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Browsing by Subject "Social Bias"
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Item Adult Education In The Urban Context: Serving Low Income Urban(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Martin, Larry G.A review of the literature on “urban education” reveals that the urban context is considered an important determinant of practice for K-12 teachers and administrators located in urban schools. Several professional journals, such as, the Journal of Urban History, the Urban Education Review, Urban Education, and others routinely publish articles that address research, theory, policy, and practice concerns of K-12 urban professionals. Yet there is a dearth of literature that addresses the issues and concerns faced by adult education professionals in urban communities.Item The Culture Of Poverty And Adult Education: Challenges And Lessons Learned(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Perrin, Jean E.Abstract: This study explored the experiences of adult education students from poverty in a grant-funded project designed to train them in a quality early childhood education curriculum and the barriers and lessons learned from project beginning to implementation of the curriculum in their classrooms.Item 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.Item From Homeless To Empowered: A Participatory Methods Response To Multiple Oppressions(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Curry, LaMetraThis paper describes a participatory research/evaluation (PR/PE) project that has been underway for two years with a group of women placed in the Temporary Assistance to Needy Families (TANF) system. Prior to the mandate for welfare recipients to align with TANF, fifteen women (the subjects of this project) were homeless in the greater Chicago metropolitan area. Chicago has been a center for African American Community organizers and adult educators to embark on the co-learning experience that helped community members “read their own world” Curry, 2002, p.71). The participants became acquainted with one another through the TANF designated housing arrangements; they formed a support group initially, and this has evolved into a self and community development action agenda enabled through participatory methods. This particular agenda is centered on individuals taking responsibility for accommodating issues that plague everyday citizens; issues such as childcare, transportation, mandated employment, and training programs that emerge in the midst of the severe dislocation of federal and state welfare reforms and the bureaucracy that accompanies them.Item The Immigrant As Outsider-Within: Exploring Identity And Place In Academe(2006-08-21T15:09:35Z) Alfred, Mary V.Perhaps the least visible and understood experience in the academy is that of immigrant women of color This absence is connected to issues of power, privilege, discourse, and practices that silence nonwestern voices in an increasingly globalized world. This paper explores the creative tension immigrant women of color face as they try to negotiate identity and place in US higher education.Item 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.Item Interrogating The “Natives”: Learning, Community And The Diasporic Native(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Nyanungo, Hleziphi NaomieThis study examines the interactive nature of learning between a community in a small Caribbean island and an African researcher. Relying on the works of such reflexive anthropologists, the study addresses the interactive nature of learning and reframes the subject/object division with the anthropological notion of “Diasporic native.” The questions under girding this autoethnographic study are: In what ways does the cultural familiarity between researcher and the researched enhance or hinder researcher learning from this experience and how are these lessons perceived to influence the work of a researcher and community educator? Preliminary findings from this study are: 1) for a Diasporic native researcher, history is embedded in the present; 2) the researcher is constantly negotiating his/her identity as he/she is claimed as an insider; 3) participating in the life of the community initiatives involves both giving and receiving and 4) observations made in the field make sense in the context of everyday interactions. The study concludes with implications for community researchers and educators.Item 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 IIIThis 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.Item New Diversity Publishing Outlet: Adult Educators Overcome Exclusionary Policies(Midwest Research-to Practice Conference in Adult, Continuing, and Community Education, 2004) Armstrong, Keith B.; Nabb, Lee W.Research strongly supports the notion that publishing houses lack sufficient diversity in both high and middle-level staff members to allow for a diverse philosophical outlook and appreciation to fairly support underrepresented groups wishing to publish their research findings in multiculturalism, gender/sexual orientations studies, race and class. Resultantly, these biases confront both adult educators and other authors writing in the areas of social justice and diversity. This presentation will investigate the historical factors of exclusion in the publishing industry, and more specifically within university presses, to explain an initiative (praxis) launched to open access by way of creating a progressively new adult education publishing concern at the University of Wyoming: the College of Education Monograph Series’ American Adult Educators.Item Stories Of Privileged Women’s Learning Critical Perspectives(Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Jung, HyeryungThe purpose of the study is to examine how White upper-middle class women have learned critical perspectives in unjust power relationships in the United States. To accomplish the purpose, I interviewed two female graduate students and used the method of narrative analysis. Their stories of learning critical perspectives shows that it is important to meet Others and mentors for concreting and crystallizing their critical perspectives, and that privileged people need to experience on-going struggles in order to break self from bias.