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Review: Challenge and Change: Creating a New Era of Collaboration in Adult Continuing Education

Review: Challenge and Change: Creating a New Era of Collaboration in Adult Continuing Education RESOURCES graduate students writing about the The greatest contribution of this we have much to learn from the Review relationship between the experi- book is that it bring into clearer insights and experiences of the ences of the adult education dep focus the historical evolution of the Third World. (pp. 2-3) C&ge and Change: Crag holder and thw of continuing current situation and the issues that Rogers takes the position that a New Era of&*& m education practitioners. All ten need to be addressedto remedy the Add Continuing &hzhiml the Western view of adult education authors share the assumption that situation. It calls on university emphasizes individualism and is a edited by Robert C. Mason and greater collaboration between the administrators, professors of adult LEE marginal activity. Government pro- William H. Young. (1993). two groups is likely to benefit both, education graduate programs, Press, Northern Illinois University, grams (such as thm related to but each author’s unique perspec- practitioners of continuing higher DeKalb, IL 60115. AIDS, health, environmental, and Gabel 200B, tive bring greater credibility to the education, and graduate students other issues) do not call upon the (815) 752-9362.124pages. $18.95 shared thesis. entering the field to put aside experience and expertise of adult (softcover). Ronald Cervero notes that the unproductive past rivalries and to educators because adult education American division between pro- create collaborative communities is not seen as germane to these pro- Mn Pittman, associate kean of grammers who pmvide university of university adult educators. A grams and causes. The Third World continuing education at the Uni- seMce functions and scholars who conception of adult education, on versity of Iowa and author of one of do research and graduate-level the other hand, emphasizes social the chaptels in this edited volume, teaching does not exist in many responsibility. summarizes the current problemat- universities, such as thw in Great The book is divided into thm ic situation in the adult education Britain where both the provision of major parts. The first two develop field: adult education programs and the definitions, puw, pdures, Profmrs of adult education academic study of adult education and contexts both for adult learn- Review and practitioners of collegiate-level are carried out in the same @art- ing and education and for develop continuing education have separate ment4ften by the same person. ment. Rogers attempts to establish Aduh Learning fbrmh~l htorical mts, differing ideologies, Huey Long addns~ one of the the penpective that adult education by Alan Rogers. (1992). Carsell and widely divergent vim of the thorniest complexities by outlining is not just literacy; it is not just the Educational Limited, 387 Park pup and realities of American the role and status of continuing acquisition of knowledge and skills. Avenue South, NewYork, NY 10016- education. While they share the education programs in the colleges Rather, it is a process to which gov- 8810. (212) 779-1822.248 pages. same physical and bureaucratic of education while Calvin Stock- ernments and their programs can $19.95 (softcover); $60.00 environment4e university- man and Gregoly Aloia move the and should relate. Development, (hardcover). the realitis of their existence are discussion to issues that affect the too, is a pm that involves a five- remarkably different. Each group relationship between graduate fold path: existing ~Wactivity; has developed critical vim of the schools and the university admin- Rogers, whom some reaciers awareness enhancement; educa- other. (p. 55) istrative units of continuing edu- will recOgnize as the author of the tion and training to develop skills, It is this long-standing tension cation. Finally, James Votruba vely helpful volume, Tdng knowledge, etc.; decision-makmg; between academics and practition- challenges both camps to reframe Ad&, offers here a challenge to and action. Part Three brings ers that serves as the basis for CM- the discussion as a collaborative the way we conceptualize adult together these two strands by laying lenge and Change: Crag effort to transform the entire uni- education. Written while on a fel- out approaches that can be used in a New Era of(lxMwr& in versity for the knowledge age. lowship in India, Rogers states: the Western world to improve adult AddG3ntirluingEduCalion. Strategies for collaboration pre- It is the thesis of this book that education through the use of the Rather than the discussion taking sent in the book, while not particu- the gulf between the approach of developmental procmei that have its usual form of chronic complain- larly novel, do warrant space for the Third World and that of the proved useful in the Third World. ing or presentations on the topic at explication in the hope that they be bridgd, and that the West can fiis book will be of intemt not separate professional association will be tried more widely and con- bridge lies in a properly articulated ~nly for practitioners involved in meetings, this book, in one relative- sistently. Chapters by Jerold App and properly unde~tood concept kvelopment, whether in the West- ly short work, presents a useful, crit- and William Young, for example, of Development. The main purpose :m or in the Third World. It chal- ical self-analysis of the tension and present strategic initiatives that this book is to suggest that at the of all adult educatorj to think lenges suggests strategies to enhance col- may foster strong, productive rela- heart of all programmes of adult through carefully both the premises laboration between members of tionships between the two groups. ducation in the West should lie the trpon hch they base their practice university continuing education By way of illustration, Robert concept of Development.. . .Even in and the processes they use in imple- in adult educa- Mason offers Northern Illinois Uni- the richest of countries, there are units and professors menting that practice. A versity’s Ofice of Research and regions which are marginalmi tion graduate degree programs. 4y Traton R. Fern, ‘Ihe authors range from pm Evaluation in Pdult and Continu- and underdeveloped, and sectors of fmrs of adult education and ing Education as a working model I&mlhzzversltyof society which are disadvantaged. administmb~~ or practitioners of of a collaborative relationship that Penmyluania 4nd in the application of the con- continuing higher education to has existed for ten years. qts of Development to the West, 8 A Adult Learning http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Review: Challenge and Change: Creating a New Era of Collaboration in Adult Continuing Education

