The Adult Learner/Teacher Relationship and Sexual Harassment:De-meaning Traditions

Authors

  • Joyce Stalker University of Waikato

Abstract

The adult learner/teacher relationship is consistently portrayed in our literature as one which has both positive processes and outcomes. When this relationship is examined as a gendered one, however, there is ample evidence to illustrate that such is not always the case. Insights into the negative aspects of the relationship are revealed by an empirical and theoretical examination of sexual harassment in a particular setting in which the education of adults occurs—the higher education setting. This examination also highlights the ways in which we can re-theorize, research and re-practice the adult learner/teacher relationship.

Résumé

La relation étudiant-e/professeur est toujours présentée dans notre littérature comme le lieu d'interactions et de résultats positifs. Lorsque nous examinons cette relation sous l'angle des relations de genres toutefois, force est de constater que ce n'est pas toujours le cas. Une étude empirique et une analyse théorique du harcèlement sexuel dans un des secteurs de l'éducation des adultes, celui des études avancées, rélèvent les aspects négatifs de cette relation. Une telle recherche nous éclaire également sur des possibilités de re-théoriser, de re-chercher et de ré-expérimenter en ce qui concerne la relation entre l'étudiant-e adulte et l'enseignant-e.

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Published

1994-05-01

How to Cite

Stalker, J. (1994). The Adult Learner/Teacher Relationship and Sexual Harassment:De-meaning Traditions. Canadian Journal for the Study of Adult Education, 8(1), 15–30. Retrieved from https://cjsae.library.dal.ca/index.php/cjsae/article/view/2996

Issue

Vol 8, No 1 (1994)

Section

Articles

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