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Szymanski, Sharon; Wells, Richard – New Directions for Adult and Continuing Education, 2020
This article proposes a "pedagogy of popular political economy" in a Labor Studies program to counter a historical legacy of racism and draw on students' respect for expertise to help them see through the distortions of the day.
Descriptors: Labor, Labor Education, Labor Economics, Racial Bias
Brookfield, Stephen D. – New Directions for Adult and Continuing Education, 2020
This article focuses on the use of "narrative disclosure" as a pedagogical strategy whose goal is to respond critically to and challenge the ideology of White supremacy.
Descriptors: Whites, Racial Bias, Educational Strategies, Ideology
Butterwick, Shauna; Selman, Jan – New Directions for Adult and Continuing Education, 2020
This article helps us see how, through revisiting a range of stories, community-based participatory theater can create conditions for acknowledging and valuing difference and promoting solidarity.
Descriptors: Story Telling, Community Programs, Theater Arts, Diversity
Nieves, Yolanda – New Directions for Adult and Continuing Education, 2020
In this article, the author describes the curriculum of a freshman composition class for socially marginalized students that uses an imaginative service-learning component to nurture agency and voice.
Descriptors: Letters (Correspondence), Activism, Freshman Composition, College Freshmen
MacNeill, Sheila; Johnston, Bill; Smyth, Keith – New Directions for Adult and Continuing Education, 2020
In this article, the authors describe a new vision of open education, a "public pedagogy," that can respond to both the neoliberal university and contemporary rightwing media.
Descriptors: Open Education, Public Education, Neoliberalism, Mass Media
Michelson, Elana; Mandell, Alan – New Directions for Adult and Continuing Education, 2020
This closing article urges adult educators to continue to question our role, our ideas, and our pedagogical strategies in order to renew our efforts to support social change and social justice.
Descriptors: Adult Educators, Teacher Role, Educational Strategies, Social Change
English, Leona M. – New Directions for Adult and Continuing Education, 2020
This article discusses teaching and learning approaches that illustrate "groundtruthing," a practice that brings us close to where people are living, working and being, as a way to promote transformational change.
Descriptors: Teaching Methods, Learning Processes, Ethics, Social Change
Bien-Gund, Susannah; Elrowmeim, Somia – New Directions for Adult and Continuing Education, 2019
In this chapter, the former and current directors of adult education at the Arab American Association of New York (AAANY) discuss strategies from their shared process of fostering community, student leadership, and empowerment in AAANY's community-based literacy program. Amid the challenges for learners and the program connected to the 2016…
Descriptors: Trust (Psychology), Adult Education, Student Leadership, Student Empowerment
Merriweather, Lisa R. – New Directions for Adult and Continuing Education, 2019
This chapter discusses and unpacks the ways in which gendered racism impacts African American female academics. An understanding of gendered racist realism exposes dominant racist ideologies in the academy, in general. Ontological beingness, specifically the "ontological we," affords African American women the opportunity to confront and…
Descriptors: Gender Bias, Racial Bias, African American Teachers, Women Faculty
Fullard, David A. – New Directions for Adult and Continuing Education, 2019
Historically, black male students in the United States have the lowest college degree completion rate. This chapter describes the work of the Black Male Initiative (BMI) at Empire State College in NYC. Grounded in an Afrocentric paradigm, BMI provides a safe space for students to share experiences. In this chapter, the author describes the…
Descriptors: Social Justice, African American Students, College Students, College Programs
Jones, Jaye – New Directions for Adult and Continuing Education, 2019
This chapter reflects on the educational, socioemotional, and relational impact of a critical literacy and trauma-informed reading discussion group for women of color, highlighting the collective sense of knowledge, awareness, and resistance nurtured through the group process.
Descriptors: Critical Literacy, Females, Adult Literacy, Adult Reading Programs
Thapliyal, Nisha – New Directions for Adult and Continuing Education, 2019
This chapter engenders activist knowledge production through narratives from Mulher Sem Terra--women in the Landless Workers Movement. It is empirically grounded in a qualitative research study about women educators in the Landless Workers Movement (MST). Participation in the movement enabled these women to continue their own schooling and go on…
Descriptors: Foreign Countries, Activism, Social Action, Land Settlement
Li, Ai-Tzu; Wei, Hui-Chuan – New Directions for Adult and Continuing Education, 2019
This article introduces Taiwan's innovative lifelong learning programs for middle-aged and older adults, and discusses their social influence. The innovative active aging learning programs launched in 2008. The purpose of implementing active aging learning is to work at the grassroots level with the hope of providing increasingly comprehensive and…
Descriptors: Aging (Individuals), Adult Education, Government School Relationship, Educational Opportunities
Charungkaittikul, Suwithida – New Directions for Adult and Continuing Education, 2019
The concept of lifelong learning is deeply entrenched in Thai culture and tradition. Gradually moving from a primarily agricultural society toward a manufacturing, industrial and service, and society with the goal of becoming a learning society, Thailand needs to offer its people with more lifelong learning opportunities and support to…
Descriptors: Foreign Countries, Lifelong Learning, Cultural Influences, Public Policy
Yuan, Dayong; Gui, Min; Shen, Xinyi – New Directions for Adult and Continuing Education, 2019
The idea of building learning cities is one of the important strategies for implementing lifelong learning in China. It is well accepted through policymaking, research, and practice. This article provides an overview of building a learning city in Beijing. Three cases offer perspectives that explain the structure, policy, and practice of building…
Descriptors: Foreign Countries, Lifelong Learning, Community Colleges, Adult Education