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Contested Spaces of Teaching and Learning - Practitioner Ethnographies of Adult Education in the United States (Hardcover)
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Contested Spaces of Teaching and Learning - Practitioner Ethnographies of Adult Education in the United States (Hardcover)
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Contested Spaces is an edited collection of critical ethnographies
that examine the educational experiences of adults as cultural
practice. These practices take place in diverse settings -- from
the formal and subtly negotiated educational contexts of school
classrooms, parent or adult education programs; to the
institutionally interstitial realms of a worker training program,
Bible study class, prison yoga class, or refugee resettlement
program; to fluid and explicitly contested everyday spaces: an
LGBTQ choir, a public parade, or Latinx cultural programming.The
compilation includes twelve richly rendered case studies written
from the perspective of “practitioner-ethnographers” --
individuals who straddle the roles of educator and ethnographic
researcher. A central premise of the book is that, even as the
terrain of adult education is increasingly infused with the aims
and ideologies of neoliberal capital, participants in specific
educational programs and activities are continuously forging
educational alternatives to neoliberal education. Each chapter
examines educative practices that either directly contest
conventions of adult teaching and learning, and/or subtly challenge
conventional ways of understanding the practices of adult teaching
and learning. Drawing on distinct theoretical framings, each author
illuminates the ways in which adults engaged in teaching and
learning participate in cultural practices that necessarily
intersect with other dimensions of social life, such as work,
recreation, community engagement, personal development, or
political action. By juxtaposing ethnographic inquiries of formal
and informal learning spaces, as well as intentional and unintended
challenges to mainstream adult teaching and learning, Contested
Spaces provides new understandings and critical insights into the
complexities of adults’ educative experiences.
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