Learning about frameworks
Non-Western learning perspectives have a wide scope of learning frameworks with much emphasis being put on learning as a lifelong process considered a sacred obligation for the benefit of the larger community rather than personal gains. We can draw much from the fact that the Non-Western learning perspective is not individualized unlike in our Western Societies where education aims at benefitting self even at times to the expense of the community. It is interesting noting that in Western there is no sense of collectivism unlike in other societal set-ups. According to Milana, Webb, Holford, Waller, and Jarvis (2018), suggest that knowing about the learning frameworks from other Non-Western perspectives works a long way in helping educators in their adult education practices. Educators’ practice will be affected by learning little-known learning frameworks making them more effective and providing more than education for formal employment.
In numerous cases, personal enrichment for educators will be a direct result of learning other teaching frameworks. Delivering by educators during adult learning sessions is changed by learning from other frameworks given that educators will in person be subjected to hearing what frameworks work elsewhere, reflect on their ideas in a new way and thus enriching their knowledge base for better performance.
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Effect of race, class, and ethnicity on learning
Despite providing well-intentioned adult education frameworks, there arise several factors that seem to undermine the working of adult learning. The aspect of racism and ethnicity greatly affects adult learning just as is seen in the economic view. To begin with, individuals who are not White European Americans including, Native Americans, African Americans, as well as Asians and Hispanics, have to fight against racial discrimination at some point in adult learning (Fitzgerald, Laurian-Fitzgerald, & Popa, 2018). Adult education seeks to promote equal access as well as empowering which the mainstream White European Americans cannot possibly share with the ‘other’ races.
The socioeconomic class plays an important role in adult learning where the modern frameworks act to empower the working class and generally views the socioeconomic class as the elite group who champion change. The outcomes of class stratification form the basis for discriminating the lower classes from the elite working class consequently eclipsing the running of adult learning on an equal platform. The learning transaction, therefore, becomes completely influenced by socioeconomic stratification where capitalism takes center stage rather than having a classless political and economic society.
Critical theory
The critical theory in education aims at establishing how the political ideologies work to influence the education system with an objective of maintaining social control as well as the existing regimes of privileges. The system in the critical theory might be the education or political institution that serves to maintain a status quo. The critical theory informs adult learning through reflecting on ideal conditions, the integrating role of the lifeworld and the system as well as institutions as learning communities.
Having learning being built on the practical, emancipator, and technical approaches provide an ambient framework to critique and understand adult learning (Jones, Baran, & Cosgrove, 2018). Continued studies have indicated that the existing adult education framework is largely bent on making the system efficient, professional, and serving conventional professions consequently distorting the need to have an environment of shared knowledge in making the society more free and rational. The system, therefore, makes it more important to plan programs of adult education rather than setting out to know why a group of adults barely have access to the education programs. Additionally, adult educators need to be trained and engaged in refresher training to ensure that adult education attends to the emancipator and social action interests.
References
Fitzgerald, C., Laurian-Fitzgerald, S., & Popa, C. (2018). Handbook of research on student-centered strategies in online adult learning environments .
Jones, J. E., Baran, M., & Cosgrove, P. B. (2018). Outcome-based strategies for adult learning .
Milana, M., Webb, S., Holford, J., Waller, R., & Jarvis, P. (2018). The Palgrave international handbook on adult and lifelong education and learning . London: Palgrave Macmillan.
