Problematizing Adult Education: A Feminist Perspective
This article explores androcentrism in the adult education field generally, with a particular focus on North American adult education training. Adult education historicism and enrolments are discussed, though it is the dominant adult education philosophies and approaches that are highlighted—Tough's and Knowles' especially. The emphasis in androgogy on the neutrality of goals, highly intentional learning, individualism, the cognitive, and measurement is critiqued. Promising shifts identified include: the development of a feminist critique, the hiring of feminist faculty, and the creation of explicitly feminist courses. The author discusses backlash, lack of awareness, and lack of integration as problems which both limit and threaten the feminist changes made to date.Résumé
Dans cet article, l'auteure démontre le fait de l'androcentrisme au sein de l'éducation des adultes en genéral, au sein de la formation des formateurs en Amérique du Nord en particulier. L'auteure y discute la façon de présenter l'histoire de l'éducation des adultes en regard des faits concernant les clienèeles d'adultes. Elle examine surtout les approches de Tough et Knowles. Elle critique l'importance que l'andragogie attache à la neutralité des objectifs, a l'enseignement intentionel, à l'individualisme, au domains, cognitif. Parmi les changements prometteurs que l'auteure retient, il y a le développement de la critique féministe, le recrutement de professeures féministes et la création de cours résolument féministes. Par ailleurs, on doit tenir compte des difficultés qui menacent et entravent les initiatives féministes déjà en place: ce sont les chocs en retour qu'elles provoquent, le manque de sensibilisation à leur égard et l'insuffisance de leur intégration.
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