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This book promotes the development of nontraditional literacies in
adult education, especially as these critical literacies relate to
global citizenship, equity, and social justice. As this edited
collection argues, a rapidly changing global environment and
proliferation of new media technologies have greatly expanded the
kinds of literacies that one requires in order to be an engaged
global citizen. It is imperative for adult educators and learners
to understand systems, organizations, and relationships that
influence our lives as citizens of the world. By compiling a
comprehensive list of foundational, sociocultural, technological
and informational, psychosocial and environmental, and social
justice literacies, this volume offers readers theoretical
foundations, practical strategies, and additional resources.
This book promotes the development of nontraditional literacies in
adult education, especially as these critical literacies relate to
global citizenship, equity, and social justice. As this edited
collection argues, a rapidly changing global environment and
proliferation of new media technologies have greatly expanded the
kinds of literacies that one requires in order to be an engaged
global citizen. It is imperative for adult educators and learners
to understand systems, organizations, and relationships that
influence our lives as citizens of the world. By compiling a
comprehensive list of foundational, sociocultural, technological
and informational, psychosocial and environmental, and social
justice literacies, this volume offers readers theoretical
foundations, practical strategies, and additional resources.
Through candid discussions and personal counter-narrative stories,
Black Faculty in the Academy explores the experiences and
challenges faced by faculty of color in academe. Black faculty in
predominantly White college and university settings must negotiate
multiple and competing identities while struggling with issues of
marginality, otherness, and invisible barriers. This important book
illuminates how faculty can develop a professional identity that
leads to success in academe, while at the same time remaining true
to cultural and personal identities. Through rich narratives,
chapter authors situate race-related encounters at the center of
their experience in an effort to deconstruct and challenge commonly
held assumptions about life in academe. They also provide key
recommendations and strategies to help faculty of color ensure
their continued professional success. Framed by critical race
theory, these stories show how faculty can successfully maneuver
through all stages of a career in academe, including tenure and
promotion, publication, mentoring, networking, teaching, and
dealing with institutional climate issues. This valuable book is
for faculty and administrators seeking to create an environment
that nurtures professional growth and fosters success among Black
faculty.
How do you tailor education to the learning needs of adults? Do
they learn differently from children? How does their life
experience inform their learning processes? These were the
questions at the heart of Malcolm Knowles' pioneering theory of
andragogy which transformed education theory in the 1970s. The
resulting principles of a self-directed, experiential,
problem-centred approach to learning have been hugely influential
and are still the basis of the learning practices we use today.
Understanding these principles is the cornerstone of increasing
motivation and enabling adult learners to achieve. The 9th edition
of The Adult Learner has been revised to include: Updates to the
book to reflect the very latest advancements in the field. The
addition of two new chapters on diversity and inclusion in adult
learning, and andragogy and the online adult learner. An updated
supporting website. This website for the 9th edition of The Adult
Learner will provide basic instructor aids including a PowerPoint
presentation for each chapter. Revisions throughout to make it more
readable and relevant to your practices. If you are a researcher,
practitioner, or student in education, an adult learning
practitioner, training manager, or involved in human resource
development, this is the definitive book in adult learning you
should not be without.
How do you tailor education to the learning needs of adults? Do
they learn differently from children? How does their life
experience inform their learning processes? These were the
questions at the heart of Malcolm Knowles' pioneering theory of
andragogy which transformed education theory in the 1970s. The
resulting principles of a self-directed, experiential,
problem-centred approach to learning have been hugely influential
and are still the basis of the learning practices we use today.
Understanding these principles is the cornerstone of increasing
motivation and enabling adult learners to achieve. The 9th edition
of The Adult Learner has been revised to include: Updates to the
book to reflect the very latest advancements in the field. The
addition of two new chapters on diversity and inclusion in adult
learning, and andragogy and the online adult learner. An updated
supporting website. This website for the 9th edition of The Adult
Learner will provide basic instructor aids including a PowerPoint
presentation for each chapter. Revisions throughout to make it more
readable and relevant to your practices. If you are a researcher,
practitioner, or student in education, an adult learning
practitioner, training manager, or involved in human resource
development, this is the definitive book in adult learning you
should not be without.
