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This ebook deals a few feedback as to methods ahead from this quandary. Drawing at the new highbrow frameworks of serious pedagogy, feminism and postmodernism and their influence upon academic thought, perform and learn, the ebook makes a speciality of the altering contexts of grownup schooling. by means of construction at the suggestion of going past the boundaries of definite present grownup schooling orthodoxies, the authors try and offer choices for perform. the ultimate 3 chapters take care of examine, targeting a severe macro-analysis of mainstream paradigms, a evaluation of different techniques, and a extra micro-analysis centering at the position of the socially-located self within the examine strategy.
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Extra info for Adult Education and the Postmodern Challenge: Learning Beyond the Limits
Activists in critical practices do not seek to build structures nor do they feel the need to cleave to prescribed ideologies. They are motivated by a sense of injustice but see themselves as activists in a generic sense, not activists for a particular single cause. , the ‘zaps’ of ACT-UP and the barebreasted marches of Lesbian Avengers. Performativity, therefore, does not necessarily simply mean ‘efficiency’ in the reproduction and maintenance of a market-dominated capitalist system. Whilst there are certain practices where performativity is linked in this way, there is also, as we see, scope for critical, oppositional practices.
The critical practices we have outlined overlap with lifestyle, confessional and even vocational practices. They are firmly located in marketisation and the contemporary culture of consumption. They do not dichotomise themselves from these, indeed, to a large extent they use the techniques of the market; they work through the culture of consumable and desirable images. They recognise their ‘tragic’ immersion in the conditions of the present. But they do this reflexively, ironically and parodically, performatively subverting that which is their very condition of possibility.
Educational activities are based on a faith in progress and betterment, on judgements that some things are more important to learn than others. Even though diversity and difference may be valued, education in the modernist mode converges on the same, endeavouring to make everyone alike. Notions of progress, rationality, privileged knowledge and values, and normalisation is in-built into the educational event. The consequence is that wants are inevitably cast as the villain of the piece, irrational manifestations of desire and products of false consciousness.