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Adult Learning, Critical Intelligence and Social Change

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Adult Learning, Critical Intelligence and Social Change DOCUMENT RESUME ED 396 138 CE 071 866 AUTHOR Mayo, Marjorie, Ed.; Thompson, Jane, Ed. TITLE Adult Learning, Critical Intelligence and Social Change. INSTITUTION National Inst. of Adult Continuing Education, Leicester (England). REPORT NO ISBN-1-872941-61-3 PUB DATE 95 NOTE 303p. AVAILABLE FROMNational Institute of Adult Continuing Education, 21 De Montfort Street, Leicester LE1 7GE, England, United Kingdom (12 pounds). PUB TYPE Collected Works General (020) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) Reports Research/Technical (143) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS *Adult Education; *Adult Learning; Community Education; *Critical Thinking; *Educational Development; Experiential Learning; Feminism; Foreign Countries; Labor Education; *Social Change; Unions; Vocational Education; Womens Education IDENTIFIERS Popular Education; *Radicalism; United Kingdom ABSTRACT This collection of 21 essays reviews the context of developments in adult education in the last 15 years. "Adult Education for Change in the Nineties and Beyond" (Marjorie Mayo) is a critical review of the context for these changes and of the theoretical debates that attempt to analyze and explain them. "Challenging the Postmodern Condition" (Paula Allman, John Wallis) offers a specific challenge to postmodernism in relation to adult learning. "Are We Not More Than Half the Nation?" (Julia Swindells) argues that focus on the relationship between independent working men's movewents and adult education has tended either to exclude or distort recognition of the importance of women's education. "Cultural Struggle or Identity Politics" (Tom Steele) argues that the seed of a cultural struggle in Britain after World War II found fertile ground among adult educators. "Radical Adult Education" (Hilda Kean) explores the tradition of working-class reading to examine the way in which socialists and feminists saw education as a mechanism for the development of the self. "Piecing together the Fragments" (Martin Yarnit) focuses on the education of adults as a vital part of the whole national apparatus of education and training. "Competence, Curriculum, and Democracy" (David Alexander, Ian Martin) reflects the authors' experience of the current process of professionalism within the field of adult and community education in Scotland. "Really Useful Knowledge" (Katherine Hughes) describes the history of the Ruskin Learning Project. "All Equal Now?" (Rebecca O'Rourke) reflects on som; concerns about the changing context for radical adult education. "Feminism and Women's Education" (Jane Thompson) looks at the contribution of feminism to recognition of "really useful knowledge." "Making Experience Count" (Wilma Fraser) focuses on programs that emphasize reflection on experience. "The Dying of the Light?" (John McIlroy) offers a radical look at trade union education. "Learning in Working Life" (Keith Forrester) outlines difficulties in provision of educational programs by trade unions. "Popular Education and the State" (Keith Jackson) explores the contribution adult education might make "in the community." "Beyond Subversion" (Mae Shaw, Jim Crowther) argues that broad dissatisfaction with the current orthodoxy provides an opportunity for a radical agenda to be reasserted. "Training the Community" (John Grayson) focuses on the field of tenant training. "Seizing the Quality Initiative" (Cilia Ross) identifies ways in which radical adult education practice can be redefined and remade. "Amman Valley Enterprise" (Sonia Reynolds) describes adult education and community revival in the Welsh valleys. "Formal Systems" (Chris Duke) focuses on those who adhere to a radical vision while working within the formal organization. "Adult Learning in the Context of Global, Neo-Liberal Economic Policies" (John Payne) looks at experiences in the London Borough of Wandsworth and in Nicaragua. "Popular Education in Northern Ireland" (Tom Lovett) describes the Ulster People's College. (Each article contains references.) (YLB) * Reproductions supplied by EDRS are the best that can be made * from the original document. * 4111 .........61..........