IU Indianapolis ScholarWorks :: Browsing by Subject "Power Structure"

Browsing by Subject "Power Structure"

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Drawing On Pop Culture And Entertainment Media In Adult Education Practice In Teaching For Social Change
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Tisdell, Elizabeth J.
This paper provides an overview of the critical media literacy literature and related adult education literature to consider how to draw on popular culture and entertainment media in adult education settings when dealing with diversity and equity issues of gender, race, class, and sexual orientation. It also provides some examples of from practice. Popular culture and fictional entertainment media have an enormous influence on society. Whether in the genre of television sitcom or drama, or fictional stories in popular film, the entertainment media teach us something about ourselves as we map new meaning onto our own experience based on what we see and relate to; for good or for ill, it also teaches us a lot about others through fictional means. In the past few years, there has been a growing discussion about the role of pop culture and the entertainment media in education (Giroux, 1997; hooks, 1994; Yosso, 2002); In these discussions, critical media education scholars note the tendency of the media to reproduce structural power relations based on race, gender, class, and sexual orientation; however, they also argue that some media challenge such power relations in their portrayals of characters. Thus, given that students are consumers of entertainment media, which serves as a significant way that people construct knowledge about their own and others’ identities and thus a significant source of “education”, they argue that it is important to teach critical media literacy skills—of how to deconstruct and analyze entertainment media through direct discussion of it in the classroom. Thus far most of these discussions and studies related to critical media literacy have focused on youth. Aside from general reference to the significance of popular culture to the media in our lives (Miller, 1999), discussion of the role of entertainment media in the education of adults has been absent. But given that adult learners and educators are also large consumers of media, it is also important that adult educators tend to issues related to media literacy, particularly in attempting to attend to diversity and equity issues. Therefore the purpose of this paper is two-fold: to provide an overview of the critical media literacy to consider how to draw on popular culture and entertainment media in adult education settings to teach critical medial literacy skills and to discuss issues of gender, race, class, and sexual orientation; and to explore how entertainment media can be used in teaching practice.
From The Personal To The Collective: The Use Of Group Narrative In Adult Learning: Gathering The Separate And Collective Stories Of A Marginalized Group
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Nichols, Nancy J.
Recognizing and valuing the experiences of individual adult learners is a key component of adult education. Moving adult learners toward reflective action, or praxis, depends upon the learner and educator creating a space where the student’s voice can be heard. This means realigning the power dynamic between teacher and student so that they become co-learners. The following research method models an approach that values the individual and corporate voices of a marginalized group through a renegotiation of power between the researcher and the researched. This model uses an application life history that connects personal inquiry and learner collaboration in the process of gathering stories from clergywomen ordained from 1974-1990 in The North Indiana Conference of The United Methodist Church. Many of the women engaged in this study are colleagues who have often competed with one another for power and position within the conference hierarchy. This has placed them in adversarial rather than supportive relationships with one another and with other women in ministry. The structure of this research project has not only realigned the power dynamic between researcher and researched, but has broken through some of these power barriers as these women have started sharing their stories with one another.
The Influence Of Organizational Politics And Power On Training Transfer
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Kim, Hanbyul
Organizational politics and power have been regarded as critical factors affecting various organizational practices. Although many studies in HRD investigated what factors are influential in training transfer, organizational politics and power have largely been ignored. This study is, therefore, aimed at exploring how politics and power within organizations affect the aspect of training transfer. The findings of this study show that learners’ relationship with supervisors who hold power, and the power derived from their own role status within the organization signal their capacity to transfer what they have been trained in. This study also reveals that organizational norms and values lead learners to control the aspect of transfer for themselves. Internalized in learners’ minds, these norms and values reflecting managerial interests repressed transfer of training in a hidden way.
An Insider's Perspective: Training And Power In An Industrial Setting
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Lord, Ramo J.
This paper discusses the perspectives of one training professional in a corporate industrial setting employing union workers. The struggle for power is the hidden agenda (Cunningham, 1998; Garrick & Rhodes, 2000; Newman, 1990) as management uses seemingly innocuous training programs for control. Examples are discussed and analyzed.
Institutional Ethnography: A Tool For Merging Research And Practice
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Wright, Ursula T.
Institutional ethnography draws from ethnomethodology focusing on how everyday experience is socially organized. Power is critically important as an analytic focus which crosses boundaries providing researchers a view of social organization that illuminates practices that marginalize.