Through candid discussions and personal counter-narrative stories,
Black Faculty in the Academy explores the experiences and
challenges faced by faculty of color in academe. Black faculty in
predominantly White college and university settings must negotiate
multiple and competing identities while struggling with issues of
marginality, otherness, and invisible barriers. This important book
illuminates how faculty can develop a professional identity that
leads to success in academe, while at the same time remaining true
to cultural and personal identities. Through rich narratives,
chapter authors situate race-related encounters at the center of
their experience in an effort to deconstruct and challenge commonly
held assumptions about life in academe. They also provide key
recommendations and strategies to help faculty of color ensure
their continued professional success. Framed by critical race
theory, these stories show how faculty can successfully maneuver
through all stages of a career in academe, including tenure and
promotion, publication, mentoring, networking, teaching, and
dealing with institutional climate issues. This valuable book is
for faculty and administrators seeking to create an environment
that nurtures professional growth and fosters success among Black
faculty.
In 2014, The Urban Education Collaborative at the University of
North Carolina at Charlotte hosted its first biennial International
Conference on Urban Education (ICUE) in Montego Bay, Jamaica. In
2016, the second hosting of the conference took place in San Juan,
Puerto Rico. Additionally, in 2018, the third hosting of the
conference took place in Nassau, Bahamas. These solution-focused
conferences brought together students, teachers, scholars, public
sector and business professionals as well as others from around the
world to present their research and best practices on various
topics pertaining to urban education. With ICUE's inspiration, this
book is a response to the growing need to highlight the
multifaceted aspects of urban education particularly focusing on
common issues and solutions in urban environments (e.g., family and
community engagement, student academic achievement, teacher
preparation and professional development, targeted instructional
and disciplinary interventions, opportunity gaps,
culturally-relevant and sustaining practices, etc.). Additionally,
with this book, we seek to better understand the challenges facing
urban educators and students and to offer progressive initiatives
toward resolutions. This unique compilation of work is organized
under four major themes all targeted at critically addressing
concerns that may inhibit the success of urban learners and
providing solutions that have implications for curriculum design,
development, and delivery; teacher preparation and teaching diverse
populations; career readiness and employment; and even more nuanced
issues related to foster care, undocumented students and mental
health, sustainable consumption, childhood marriage, food deserts,
and marine life and urban communities.
In 2014, The Urban Education Collaborative at the University of
North Carolina at Charlotte hosted its first biennial International
Conference on Urban Education (ICUE) in Montego Bay, Jamaica. In
2016, the second hosting of the conference took place in San Juan,
Puerto Rico. Additionally, in 2018, the third hosting of the
conference took place in Nassau, Bahamas. These solution-focused
conferences brought together students, teachers, scholars, public
sector and business professionals as well as others from around the
world to present their research and best practices on various
topics pertaining to urban education. With ICUE's inspiration, this
book is a response to the growing need to highlight the
multifaceted aspects of urban education particularly focusing on
common issues and solutions in urban environments (e.g., family and
community engagement, student academic achievement, teacher
preparation and professional development, targeted instructional
and disciplinary interventions, opportunity gaps,
culturally-relevant and sustaining practices, etc.). Additionally,
with this book, we seek to better understand the challenges facing
urban educators and students and to offer progressive initiatives
toward resolutions. This unique compilation of work is organized
under four major themes all targeted at critically addressing
concerns that may inhibit the success of urban learners and
providing solutions that have implications for curriculum design,
development, and delivery; teacher preparation and teaching diverse
populations; career readiness and employment; and even more nuanced
issues related to foster care, undocumented students and mental
health, sustainable consumption, childhood marriage, food deserts,
and marine life and urban communities.
Established in 2006, the American Association of Blacks in Higher
Education (AABHE), formerly constituted as the Black Caucus
(American Association of Higher Education), has been the consistent
voice of Black issues in academe. According to the stated mission,
the AABHE pursues the educational and professional needs of Blacks
in higher education with a focus on leadership, equity, access,
achievement and other vital issues impacting students, faculty,
staff, and administrators. AABHE also facilitates and provides
opportunities for collaborating and networking among individuals,
institutions, groups and agencies in higher education in the United
States and internationally. This 2012 year will mark the beginning
of the AABHE research consortium, an arm of the organization that
will advance scholarly research and publications to highlight
critical issues pertinent to the success and uplift of Black
populations across the higher education diaspora. This book will
explore important issues across multiple fields-fields represented
by the scholars/members of AABHE. AABHE scholars will contribute
chapters based on their disciplinary expertise. The work of Earnest
Boyer as articulated in the book Faculty Priorities Reconsidered:
Rewarding Multiple Forms of Scholarship will be used as the
conceptual foundation to ground this important work. A particular
focus on the elements of Boyer's seminal work will include chapters
devoted to the Scholarship of Teaching and Learning; Scholarship of
Engagement; Scholarship of Discovery; and Scholarship of
Integration. This scholarly book is unique in that it provides
essential insight on how not only faculty, but also administrators
who are invested in insuring that the priorities of the
professoriate are aligned with the mission and vision of urban
postsecondary institutions.
