A Periodization of North American Adult Education (1919-1970): A Critical Sociological Analysis of Trends and Perspectives

Autor/in	Grace, André P.
Titel	A Periodization of North American Adult Education (1919-1970): A Critical Sociological Analysis of Trends and Perspectives
Quelle	In: International Journal of Lifelong Education, 33 (2014) 2, S.183-206 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2013.831955
Schlagwörter	Foreign Countries; Adult Education; Educational Trends; Trend Analysis; Educational History; Neoliberalism; Educational Sociology; Professional Associations; Professional Education; Corporate Education; Higher Education; Universities; Lifelong Learning; War; Canada; North America; United States + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bildungsentwicklung; Trendanalyse; History of education; Bildungsgeschichte; Neo-liberalism; Neoliberalismus; Bildungssoziologie; Erziehungssoziologie; Berufsausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Life-long learning; Lebenslanges Lernen; Krieg; Kanada; Nordamerika; USA
Abstract	This article provides a critical sociological analysis of trends and perspectives pervasive during the emergence of North American adult education (1919-1970). In discussing transitions during the first 50 years of what is considered modern practice, it draws on Webster E. Cotton's (1986, "On Behalf of Adult Education: A Historical Examination of the Supporting Literature." Boston, MA: Center for the Study of Liberal Education for Adults) periodization model--modified a few years later--to organize people, politics, and ideas as categories shaping North American adult education. In exploring this complexity, the article reflects on the perennial difficulty of answering the question "What is adult education?" Following brief considerations of periods one (1919-1929) and two (1930-1946) in the field's emergence, the article focuses on period three (1947-1970) in more detail, providing critical perspectives on field expansion during the perceived corporate age of adult education. It considers how adult education and constituent higher adult education were each affected as the field of study and practice negotiated the "knowledge-culture-language-power" nexus where it sought presence and place. Then, comparing the historical example of post-World War II North American adult education and the contemporary example of lifelong learning in neoliberal times, the article concludes by considering how cultural change forces have placed educational formations into reactive modes over time and tides. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10