Critical Social Theory: A Perspective for Critiquing Professionalization in Adult Education

Authors

  • Anne Alexander The University of Regina

DOI:

https://doi.org/10.56105/cjsae.v5i0.2320

Abstract

This article explores how critical social theory can provide a perspective for critiquing professionalization in adult education. In so doing the nature of the relationship between the professionalization and social movement trends in adult education is addressed. A number of concepts articulated within critical theory are discussed for their relevance to the professionalization issue. Habermas's work is highlighted, drawing parallels to the work of Freire. Lastly, the specific issues and questions raised by the perspective of critical theory are reflected upon as they apply to the professionalization of adult education today.

Résumé

Cet article explore la théorie de la critique sociale en tant qu'approche pour une analyse critique de la professionnalisation de l'éducation des adultes. Ce faisant, la nature du lien entre professionnalisation et courants sociaux est spécifiée. Certains concepts propres à la théorie critique sont discutés quant à leur pertinence dans le domaine de la professionnalisation. L'oeuvre de Habermas est mise en lumière et des parallèles sont établis avec l'oeuvre de Freire. Enfin, certaines questions spécifiques dégagées de la théorie de la critique amènent une réflexion sur l'état actuel de la professionnalisation de l'éducation des adultes.

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Published

1991-01-01

How to Cite

Alexander, A. (1991). Critical Social Theory: A Perspective for Critiquing Professionalization in Adult Education. Canadian Journal for the Study of Adult Education, 5, 120–132. https://doi.org/10.56105/cjsae.v5i0.2320

Issue

Vol. 5 (1991): Special issue: Critical Social Theory and Adult Education

Section

Articles

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