ERIC Number: ED401410
Record Type: RIE
Publication Date: 1996-May
Conceptualizing Our Work as Adult Educators in a Socially Responsible Way.
Increasingly, the concern for working in a socially responsible way has become an issue not only in the United States but internationally as well. One recurring theme in professionalized adult education today in the United States is learning for earning. The options for being socially relevant in 1996 seem to be in stark relief. Learning for earning is putting the entire institutional educational system to work for the market to make the rich richer and the poor poorer. Bromley (1989) suggests that the poststructuralists' critique could be used to make the Marxist analysis more inclusive. This can be done through identity politics, which use poststructural insights on the nature of subjectivity without losing the political commitment of Marxism. Postmodernism is appropriate and useful but it also presents a problem. Its usefulness is based on its challenge to the overdependence on rationality. One danger is that of multiple subjectivities, which lead to inaction. Breton and Plumb (1992) advocate "living within truth," which contributes to movements whose primary purpose is always to have an impact on society, not to affect the power structure. Guiding principles for social responsibility are as follows: to build civil society by providing ideological space for ordinary people to become knowledge producers, to develop their own systems of knowledge and the dissemination of that knowledge, and to forge a more participatory democratic society. (Contains 15 references.) (YLB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Constitutive Interplay midst Discourse of East and West: Modernity & Postmodernity Renderings in Adult & Continuing Education; see CE 072 896.