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Refl ections on the Profession and Professionalization of Adult Education
| Content Provider | Semantic Scholar |
|---|---|
| Author | Bierema, Laura L. |
| Copyright Year | 2011 |
| Abstract | The rich and varied fi eld of adult education is diffi cult to categorize. Lately, my faculty colleagues at the University of Georgia and I have been debating “what is the defi nition of adult education?” This is a particularly challenging question in an age of uncertainty. During one of these discussions, one faculty member asked, “why do we have to defi ne it?” Certainly there is power inherent in stating a formal defi nition: it excludes things and people. Yet, through these conversations, we decided that indeed it is our responsibility to defi ne “it.” We owe defi nition to our students who are engaged in adult education research and practice as those who will inherit the fi eld as practitioners and scholars and redefi ne it for the future. We are accountable to our institution to validate our existence. We are obligated to the fi eld, particularly when adult education's marginalization threatens programs and services. And, fi nally, we owe defi nition to adult educators who, whether they realize it or not, are engaged in the enterprise of supporting and facilitating adult learning in its myriad dimensions. The purpose of this article is to raise questions about the profession and professionalization of adult education. It addresses such questions as “Who is the adult educator?” “What is adult education's vision?” “Where does adult education happen?” “How does marginalization impact adult education?” “What is the identity of an adult educator?” “What are the considerations related to professionalization?” |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.iup.edu/WorkArea/DownloadAsset.aspx?id=134183 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