THE INVISIBLE PEOPLE: DISABILITY, DIVERSITY, AND ISSUES OF POWER IN ADULT EDUCATION
(2005-10-14T19:07:52Z) Rocco, Tonette
This essay explores the location of disability in adult education by critiquing the research on power, privilege, and diversity through a critical disability theory lens. The essay includes a definition of critical disability theory, a discussion of power, privilege, and diversity in adult education, followed by an examination of three issues: function, minority group status, and language, voice and visibility. Persons with disabilities are marginalized, the intent of reasonable accommodation is misunderstood, and the existence of the minority group—people with disabilities—in adult education is barely acknowledged. Disability is often forgotten, overlooked, or dismissed by adult education as too special a category (Berube, 1998). And yet a simple car accident can make any of us a person with a disability. As we live longer, it becomes increasingly likely that we may experience disability becoming a member of this minority group. Disability rights activists refer to this phenomenon as temporarily able-bodied (TAB). The term TAB “breaks down the separateness of ‘us’ and ‘them’” (Zola, 1993, p. 171) emphasizing instead a continuum of experience. Disability is a fluid concept subject to methodological bias, the distortion of cultural bias, and a specific context. “Disability identification is a judgment on the human condition, and its statistical summary represents more than a simple enumeration of those who are disabled and those who are not” (Fujiura & Rutkowski-Kmitta, 2001, p. 69). At what point does a physical anomaly become a disability and who decides--the individual or society--when one is a person with a disability and a member of that particular minority group? Due to medical advances, there are growing numbers of the “well” disabled who are demanding access to opportunities for education and training, work, and leisure. A person with a chronic or degenerative condition may still have the capacity to perform work tasks and may wish to engage in formal learning activities. The purpose of this paper is to critique the research on power, privilege, and diversity through a critical disability theory lens. The discussion will include first, a definition of critical disability theory, second, a discussion of power, privilege, and diversity in adult education, followed by an examination of three issues: function, minority group status, and language, voice and visibility.
Mentoring And Social Capital: Learning And Perceived Networking Opportunities For Women In Central Pennsylvania Rotary Clubs
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Rutter, J. Paul III
This paper explores learning in Rotary clubs that have newly allowed women as members. The main focus of the paper is women’s perception of learning within the confines of these clubs with respect to mentoring and social capital’s existence. The study explores gaps in power within a middle-class Pennsylvania society. This study used phenomenology and grounded theory to investigate the lived experiences of women that are members of Rotary clubs in central Pennsylvania.
Mentoring In Teacher Education Programs: Exercises In Power & Interests
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Hansman, Catherine A.
Power relationships between mentors and protégés within formal mentoring relationships are largely ignored in research and literature concerning mentoring. The purpose of this research is to expose the imbedded power relationships within a teacher education mentoring program to better understand whose interests were really served by this program.
Power And Influence In Establishing Continuing Professional Education: A Case Study
(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Whatley, Steve L.
Studying power and influence tactics and the contexts in which they are used in program planning can advance understanding of establishing continuing professional education (CPE) programs. Researchers (Caffarella, 2002; Cervero & Wilson, 1994; Yang, et al 1998) have primarily focused on power and influence tactics used by adult educators (Caffarella, 2002; Cervero & Wilson, 1994; Yang et al, 1998). This case focuses on identifying and measuring the power and influence tactics in the context of an organization deciding whether or not to establish a CPE program. The author uses the samples of positive and influences (Caffarella, 2002), and Power and Influence Tactics Scale (POINTS), (Yang,Cervero, Valentine, & Benson, 1998) to identify and measure the tactics that were used to ensure establishment of a CPE program. The findings lend support to the planning theory offered by Cervero and Wilson (1994) in that “planning practice is a social process of negotiating personal and organizational interests in contexts of structured power relations” (p. 253).
RUSSIA AND CHINA IN TRANSITION: IMPLICATIONS FOR HRD RESEARCH AND PRACTICE IN GLOBAL COMMUNITY
(2005-10-13T19:38:17Z) Liu, Jun; Niemi, John
In recent years, both Russia and China have attempted to move toward a market economy from a centralized, tightly controlled economic and political system that had held sway for many decades. In Russia, the attempt foundered largely because Russia moved too quickly without giving sufficient attention to its history and tradition. China, on the other hand, has retained elements of a centralized system while moving gradually toward a market economy. Both countries had had numbers of state-owned enterprises (SOEs) that became the key element of and central to the economic transition. Lewin's model of force-field analysis is used as a means to analyze the forces that both drive and restrain the economic restructuring. Entry into World Trade Organization (WTO) challenges both countries' SOEs. Training SOEs leaders to obtain core competencies is a crucial first step for SOEs to survive and develop in a global marketplace.

Browsing by Subject "Power Structure"

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