Established in 2006, the American Association of Blacks in Higher
Education (AABHE), formerly constituted as the Black Caucus
(American Association of Higher Education), has been the consistent
voice of Black issues in academe. According to the stated mission,
the AABHE pursues the educational and professional needs of Blacks
in higher education with a focus on leadership, equity, access,
achievement and other vital issues impacting students, faculty,
staff, and administrators. AABHE also facilitates and provides
opportunities for collaborating and networking among individuals,
institutions, groups and agencies in higher education in the United
States and internationally. This 2012 year will mark the beginning
of the AABHE research consortium, an arm of the organization that
will advance scholarly research and publications to highlight
critical issues pertinent to the success and uplift of Black
populations across the higher education diaspora. This book will
explore important issues across multiple fields-fields represented
by the scholars/members of AABHE. AABHE scholars will contribute
chapters based on their disciplinary expertise. The work of Earnest
Boyer as articulated in the book Faculty Priorities Reconsidered:
Rewarding Multiple Forms of Scholarship will be used as the
conceptual foundation to ground this important work. A particular
focus on the elements of Boyer's seminal work will include chapters
devoted to the Scholarship of Teaching and Learning; Scholarship of
Engagement; Scholarship of Discovery; and Scholarship of
Integration. This scholarly book is unique in that it provides
essential insight on how not only faculty, but also administrators
who are invested in insuring that the priorities of the
professoriate are aligned with the mission and vision of urban
postsecondary institutions.
For over 70 years, the United Nations has worked to advance human
conditions globally through its historic agenda for a more
peaceful, prosperous, and just world. Through the work of the
General Assembly and other programs like the UNESCO World
Conferences on Adult Education, the organization has taken a
leading role in bringing world leaders together to dialogue on
world issues and to set agendas for advancing social and economic
justice among and within the regions of the world. The underlying
themes of the United Nations' agenda over the years have been world
peace, economic justice, addressing the needs of the world's most
vulnerable populations, and protecting the environment. We draw
from the two last two declarations from which the Millennium
Development Goals (September 2000) and the Sustainable Development
Goals (September 2015) were adopted by world leaders with a focus
on addressing the needs of the most vulnerable populations. In this
declaration, world leaders committed to uphold the long-standing
principles of the organization and to combat extreme poverty,
hunger, disease, illiteracy, environmental degradation and
discrimination and violence against women. The overall objective of
the book is to highlight the conditions of vulnerable populations
from various contexts globally, and the role adult and higher
education can play (and is playing) in advancing the United Nations
agenda of social and economic justice and environmental
sustainability. Adult education, through research, teaching, and
service engagements is contributing to this ongoing effort but as
many scholars have noted, our work remains invisible and
undocumented. Therefore, this book highlights adult education's
critical partnership in addressing these global issues. It will
also begin to fill the void that exists in adult education
literature on internationalization of the field.
For over 70 years, the United Nations has worked to advance human
conditions globally through its historic agenda for a more
peaceful, prosperous, and just world. Through the work of the
General Assembly and other programs like the UNESCO World
Conferences on Adult Education, the organization has taken a
leading role in bringing world leaders together to dialogue on
world issues and to set agendas for advancing social and economic
justice among and within the regions of the world. The underlying
themes of the United Nations' agenda over the years have been world
peace, economic justice, addressing the needs of the world's most
vulnerable populations, and protecting the environment. We draw
from the two last two declarations from which the Millennium
Development Goals (September 2000) and the Sustainable Development
Goals (September 2015) were adopted by world leaders with a focus
on addressing the needs of the most vulnerable populations. In this
declaration, world leaders committed to uphold the long-standing
principles of the organization and to combat extreme poverty,
hunger, disease, illiteracy, environmental degradation and
discrimination and violence against women. The overall objective of
the book is to highlight the conditions of vulnerable populations
from various contexts globally, and the role adult and higher
education can play (and is playing) in advancing the United Nations
agenda of social and economic justice and environmental
sustainability. Adult education, through research, teaching, and
service engagements is contributing to this ongoing effort but as
many scholars have noted, our work remains invisible and
undocumented. Therefore, this book highlights adult education's
critical partnership in addressing these global issues. It will
also begin to fill the void that exists in adult education
literature on internationalization of the field.
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