The Role of Traditional Folklore in Facilitating Adult Learning in Nigeria

Autor/in	Ajayi, Elizabeth Aanuoluwapo
Titel	The Role of Traditional Folklore in Facilitating Adult Learning in Nigeria
Quelle	In: International Review of Education, 65 (2019) 6, S.859-877 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-019-09807-z
Schlagwörter	Role; Folk Culture; Teaching Methods; Adult Education; Andragogy; Self Concept; Learning Readiness; Learning Motivation; Prior Learning; Foreign Countries; Oral Tradition; Poetry; Singing; Proverbs; African Languages; Outcomes of Education; Nigeria + Suchen Sie Ihr Suchwort? Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Andragogics; Andragogik; Selbstkonzept; Lernbereitschaft; Motivation for studies; Lernmotivation; Vorkenntnisse; Ausland; Oral history; Mündliche Überlieferung; Lyrik; Poesie; Gesang; Sprichwort; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Lernleistung; Schulerfolg
Abstract	Adults, unlike children, have a wide variety of prior experiences and knowledge which they bring to the processes of learning they engage in at later stages of life. This difference between teaching children (pedagogy) and teaching adults was identified by Malcolm Knowles in the 1980s. He coined the term "andragogy" to describe the art and science of helping adults learn. Andragogy is premised on five key tenets: self-concept; experience; readiness to learn; orientation to learn; and motivation. These are often absent from the conventional facilitation methods used for adult learning and education (ALE) in Nigeria. The author of this article notes that many ALE programmes fail to meet the needs and expectations which motivate learners to engage in a course. She argues that for learning outcomes to be more successful, teaching methods need to be more creative and take learners' prior experience and knowledge into consideration. After reviewing literature on the topic of adult learning, this article examines conventional methods of facilitating ALE in South West Nigeria. The author points out some of these methods' shortcomings and suggests that one viable approach to addressing these might be to introduce the use of traditional folklore for andragogical purposes. The author posits that integrating oral tradition would also enable a more playful approach to adult learning. In a practice-oriented vein, she discusses the innovative and andragogical elements inherent in folktales, lullabies, folksongs, poetry, proverbs and riddles, illustrating her discussion with Yoruba examples. She concludes that folklore is useful as an independent or integral ALE facilitation method, with promising potential to make ALE more effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01