Adult education in the urban context

Abstract

Context is vitally important for urban adult education because it tends to create physical, psychological, and sociocultural distance between and among learners and various providers of adult and continuing education programs, thereby creating barriers and the differential provision of adult learning opportunities for some urban populations.

Ethical Applications of Technology in HRD

“…And in "teaching diversity or developing societies based on equality" (p. 146). Martin (2004) explains that computer-based materials for adults are often targeted toward the white, mainstream, male population who can afford to have a computer at home and who most likely use computers in professional careers. Such a reality is incongruent with the fact that many American organizations have raised the need for a diverse workforce in order to compete successfully abroad and improve performance (Florkowski, 1996;Gilbert & Ivancevich, 2000;Wentling & Palma-Rivas, 1998).…”

Ethical Applications of Technology in HRD

“…And in "teaching diversity or developing societies based on equality" (p. 146). Martin (2004) explains that computer-based materials for adults are often targeted toward the white, mainstream, male population who can afford to have a computer at home and who most likely use computers in professional careers. Such a reality is incongruent with the fact that many American organizations have raised the need for a diverse workforce in order to compete successfully abroad and improve performance (Florkowski, 1996;Gilbert & Ivancevich, 2000;Wentling & Palma-Rivas, 1998).…”

Transformative Vocational Education

“…Some literature on adult learners as students tends to combine non-traditional and adult learners. However, for our purposes, we believe the two groups have distinct characteristics, particularly within an urban learning context (Martin, 2004). Adult learners residing in urban environments according to Martin (2004) present with different lived experiences and sociodemographic experiences such as age, income, and work experience, which become important when discussing the ability to access and transition into vocational education programs.…”

“…The urban setting as the backdrop for both of our programs positions learners in unique ways not fully explored within empirical literature on transformational learning and vocational education. Residing in an urban setting has the potential to inform a learners experience in both positive and negative ways (Martin, 2004). According to Kappel and Daley (2004), "the urban context often acts as a multilayered web of disorienting and intersecting dilemmas" (p. 88).…”

Ethical Applications of Technology in HRD

“…And in "teaching diversity or developing societies based on equality" (p. 146). Martin (2004) explains that computer-based materials for adults are often targeted toward the white, mainstream, male population who can afford to have a computer at home and who most likely use computers in professional careers. Such a reality is incongruent with the fact that many American organizations have raised the need for a diverse workforce in order to compete successfully abroad and improve performance (Florkowski, 1996;Gilbert & Ivancevich, 2000;Wentling & Palma-Rivas, 1998).…”

Transformative Vocational Education

“…Some literature on adult learners as students tends to combine non-traditional and adult learners. However, for our purposes, we believe the two groups have distinct characteristics, particularly within an urban learning context (Martin, 2004). Adult learners residing in urban environments according to Martin (2004) present with different lived experiences and sociodemographic experiences such as age, income, and work experience, which become important when discussing the ability to access and transition into vocational education programs.…”

“…The urban setting as the backdrop for both of our programs positions learners in unique ways not fully explored within empirical literature on transformational learning and vocational education. Residing in an urban setting has the potential to inform a learners experience in both positive and negative ways (Martin, 2004). According to Kappel and Daley (2004), "the urban context often acts as a multilayered web of disorienting and intersecting dilemmas" (p. 88).…”

Ethical Applications of Technology in HRD

“…And in "teaching diversity or developing societies based on equality" (p. 146). Martin (2004) explains that computer-based materials for adults are often targeted toward the white, mainstream, male population who can afford to have a computer at home and who most likely use computers in professional careers. Such a reality is incongruent with the fact that many American organizations have raised the need for a diverse workforce in order to compete successfully abroad and improve performance (Florkowski, 1996;Gilbert & Ivancevich, 2000;Wentling & Palma-Rivas, 1998).…”

Transformative Vocational Education

“…Some literature on adult learners as students tends to combine non-traditional and adult learners. However, for our purposes, we believe the two groups have distinct characteristics, particularly within an urban learning context (Martin, 2004). Adult learners residing in urban environments according to Martin (2004) present with different lived experiences and sociodemographic experiences such as age, income, and work experience, which become important when discussing the ability to access and transition into vocational education programs.…”

“…The urban setting as the backdrop for both of our programs positions learners in unique ways not fully explored within empirical literature on transformational learning and vocational education. Residing in an urban setting has the potential to inform a learners experience in both positive and negative ways (Martin, 2004). According to Kappel and Daley (2004), "the urban context often acts as a multilayered web of disorienting and intersecting dilemmas" (p. 88).…”