Disrupting Adult and Community Education
Teaching, Learning, and Working in the Periphery
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Reconceptualizes local, national, and transnational adult education practices in light of neoliberalism and globalization.
Honorable Mention, 2017 Phillip E. Frandson Award for Literature in the Field of Professional, Continuing, and/or Online Education presented by the University Professional and Continuing Education Association
This groundbreaking book critiques the boundaries of where adult education takes place through a candid examination of teaching, learning, and working practices in the social periphery. Lives in this context are diverse and made through complex practices that take place in the shadows of formal systems: on streetscapes and farms, in vehicles and homes, and through underground networks. Educators may be family members, friends, or colleagues, and the curriculum may be based on needs, interests, histories, and cultural practices. The case studies presented here analyze adult education in the lives of sex workers, LGBTQ activists, undocumented migrants, disabled workers, homeless youth, immigrants, inmates, and others. Focusing on learning at the social margins, this book challenges readers to reconceptualize local, national, and transnational adult education practices in light of neoliberalism and globalization.
Robert C. Mizzi is Assistant Professor of Educational Administration at the University of Manitoba, Canada. Tonette S. Rocco is Professor of Adult Education and Human Resource Development at Florida International University. Her books include Transforming the School-to-Prison Pipeline: Lessons from the Classroom (coauthored with Debra M. Pane). Sue Shore is Professor in Education at Charles Darwin University in Australia and the coeditor (with Peter Kell and Michael Singh) of Adult Education @ 21st Century.
"…offers a timely and important critique of neoliberal and globalizing premises as they situate adult and community education at local, national, and transnational levels … the book provokes readers to think about ethical values, and how power is marshalled, in adult and community learning. " — Adult Education Quarterly