A Political Economy of Adult Education in Comparative Perspective: A Critique of Mainstream Adult Education Models in Canada, Mexico and Tanzania

Authors

  • Carlos Alberto Torres University of California, Los Angeles
  • Daniel Schugurensky University of Alberta

DOI:

https://doi.org/10.56105/cjsae.v7i1.2240

Abstract

Abstract

There are two striking features of mainstream adult education models. First, they are based on a conspicuous ideology of liberal individualism—although sometimes at the service of political legitimation and control. Second, for many teachers and policy makers adult education is an area apparently detached from the realm of values and devoid of ideological confrontations. This article reviews evidence from research on adult education and skill upgrading programs inspired by conventional, mainstream adult education in Tanzania, Mexico and the province of Alberta in Canada. Three mainstream adult education models are identified: a therapeutical model in Alberta, a recruitment model in Mexico and a forced modernization model in Tanzania. A central feature of all three models is the lack of a participatory rationale.

Résumé

Il existe deux traits frappants aux modèles courants de l'enseignement des adultes. D'abord, il sont basés sur une idéologic apparente d'individualisme libéral—bien que quelque fois au service de la légitimation et du contrôle politique. Puis, pour beaucoup d'enseignants/es et de responsables de ligne de conduite l'enseignement des adultes est un domain apparemment détaché du domaine des valeurs et dépourvu des confrontations idéologiques. Cet article examine l'évidence à partir des recherches sur l'enseignement des adultes et des programmes d'amélioration des habiletés inspirés par des modèles courants de l'enseignement des adultes conventionnels en Tanzanie, au Mexique et dans la province d l'Alberta au Canada. Trois modèles courants de l'enseignement des adultes sont identifiés: un modèle thérapeutique en Alberta un modèle de recruitement au Mexique et un modéle de modernisation forcé en Tanzanie. Un trait central aux trois modèles est le manque d'une analyse raisonnée participatoire.

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Published

1993-05-01

How to Cite

Torres, C. A., & Schugurensky, D. (1993). A Political Economy of Adult Education in Comparative Perspective: A Critique of Mainstream Adult Education Models in Canada, Mexico and Tanzania. Canadian Journal for the Study of Adult Education, 7(1), 61–80. https://doi.org/10.56105/cjsae.v7i1.2240

Issue

Vol. 7 No. 1 (1993)

Section

Articles

License

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