Andragogy in the Appalachians: Myles Horton, the Highlander Folk School, and Education for Social and Economic Justice

Autor/in	Keefe, Dennis
Titel	Andragogy in the Appalachians: Myles Horton, the Highlander Folk School, and Education for Social and Economic Justice
Quelle	In: International Journal of Adult Vocational Education and Technology, 6 (2015) 3, S.16-30, Artikel 2 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/IJAVET.2015070102
Schlagwörter	Adult Education; Folk Schools; Rural Areas; Nontraditional Education; Social Problems; Social Justice; Civil Rights; Educational History; Socioeconomic Status; Unions; Program Development; Foreign Countries; Tennessee; Denmark + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Rural area; Ländlicher Raum; Non-traditional education; Alternative Erziehung; Social problem; Soziales Problem; Soziale Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; History of education; Bildungsgeschichte; Socio-economic status; Sozioökonomischer Status; Programmplanung; Ausland; Dänemark
Abstract	In the field of adult education, one of the better known concepts is that of the Six Assumptions of Malcolm Knowles. These assumptions, according to Knowles, divide the world of pedagogy, defined as the art and science of teaching children, from that of andragogy, conceived as the art and science of helping adults learn. In the realm of education for older learners, myriad schools and programs dot the educational landscape, but one particularly unorthodox institution of adult education, the Highlander Folk School, led by activist educator Myles Horton, stands out for its teaching roles in the Union Labor Movement of the 1930s and 1940s, and the Civil Rights Movement of the 1950s and 1960s. This paper looks at Myles Horton of the Highlander Folk School, his background, education and preparation for establishing his lifelong dream of using alternative education among the "common uncommon people" for learning how to solve social and economic justice problems, and this paper then focuses on the extent to which the philosophy and teaching actions of Horton correspond to the Six Assumption Framework of andragogy as delineated by Malcolm Knowles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01