Women's Learning: Implications for Adult Education Research and Practice

Authors

  • Edith Smith Carleton University

Abstract

Women are actively engaged in becoming more educated, but does their demand for and participation in adult education ensure that it is not a gendered area of study? Applying a feminist critique to the production and dissemination of knowledge through research and publishing, this article examines historical and contemporary literature on adult education in Canada. It analyzes the contents of recent adult education journals and suggests possible reasons for, and solutions to, some of the gaps in the literature on women as subjects of adult education research.

Résumé

En dépit de la présence croissante des femmes dans le domaine de l'éducation des adultes, celui-ci continu de les exclure de la recherche et de 1'enseignement. L'auteure de cet article propose une critique féministe de la production et de la dissémination du savoir historique et actuel dans le domaine de l'éducation des adultes au Canada. Elle se consacre à une analyse de contenu des revues récemment publiées en éducation des adultes et des raisons pour lesquelles les femmes n'y apparaissent pas comme sujet de recherche. Elle propose aussi quelques éléments de solutions afin de remédier à cette situation.

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Published

1992-05-01

How to Cite

Smith, E. (1992). Women’s Learning: Implications for Adult Education Research and Practice. Canadian Journal for the Study of Adult Education, 6(1), 45–66. Retrieved from https://cjsae.library.dal.ca/index.php/cjsae/article/view/2278

Issue

Vol. 6 No. 1 (1992)

Section

Articles

License

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