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Manifesto for Critical Andragogy: A Liberating Critique to Adult Learning

Manifesto for Critical Andragogy: A Liberating Critique to Adult Learning

Anthony Craig Clemons
Copyright: © 2021 |Pages: 18
ISBN13: 9781799885986|ISBN10: 1799885984|EISBN13: 9781799887348
DOI: 10.4018/978-1-7998-8598-6.ch008
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MLA

Clemons, Anthony Craig. "Manifesto for Critical Andragogy: A Liberating Critique to Adult Learning." Research Anthology on Adult Education and the Development of Lifelong Learners, edited by Information Resources Management Association, IGI Global, 2021, pp. 177-194. https://doi.org/10.4018/978-1-7998-8598-6.ch008

APA

Clemons, A. C. (2021). Manifesto for Critical Andragogy: A Liberating Critique to Adult Learning. In I. Management Association (Ed.), Research Anthology on Adult Education and the Development of Lifelong Learners (pp. 177-194). IGI Global. https://doi.org/10.4018/978-1-7998-8598-6.ch008

Chicago

Clemons, Anthony Craig. "Manifesto for Critical Andragogy: A Liberating Critique to Adult Learning." In Research Anthology on Adult Education and the Development of Lifelong Learners, edited by Information Resources Management Association, 177-194. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-8598-6.ch008

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Abstract

The aim of educating adults not only concerns knowledge transference and intellectual mastery. The foundational theories and associated praxes are just as important, as they enable educators to critically observe human terrain and empower learners. This chapter proposes a fresh approach to andragogical learning design called critical andragogy. Using a neo-Marxist framework, the genesis of critical andragogy amalgamates literature from critical theory, critical pedagogy, critical multiculturalism, and transformative learning. Then, using a qualitative metasynthesis, that literature is critically analyzed, refined, and nested in the context of current why adult learners pursue new learning activities. The combination of the learner's purpose and the revised andragogical theory then become the outputs that culminate into a unified theory of critical andragogy that derivative of key principles extrapolated from current literature.

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