones (Watson, 1999). The results of tectonic plates’ interaction are magnificent: while conducting adult education courses, I have had the opportunity to view the Himalayan mountain ranges from China's great wall, and I have stood at the edge of the East African Rift Valley while teaching in Kenya. Earlier childhood experiences included the opportunity to view the volcanic residue of St. Vincent's Soufrière and to climb the volcanic rock formations of Aruba's Hooiberg in the Caribbean.