Adult Education for Social Change :: Argumentative Persuasive Papers

Adult Education for tender ChangePopular study is a form of adult education that encourages learners to examine their lives sarcasticly and take activeness to change social conditions. It is favourite in the sense of being of the people. Popular education emerged in Latin America in the 1960s-1970s Paulo Freire is its best known exponent. However, its roots may be found in the French Revolution, in workers education of the 1920s-1930s, and in much(prenominal) movements as the Highlander Folk School in Tennessee (Beder 1996 Jeria 1990). The goal of hot education is to break dance peoples capacity for social change through a collective problem-solving approach emphasizing participation, reflection, and critical analysis of social problems (Bates 1996. pp. 225-226). get a line characteristics of popular education are as follows everyone teaches and learns, so leadership is shared out starting with learners experiences and concerns high participation creation of new knowledge cr itical reflection connecting the local to the global and collective action for change (Arnold et al. 1985 Mackenzie 1993). This corroborate describes popular education methods, addresses challenges, and offers some insights for adult educators. The Popular Education movement Because it is strongly community based, popular education takes a wide signifier of forms. However, the process usually follows a pattern or cycle depict as action/reflection/action (Arnold and Burke 1983) or lend oneself/theory/practice (Mackenzie 1993). Beginning with peoples experience, the community initiates problem identification so they reflect on and analyze the problem, broadening it from local to global in order to develop theory next, participants plan and carry out action for change. Adult educators can facilitate the process by serving as democratic collaborators who ensure that learning takes place and leadership and self-direction develop in the group (Arnold and Burke 1983). Facilitators ke ep the group on click and encourage participation, but they should also try to foster a longer-term military position on the problems addressed, helping the group place the issues in social, historical, and political mise en scene (Bates 1996). One important aspect of popular education is the way it often draws on popular culture, using drama, song, dance, poetry, puppetry, mime, art, storytelling, and other forms. Proulx (1993) distinguishes popular culture from heathen institutions often perceived as elitist and from instruments of mass culture such as the media, identifying popular cultural forms as those in which working class adults contend their life and their values (p. 39). The use of these forms can enhance communication among audiences with