___ U S DEPARTMENT OF EDUCATION Office or to ,c i. on II Hest ITO" ondImp/overlie-I EDU TIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received limn the person or or gam/alien originating a 0 Minor thanges have been midetp improve reproduction quality Points et view or opinion., slated in this document do not nece..sarily represent alto ial OEM pu Aron or policy PERMISSION TO HE PHODUCE AND DISSEMINATE iHIS MAI EHIAL HAS BEEN GRANTED BY I TO THE EDUCATIONAL RESOURCES _ INFORMATION CENTLR (ERr --" rib, P I ADULT LEARNING, CRITICAL INTELLIGENCE AND SOCIAL CHANGE j We would like to dedicate this book to all our students past and present; to the spirit of collective resistance and to the possibility of transformation. We would also like to acknow- ledge and thank Marion Junor for keeping collective track of all our contributions. Adult Learning, Critical Intelligence and Social Change Edited by Marjorie Mayo & Jane Thompson NIACE THE NATIONAL ORGANISATION FOR ADULT LEARNING 5 Published by the National Institute of Adult Continuing Education (England and Wales) 21 De Montfort Street, Leicester LE1 7GE Company registration no. 2603322 Charity registration no. 1002775 First published 1995 C) 1995 Selection and editorial matter, the editors C) Individual chapters, chapter authors All rights reserved. No reproduction, copy or transmission of this publication may be made withoulthe written permission of the publishers, save in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency. Cataloguing in Publication Data A CIP record for this title is available from the British Library ISBN 1 872941 61 3 Printed in England by Antony Rowe Ltd, Chippenham Printed on acid-free paper Contents Preface Jane Thompson 1 1 Adult Education for Change in the Nineties and Beyond: Towards a Critical Review of the Changing Context Marjorie Mayo 5 Part 1: Rooting and Reconstituting the Radical Tradition 2 Challenging the Postmodern Condition: Radical Adult Education for Critical Intelligence Paula Alhnan and John Wallis 18 3 Are We Not More Than Half the Nation? Women and 'the Radical Tradition' of Adult Education, 1867-1919 Julia Swindells 34 4 Cultural Struggle or Identity Politics: Can There Still be a 'Popular' Education? Tom Steele 47 5 Radical Adult Education: The Reader and the Self Hilda Kean 58 6 Piecing Together the Fragments: Thoughts on Adult Education in a Vanished Era Martin Yarnit 69 7 Competence, Curriculum and Democracy David Alexander and Ian Martin 82 8 Really Useful Knowledge: Adult Education and the Ruskin Learning Project Katherine Hughes 97 Part 2: Contemporary Debates and Current Developments 9 All Equal Now? Rebecca O'Rourke 111 10 Feminism and Women's Education lam, Thompson 124 11 Making Experience Count... Towards What? Wilma Fraser 137 12 The Dying of the Light? A Radical Look at Trade Union Education John Mcllroy 146 13 Learning in Working Life: The Contribution of Trade Unions Keith Forrester 169 14 Popular Education and the State: A New Look at the Community Debate Keith Jackson 182 15 Beyond Subversion Mae Shaw and Jim Crowther 204 16 Training the Community: The Case of Tenant Training John Grayson 219 17 Seizing the Quality Initiative: Regeneration and the Radical Project Cilia Ross 231 18 Amman Valley Enterprise: A Case Study of Adult Fducation and Community Revival Sonia Reynolds 242 19 Formal Systems: Working From Within Chris Duke 253 20 Adult Learning in the Context of Global, Neo-Liberal Economic Policies John Payne 262 21 Popular Education in Northern Ireland: The Ulster People's College Tom Lovett 275 Notes on Contributors 287 Preface Jane Thompson In1980some of us who are included here contributed to a collection of essays entitled Adult Education for a Change (Thompson,1980),which made a small but significant contribution to the recent history, theory and practice of radical adult education. The book was welcomed by many teachers and organisers working on the left, providing inspiration to some and validation to others. Recognised as something of a 'seminal text' during the early80s,it acted as an irritant to many of those who viewed adult education from a liberal perspective, but who were also sliding away from the liberal tradition towards new vocationalism under the jurisdiction and direction of successive conservative governments. Even before Adult Education for a Change made it to the bookshelves, however, the seeds of radical right-wing reaction were already sown. Some attribute the original articulation of education's alleged failure to 'properly meet the needs of industry' to the speech delivered by Jim Cal- laghan at Ruskin College, Oxford in1976,when he was opening a new hall of residence in memory of Steve Biko. Such are the many contradic- tions of labour history! But it was the policies of Thatcherism and the New Right which helped to make the apparent need for change into a reality and arranged to turn the education system into one more outpost of the enterprise cul- ture, operating according to business principles and driven by the so- calledlogicofthe market. The consequences were considerable reorganisation, relocation, cuts and closure. As Rebecca O'Rourke (see 'All Equal Now?' in this volume) comments: Every adult education institution I have worked in
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