Adult Learning , Volume 5 (5): 1 – May 1, 1994

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Publisher
SAGE
Copyright
© 1994 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959400500505
Publisher site
See Article on Publisher Site

Abstract

RESOURCES graduate students writing about the The greatest contribution of this we have much to learn from the Review relationship between the experi- book is that it bring into clearer insights and experiences of the ences of the adult education dep focus the historical evolution of the Third World. (pp. 2-3) C&ge and Change: Crag holder and thw of continuing current situation and the issues that Rogers takes the position that a New Era of&*& m education practitioners. All ten need to be addressedto remedy the Add Continuing &hzhiml the Western view of adult education authors share the assumption that situation. It calls on university emphasizes individualism and is a edited by Robert C. Mason and greater collaboration between the administrators, professors of adult LEE marginal activity. Government pro- William H. Young. (1993). two groups is likely to benefit both, education graduate programs, Press, Northern Illinois University, grams (such as thm related to but each author’s unique perspec- practitioners of continuing higher DeKalb, IL 60115. AIDS, health, environmental, and Gabel 200B, tive bring greater credibility to the education, and graduate students other issues) do not call upon the (815) 752-9362.124pages. $18.95 shared thesis. entering the field to put aside experience and expertise of adult (softcover). Ronald Cervero notes that the unproductive past rivalries and to educators because adult education American division between pro- create collaborative communities is not seen as germane to these pro- Mn Pittman, associate kean of grammers who pmvide university of university adult educators. A grams and causes. The Third World continuing education at the Uni- seMce functions and scholars who conception of adult education, on versity of Iowa and author of one of do research and graduate-level the other hand, emphasizes social the chaptels in this edited volume, teaching does not exist in many responsibility. summarizes the current problemat- universities, such as thw in Great The book is divided into thm ic situation in the adult education Britain where both the provision of major parts. The first two develop field: adult education programs and the definitions, puw, pdures, Profmrs of adult education academic study of adult education and contexts both for adult learn- Review and practitioners of collegiate-level are carried out in the same @art- ing and education and for develop continuing education have separate ment4ften by the same person. ment. Rogers attempts to establish Aduh Learning fbrmh~l htorical mts, differing ideologies, Huey Long addns~ one of the the penpective that adult education by Alan Rogers. (1992). Carsell and widely divergent vim of the thorniest complexities by outlining is not just literacy; it is not just the Educational Limited, 387 Park pup and realities of American the role and status of continuing acquisition of knowledge and skills. Avenue South, NewYork, NY 10016- education. While they share the education programs in the colleges Rather, it is a process to which gov- 8810. (212) 779-1822.248 pages. same physical and bureaucratic of education while Calvin Stock- ernments and their programs can $19.95 (softcover); $60.00 environment4e university- man and Gregoly Aloia move the and should relate. Development, (hardcover). the realitis of their existence are discussion to issues that affect the too, is a pm that involves a five- remarkably different. Each group relationship between graduate fold path: existing ~Wactivity; has developed critical vim of the schools and the university admin- Rogers, whom some reaciers awareness enhancement; educa- other. (p. 55) istrative units of continuing edu- will recOgnize as the author of the tion and training to develop skills, It is this long-standing tension cation. Finally, James Votruba vely helpful volume, Tdng knowledge, etc.; decision-makmg; between academics and practition- challenges both camps to reframe Ad&, offers here a challenge to and action. Part Three brings ers that serves as the basis for CM- the discussion as a collaborative the way we conceptualize adult together these two strands by laying lenge and Change: Crag effort to transform the entire uni- education. Written while on a fel- out approaches that can be used in a New Era of(lxMwr& in versity for the knowledge age. lowship in India, Rogers states: the Western world to improve adult AddG3ntirluingEduCalion. Strategies for collaboration pre- It is the thesis of this book that education through the use of the Rather than the discussion taking sent in the book, while not particu- the gulf between the approach of developmental procmei that have its usual form of chronic complain- larly novel, do warrant space for the Third World and that of the proved useful in the Third World. ing or presentations on the topic at explication in the hope that they be bridgd, and that the West can fiis book will be of intemt not separate professional association will be tried more widely and con- bridge lies in a properly articulated ~nly for practitioners involved in meetings, this book, in one relative- sistently. Chapters by Jerold App and properly unde~tood concept kvelopment, whether in the West- ly short work, presents a useful, crit- and William Young, for example, of Development. The main purpose :m or in the Third World. It chal- ical self-analysis of the tension and present strategic initiatives that this book is to suggest that at the of all adult educatorj to think lenges suggests strategies to enhance col- may foster strong, productive rela- heart of all programmes of adult through carefully both the premises laboration between members of tionships between the two groups. ducation in the West should lie the trpon hch they base their practice university continuing education By way of illustration, Robert concept of Development.. . .Even in and the processes they use in imple- in adult educa- Mason offers Northern Illinois Uni- the richest of countries, there are units and professors menting that practice. A versity’s Ofice of Research and regions which are marginalmi tion graduate degree programs. 4y Traton R. Fern, ‘Ihe authors range from pm Evaluation in Pdult and Continu- and underdeveloped, and sectors of fmrs of adult education and ing Education as a working model I&mlhzzversltyof society which are disadvantaged. administmb~~ or practitioners of of a collaborative relationship that Penmyluania 4nd in the application of the con- continuing higher education to has existed for ten years. qts of Development to the West, 8 A Adult Learning

Journal

Adult LearningSAGE

Published: May 1, 1994

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