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Participatory Learning in Formal Adult Education Contexts

Author

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  • Ilhan Kucukaydin

    (Penn State Harrisburg, USA)

  • Patricia Cranton

    (Professor of Adult Education, Canada)

Abstract

Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.

Suggested Citation

  • Ilhan Kucukaydin & Patricia Cranton, 2012. "Participatory Learning in Formal Adult Education Contexts," International Journal of Adult Vocational Education and Technology (IJAVET), IGI Global, vol. 3(1), pages 1-12, January.
    • Handle: RePEc:igg:javet0:v:3:y:2012:i:1:p:1-12
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