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This publication deals a few feedback as to methods ahead from this hindrance. Drawing at the new highbrow frameworks of serious pedagogy, feminism and postmodernism and their impression upon academic concept, perform and learn, the e-book makes a speciality of the altering contexts of grownup schooling. by way of development at the suggestion of going past the bounds of convinced present grownup schooling orthodoxies, the authors attempt to offer possible choices for perform. the ultimate 3 chapters care for examine, targeting a serious macro-analysis of mainstream paradigms, a evaluate of different methods, and a extra micro-analysis centering at the function of the socially-located self within the study strategy.
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Extra resources for Adult Education and the Postmodern Challenge: Learning Beyond the Limits
In terms of knowledge, a liberal adult education emphasis on ‘education for its own sake’ has served at one level to institutionalise a conventional division of ‘nonvocational’ curriculum content into either a range of ‘practical’, ‘recreational’ and ‘domestic’ subjects or more recognisable ‘academic’ territory. This has had the conservative effect of only replicating the traditional low- and high-status knowledge divisions of the school curriculum (Rogers 1992), which have served to maintain and reinforce an elitist differentiation between those learner/citizens who can be academically ‘liberated’ and those who are more suited to be practically and, in the case of women, literally, ‘domesticated’.
Where, as in the postmodern, everything is ‘up for grabs’, the distinction between high and low culture melts and everything becomes available for raiding, appropriation and recycling. Furthermore, certain sites become centres of aesthetic consumption—urban areas, redeveloped and gentrified, shopping malls, museums, theme and heritage parks— all providing spaces for new experiences and the forming of new identities. Postmodern lifestyle requires certain dispositions and sensibilities, an openness to emotional and aesthetic exploration which goes with the aestheticisation of life.
Activists in critical practices do not seek to build structures nor do they feel the need to cleave to prescribed ideologies. They are motivated by a sense of injustice but see themselves as activists in a generic sense, not activists for a particular single cause. , the ‘zaps’ of ACT-UP and the barebreasted marches of Lesbian Avengers. Performativity, therefore, does not necessarily simply mean ‘efficiency’ in the reproduction and maintenance of a market-dominated capitalist system. Whilst there are certain practices where performativity is linked in this way, there is also, as we see, scope for critical, oppositional practices.