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Making Space Merging Theory and Practice in Adult Education
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Vanessa Sheared, Peggy A. Sissel
Foreword by Phyllis M. Cunningham
Book Code: H600
ISBN: 0-89789-600-9
ISBN-13: 978-0-89789-600-9
376 pages
Bergin & Garvey
Publication: 6/30/2001
List Price: $131.95 (UK Sterling Price: £75.00)
Availability: Print on demand
Media Type: Hardcover
Also Available: Ebook Paperback
Trim Size: 6 1/8 x 9 1/4
Subjects:
  • Endorsement From Harold W. Stubblefield
    Professor Emeritus, Adult Learning & Human Development
    Virginia Polytechnic Institute & State University:     A pioneering, comprehensive, and ambitious attempt to construct a new adult education theory and practice.
  • Endorsement From Angela Miles
    Professor of Adult Education
    University of Toronto:     Making Space: Merging Theory to Practice in Adult Education is a wonderful collection of reflective and visionary articles which goes well beyond criticism to redefine the field of adult education. Respectful and intelligent editing has achieved a clarity of expression and consistency of theme and focus that is rare in such a diverse and rich collection.
  • Endorsement From Juanita Johnson-Bailey
    Assistant Professor of Adult Education
    University of Georgia:     Making Space: Merging Theory to Practice in Adult Education is an essential and timely text for educators, students, and practitioners. The critical and reflective essays contained in this book challenge the field's current perspective and engages the existing literature in a debate that is sorely needed and long absent. Sheared and Sissel have edited a book that is a breath of fresh rigorous theoretical air with chapters that are diverse in approaches and with authors who represent inclusive viewpoints.
  • Endorsement From Dr. Joyce Stalker
    School of Education
    University of Waikato, New Zealand:     The importance of this book lies as much in its evolution as in its rich content...[A]n important reminder of the many voices and viewpoints which are too often ignored....In sum, this book offers the field a useful tool which can be used to foster reflection, reflexivity, critical thinking and a more informed dialogue.
Description: Representative of a wide range of adult education and lifelong learning frameworks and experiences, this book "gives voice" to emerging perspectives and offers thought-provoking critiques of established practices and accepted theories. Those in the adult education academy, as well as "other voices" often excluded from the discourse in adult education, offer critiques of the social, political, economic, and historical forms of hegemony in the discipline. They analyze the ways in which these "hegemonic norms and practices" have affected adult learning environments and the participation rates of varying groups and shed light on how adult education as a field of practice can marginalize individuals based on their ethnicity, race, gender, class, language, age, or sexual orientation. These critiques provide a powerful statement about silence, invisibility, and the marginalization of the "other," and suggest that adult educators may complicitly, if not implicitly, marginalize adult learners. This book will provide professors and students, adult literacy teachers, corporate trainers, community-based organizers, and others with alternative ways to think about adult education practice, adult learners, and the multiple, intersecting realities that influence the teaching/learning transaction. In so doing, this book provides practitioners and academicians with a forum to dialog about emerging theories and practices, and through the discourse they can begin to merge theories and practices through language that is accessible and inclusive.
Table of Contents:
  • Foreword: The Beginning: A Response by Phyllis Cunningham
  • Deconstructing Exclusion and Inclusion in AE
  • Opening the Gates: Reflections on Power: Hegemony, Language, and the Status Quo by Peggy A. Sissel and Vanessa Sheared
  • Incorporating Postmodernist Perspectives into Adult Education by David F. Hemphill
  • Challenging Adult Learning: A Feminist Perspective by Daniele D. Flannery and Elizabeth Hayes
  • Talking about Whiteness: Adult Learning Principles and the Invisible Norm by Sue Shore
  • An Invisible Presence, Silenced Voices: African-Americans in the Adult Education Professoriate by Sherwood E. Smith and Scipio A.J. Colin III
  • History Revisited and Claimed
  • African-American Market Woman: Her Past, Our Future by Cheryl Smith
  • Creating an Intellectual Basis for Friendship: Practice and Politics in a White, Women's Study Group by Jane M. Hugo
  • Northern Philanthropy's Idealogical Influence on African-American Adult Education in the Rural South by Bernadine S. Chapman
  • Struggling to Learn, Learning to Struggle: Workers, Workplace Learning, and the Emergence of Human Resource Development by Fred Schied
  • The Role of Adult Education in Workplace Ageism by Su-fen Liu and Frances Rees
  • Classrooms and/or Communities: Contexts, Questions, and Critiques
  • Communities in the Classroom: Critical Reflections on Adult Education in an Appalachian Community by Mary Beth Bingman and Connie White, with Amelia R.B. Kirby
  • Education, Incarceration, and the Marginalization of Women by Irene C. Baird
  • Adult Basic Education: Equipped for the Future or for Failure? by Donna Amstutz
  • Teaching as Political Practice by Ruth Bounous
  • Cultural Infusion: Reflections on Identity and Practice
  • African-American Women of Inspiration by Angela Humphrey Brown
  • Through the Eyes of a Latina: Professional Women in Adult Education by Rosita Lopez Marcano
  • By My Own Eyes: A Story of Learning and Culture by Lynette Harper and "Mira"
  • Using Queer Cultural Studies to Transgress Adult Educational Space by André P. Grace
  • Feminist Perspectives on Adult Education: Constantly Shifting Identities in Constantly Changing Times by Elizabeth J. Tisdell
  • Reconstructing the Field: Our Personal and Collective Identities
  • Between a Rock and a Hard Place: Confronting Who `We' Are by Merilyn Childs
  • Technologies of Learning at Work: Disciplining the Self by John Garrick and Nicky Solomon
  • The Political Economy of Adult Education Implications for Practice by Jorge Jeria
  • What Does Research, Resistance, and Inclusion Mean for Adult Education Practice? A Reflective Response by Vanessa Sheared and Peggy A. Sissel
LC Card Number: 00-057928
LCC Class: LC5225
Dewey Class: 374
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