Education with unwaged adults as community adult education
Education with unwaged adults as community adult education
This thesis focuses primarily on two action-research projects with unwaged adults led by the writer between 1985 and 1988. The heart of the thesis (Chapters Three and Four) consists of the published reports of the projects `Exploring the Educational Needs of Unwaged Adults' and `Negotiating the Curriculum with Unwaged Adults'. The additional material sets out to put this research into its historical context, to reflect critically on its developing methodology and to learn from it in the context of the Nineties. Chapters One and Two attempt to ground the research in the historical context of previous debates ocncerning ideology and curriculum in community-based adult edcuation and their influence on the growth of educational initiatives with unwaged adults, particularly those projects sponsored through Replan in the mid 1980s. Chapters Five and Six consist of a reflexive methodological critique of the two projects. These chapters acknowledge the central part played in the projects by the writer and try to show what he learned from these projects about educational work with unwaged adults, about action research and about himself as an action-researcher. Chapter seven concludes by relating the work and findings of the projects to the emerging educational context of the Nineties and identifying the lessons that can be learned for the future development of Community Adult Education.
University of Southampton
1991
Johnston, Rennie Amess
(1991)
Education with unwaged adults as community adult education.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
This thesis focuses primarily on two action-research projects with unwaged adults led by the writer between 1985 and 1988. The heart of the thesis (Chapters Three and Four) consists of the published reports of the projects `Exploring the Educational Needs of Unwaged Adults' and `Negotiating the Curriculum with Unwaged Adults'. The additional material sets out to put this research into its historical context, to reflect critically on its developing methodology and to learn from it in the context of the Nineties. Chapters One and Two attempt to ground the research in the historical context of previous debates ocncerning ideology and curriculum in community-based adult edcuation and their influence on the growth of educational initiatives with unwaged adults, particularly those projects sponsored through Replan in the mid 1980s. Chapters Five and Six consist of a reflexive methodological critique of the two projects. These chapters acknowledge the central part played in the projects by the writer and try to show what he learned from these projects about educational work with unwaged adults, about action research and about himself as an action-researcher. Chapter seven concludes by relating the work and findings of the projects to the emerging educational context of the Nineties and identifying the lessons that can be learned for the future development of Community Adult Education.
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Published date: 1991
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Local EPrints ID: 461317
URI: http://eprints.soton.ac.uk/id/eprint/461317
PURE UUID: 11fabbf0-1a65-4294-9ddb-5cc4c0bdd138
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Date deposited: 04 Jul 2022 18:42
Last modified: 04 Jul 2022 18:42
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Author:
Rennie Amess Johnston
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