Thinking politically: A framework for adult and continuing education

Abstract

An analysis of the political aspects of adult education reveals multiple ways of examining the policies, programs, and practices that shape the roles of adult educators. This chapter presents a framework designed to encourage critical reflection about how the political landscape affects adult educators' work and lives, as well as ways that adult educators can affect change in that terrain.

Educational Consortia in a Knowledge Economy: Collaboration, Competition, and Organizational Equilibrium

“…These findings illuminate the work of previous scholars. Some, like Peggy Sissel (2001), have concluded that the financial benefits for institutions are the only reason traditional universities have accommodated adult students, a notion contradicted by respondents in this study who talked about outreach, engagement, and image incentives. Others have argued that innovative initiatives in higher education are sustained only when they are compatible with the goals of the university and also profitable for it (Levine, 1980;McMullen, Mauch, & Donnorummo, 2000).…”

Factors influencing the culture of special school physical education: A Gramscian critique

“…While culture is shaped by all of those who are part of educational processes (Sissel and Sheard, 2001), every senior leader (Pat, Glen, Amanda, Paul, Rose and Aled) in our research claimed that it was the actions of those in key decision-making positions in government who had the most significant influence over the traditions, rituals and experiences of PE in special schools. More specifically, all of the senior leaders interviewed argued that the ‘economic climate’ had restricted the budgets available from what Gramsci called the State apparatus (Nowell-Smith and Hoare, 1971).…”

The physical education curriculum in alternative provision schools in England: A Gramscian critique

“…In our article, we want to build on these foundations by drawing on Gramsci's concept of cultural hegemony (Nowell-Smith & Hoare, 1971) to explore physical education curricula-as a mechanism of cultural (re)production-in alternative provision schools in England. For us, cultural hegemony refers to processes in which those in positions of authority in political and civic society exercise their power to shape modes of cultural (re)production (Sissel & Sheard, 2001), such as education systems and schools, through ideological leadership. As such, we were especially interested in the culture of alternative provision schools and physical education within them.…”