"If You Can't Measure It, It Doesn't Exist"? Popular Education in the Shadows of Global Reporting on Adult Learning and Education

Autor/inn/en	Walters, Shirley; von Kotze, Astrid
Titel	"If You Can't Measure It, It Doesn't Exist"? Popular Education in the Shadows of Global Reporting on Adult Learning and Education
Quelle	In: Studies in the Education of Adults, 51 (2019) 1, S.3-14 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2018.1522052
Schlagwörter	Popular Education; Adult Learning; Educational History; Social Change; Teaching Methods; Social Action; Foreign Countries; Public Policy; Futures (of Society); International Organizations; Adult Education; South Africa + Suchen Sie Ihr Suchwort? Befreiungspädagogik; Adulte education; Adult training; Erwachsenenbildung; History of education; Bildungsgeschichte; Sozialer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; Soziales Handeln; Ausland; Öffentliche Ordnung; Future; Society; Zukunft; International organisation; International organisations; International organization; Internationale Organisation; Adult; Adults; Education; Adult basic education; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Discourses on adult learning and education (ALE) and in particular the GRALE Report generally have limited coverage of popular education as part of its ecology. Given both the long history of popular education globally as a necessary approach towards affecting transformation and the socio-economic-ecological transformations that are needed, we identify the challenge of incorporating the radical approach of popular education more explicitly into ALE discourses. We proffer suggestions toward this end. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01