ERIC Number: ED367797
Record Type: RIE
Publication Date: 1992
Adult Education for Community Development. Contributions to the Study of Education, Number 55.
This book is directed at the following audiences: adult educators and others who are either involved in or desire to become involved in community-based work; students of education, the social sciences, or related disciplines who desire information on community involvement as a career or means of fulfilling civic responsibilities, and persons in need of direction, information, and creative ideas for solving community-based problems. Chapter 1 focuses on adult education and social change from a theoretical/philosophical standpoint in relation to illiteracy and poverty. Discussed in chapter 2 are conceptual issues related to education and development. Aspects of community control inherent in community-based approaches (neighborhood organizations, local leadership, citizen participation, and group decision making) are examined in chapter 3. Chapter 4 discusses concerns related to identifying and assessing community needs, and chapter 5 analyzes several important aspects of community organizing (with emphasis on planning and learning). Outlined in chapter 6 is a community development model that emphasizes adult education as its major component. Chapter 7 is a people-oriented discussion of three U.S. minority groups (African Americans, Mexican Americans, and Native Americans) and the challenge of serving them through nonformal educational programs with a community-based approach. The bibliography lists 330 references. (MN)
Descriptors: Adult Education, Adult Literacy, Change Strategies, Citizen Participation, Community Control, Community Development, Community Organizations, Educational Needs, Minority Groups, Models, Needs Assessment, Neighborhood Improvement, Nonformal Education, Organizational Development, Poverty, Role of Education, Social Change
Greenwood Press, 88 Post Road West, Westport, CT 06881.
Publication Type: Books
Education Level: N/A
Audience: Teachers; Students; Community; Practitioners
Authoring Institution: N/A