By Ian Bryant, Rennie Johnston, Visit Amazon's Robin Usher Page, search results, Learn about Author Central, Robin Usher,
This booklet bargains a few feedback as to methods ahead from this hassle. Drawing at the new highbrow frameworks of serious pedagogy, feminism and postmodernism and their influence upon academic thought, perform and examine, the e-book makes a speciality of the altering contexts of grownup schooling. through development at the suggestion of going past the bounds of yes present grownup schooling orthodoxies, the authors try and offer possible choices for perform. the ultimate 3 chapters take care of learn, targeting a severe macro-analysis of mainstream paradigms, a assessment of different ways, and a extra micro-analysis centering at the position of the socially-located self within the learn approach.
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Extra resources for Adult Education and the Postmodern Challenge: Learning Beyond the Limits
Postmodernity and contemporary capitalism encourage and require consumption and people who develop their identities through consumption (Urry 1994). There is an emphasis within consumer culture on tendencies which favour the aestheticisation of life. The goal of life becomes the endless pursuit of new experiences, values and identities (Featherstone 1991). Harvey (1991) points to a postmodern aesthetic which celebrates difference, ephemerality, spectacle, fashion and the commodification of cultural forms.
ADULT LEARNING IN POSTMODERNITY 13 narratives. As we have noted, they are now proving increasingly unsustainable, their own legitimacy open to question. We referred to them then as ‘interesting stories’, albeit stories which are still powerful. Lyotard refers to them as now having the status of a language game in a world characterised by a multiplicity of language games. The rationalist and humanistic discourses that try to justify only certain forms of knowledge, certain universal moral stances, and their accompanying educational practices themselves increasingly come into question, challenged by a postmodern condition of ‘decentred’ knowledge, where the power and purpose of modernist education, including adult education, no longer seems so unproblematic.
ADULT LEARNING IN POSTMODERNITY 19 Fourth, critical practices. These work through the foregrounding of action in the ‘here and now’ as against theorising or contemplation or waiting for the right moment. They are located in a multiplicity of sites and can take a myriad of forms. They are not confined to educational institutions, although these can be sites of critical practices. At the same time, critical practices do not occur within the productive order alone. Critical practices often involve struggles against the dominance of consumption, particularly against the waste and pollution which is an inevitable feature of a consumerist economy, but they do this by utilising techniques of ludic subversion and the creation and manipulation of seductive images.
Adult Education and the Postmodern Challenge: Learning Beyond the Limits by Ian Bryant, Rennie Johnston, Visit Amazon's Robin Usher Page, search results, Learn about Author Central, Robin Usher,
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