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Andragogy in the Appalachians: Myles Horton, the Highlander Folk School, and Education for Social and Economic Justice

Andragogy in the Appalachians: Myles Horton, the Highlander Folk School, and Education for Social and Economic Justice

Dennis Keefe
Copyright: © 2015 |Volume: 6 |Issue: 3 |Pages: 15
ISSN: 1947-8607|EISSN: 1947-878X|EISBN13: 9781466677630|DOI: 10.4018/IJAVET.2015070102
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MLA

Keefe, Dennis. "Andragogy in the Appalachians: Myles Horton, the Highlander Folk School, and Education for Social and Economic Justice." IJAVET vol.6, no.3 2015: pp.16-30. http://doi.org/10.4018/IJAVET.2015070102

APA

Keefe, D. (2015). Andragogy in the Appalachians: Myles Horton, the Highlander Folk School, and Education for Social and Economic Justice. International Journal of Adult Vocational Education and Technology (IJAVET), 6(3), 16-30. http://doi.org/10.4018/IJAVET.2015070102

Chicago

Keefe, Dennis. "Andragogy in the Appalachians: Myles Horton, the Highlander Folk School, and Education for Social and Economic Justice," International Journal of Adult Vocational Education and Technology (IJAVET) 6, no.3: 16-30. http://doi.org/10.4018/IJAVET.2015070102

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Abstract

In the field of adult education, one of the better known concepts is that of the Six Assumptions of Malcolm Knowles. These assumptions, according to Knowles, divide the world of pedagogy, defined as the art and science of teaching children, from that of andragogy, conceived as the art and science of helping adults learn. In the realm of education for older learners, myriad schools and programs dot the educational landscape, but one particularly unorthodox institution of adult education, the Highlander Folk School, led by activist educator Myles Horton, stands out for its teaching roles in the Union Labor Movement of the 1930s and 1940s, and the Civil Rights Movement of the 1950s and 1960s. This paper looks at Myles Horton of the Highlander Folk School, his background, education and preparation for establishing his lifelong dream of using alternative education among the “common uncommon people” for learning how to solve social and economic justice problems, and this paper then focuses on the extent to which the philosophy and teaching actions of Horton correspond to the Six Assumption Framework of andragogy as delineated by Malcolm Knowles.

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