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This booklet bargains a few feedback as to methods ahead from this issue. Drawing at the new highbrow frameworks of serious pedagogy, feminism and postmodernism and their impression upon academic idea, perform and learn, the publication makes a speciality of the altering contexts of grownup schooling. by way of construction at the inspiration of going past the boundaries of sure present grownup schooling orthodoxies, the authors try and offer possible choices for perform. the ultimate 3 chapters take care of examine, concentrating on a severe macro-analysis of mainstream paradigms, a evaluation of other methods, and a extra micro-analysis centering at the position of the socially-located self within the study approach.

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Extra resources for Adult Education and the Postmodern Challenge: Learning Beyond the Limits

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Fieldhouse’s summary of its basic values provides a useful baseline from which to understand and appraise its approach to citizenship: The notion of ‘liberalism’ in English adult education implies a democratic, dialectical and non-utilitarian approach. … It is dialectical rather than propagandist, with a total freedom of discussion of all subjects. And it is non-utilitarian, non-vocational in that it is concerned with the education of the individual either for personal intellectual advancement or to make the individual a better citizen.

At the same time, critical practices do not occur within the productive order alone. Critical practices often involve struggles against the dominance of consumption, particularly against the waste and pollution which is an inevitable feature of a consumerist economy, but they do this by utilising techniques of ludic subversion and the creation and manipulation of seductive images. , Greenpeace’s image of a David taking on the Goliath of nuclear states and multinational capital. Furthermore, the postmodern mood or attitude is characterised by a reflexivity about contemporary ‘risk’ society, particularly in the threat of nuclear war, pandemics and environmental degradation.

We need to recognise that boundaries have become blurred and the attempts to speak the language of the uniqueness of adult education’s offer has become increasingly irrelevant. Whatever adult education does offer, it now has to compete for the consumers’ income and their scarce leisure time. More than this, however, taking account of consumption means that we have to consider the education of adults in the context of a cultural economy of signs where consumer choices are social communicative acts and where education is increasingly used by adults as a marker.

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