Читать книгу Learning in Adulthood - Sharan B. Merriam - Страница 52

Most of what we have presented thus far on participation reflects what we know about who participates and the reasons for participating (or not) in mostly formal adult education. In this section of the chapter we stand back and question some of the assumptions that underlie the dominant discourse of participation. As Crowther (2000) points out, this discourse has been narrowly conceived around four assumptions: (a) participation is a good thing; (b) participation equals formal learning; (c) learners are abstract, not socialized, individuals; and (d) there are barriers to participation, not resistance. We take each one of these assumptions in turn to critique the concept of participation.