The Oppression of Adult Learners: The Impact of Traditional Pedagogy, Banking Theory, and University Budget Constraints on International Learners
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| Title: | The Oppression of Adult Learners: The Impact of Traditional Pedagogy, Banking Theory, and University Budget Constraints on International Learners |
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| Language: | English |
| Authors: | Cook, Jared S., Card, Karen A. |
| Source: | Commission for International Adult Education. 2018. |
| Availability: | Commission for International Adult Education. Available from: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: https://www.aaace.org/page/CIAE |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2018 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Power Structure, Banking, Experiential Learning, Foreign Students, Adult Learning, Higher Education, Teaching Methods, Andragogy, Budgets, Models, Faculty Development, College Faculty, Nontraditional Students, College Readiness, Cognitive Style, Educational Improvement, Federal Aid, Educational Finance, College Students |
| Abstract: | Current higher education practices do not sufficiently address the needs of international adult learners. With higher education's emphasis on pedagogical assumptions, adult learners are both isolated and oppressed by higher education. This article focuses on the following: assumptions of pedagogy versus andragogy, oppression of adult learners through banking theory and hegemony, and budget constraints that create an inhospitable environment for international adult learners. The author offers suggestions to address current issues in higher education using experiential learning, an andragogical model, intentional professional development for professors, and deliberate classroom experiences. [For the full proceedings, see ED597456.] |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | ED597567 |
| Database: | ERIC |
| Abstract: | Current higher education practices do not sufficiently address the needs of international adult learners. With higher education's emphasis on pedagogical assumptions, adult learners are both isolated and oppressed by higher education. This article focuses on the following: assumptions of pedagogy versus andragogy, oppression of adult learners through banking theory and hegemony, and budget constraints that create an inhospitable environment for international adult learners. The author offers suggestions to address current issues in higher education using experiential learning, an andragogical model, intentional professional development for professors, and deliberate classroom experiences. [For the full proceedings, see ED597456.] |
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