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Social Justice and Adult Education

Social Justice and Adult Education

Marianne Robin Russo
Copyright: © 2012 |Volume: 3 |Issue: 4 |Pages: 10
ISSN: 1947-8607|EISSN: 1947-878X|EISBN13: 9781466610569|DOI: 10.4018/javet.2012100102
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MLA

Russo, Marianne Robin. "Social Justice and Adult Education." IJAVET vol.3, no.4 2012: pp.14-23. https://doi.org/10.4018/javet.2012100102

APA

Russo, M. R. (2012). Social Justice and Adult Education. International Journal of Adult Vocational Education and Technology (IJAVET), 3(4), 14-23. https://doi.org/10.4018/javet.2012100102

Chicago

Russo, Marianne Robin. "Social Justice and Adult Education," International Journal of Adult Vocational Education and Technology (IJAVET) 3, no.4: 14-23. https://doi.org/10.4018/javet.2012100102

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Abstract

It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: (a) Merriam and Brockett (1997) who define adult education as “…activities intentionally designed for the purpose of bringing about learning among those whose age, social roles, or self-perception define them as adults” and, (b) Horton’s philosophy developed under the Highlander Folk School. Understanding this correlation of adult education within a social-political phenomena, the nature of adult education may belong to a wide-ranging spectrum of teaching and learning in terms of: (a) media messaging and the rhetoric that may be inculcating adults, ultimately swaying public opinion; (b) adult messaging and totalitarian implications; (c) adult education and the state; (d) knowledge of history; (e) the history of adult education and how it has been instrumental in social justice; and (f) what adult education, inclusive of adult educators, must do to mitigate class hegemony.

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