EMBRACING AND EXTENDING THE MARGINS OF ADULT EDUCATION:EXPERIENCES OF INTERDISCIPLINARY COLLABORATION

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dc.contributor.authorGlowacki-Dudka, Michelle
dc.contributor.authorWise, Meg
dc.date.accessioned2005-11-21T18:23:41Z
dc.date.available2005-11-21T18:23:41Z
dc.date.issued2005-11-21T18:23:41Z
dc.description.abstractAdult educators, working in non-traditional interdisciplinary settings, sit at the confluence of where the margins of several disciplines meet to exchange ideas on how to advance theory and practice to facilitate adult learning. This paper uses two case studies of how adult educators work in interdisciplinary non-traditional adult education organizational settings—a state-level family literacy initiative and an interdisciplinary online adult patient education research and development program—to improve programs that facilitate adult learning. The paper concludes with a discussion of barriers to and strategies for integrating adult education principles into mainstream programs.en
dc.format.extent50894 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/1805/427
dc.language.isoen_US
dc.subjectAdult Educationen
dc.subjectInterdisciplinary Approachen
dc.subjectNontraditional Educationen
dc.subjectFamily Literacyen
dc.subjectCritical Theoryen
dc.titleEMBRACING AND EXTENDING THE MARGINS OF ADULT EDUCATION:EXPERIENCES OF INTERDISCIPLINARY COLLABORATIONen
dc.typeArticleen
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2002 Conference (Dekalb, Ill : Northern Illinois University)