 | As with other areas of education, the knowledge base that has developed around adult learning and education has been firmly lodged in Western values and culture. But we need only look beyond our borders as well as to our own indigenous Native Americans to find major systems of thought and beliefs embedded in entirely different cultural values. Chapters on Native American
indigenous knowledge, Confucianism, Hinduism, Islam, Buddhism, Maori, Latin American perspectives, and African indigenous knowledge will acquaint readers with alternative understandings of learning and lead, it is hoped, to a more holistic understanding of adult learning. |
| | | | "Perhaps the most powerful message from this book is that learning and knowledge must be contextualized in a student's culture…This book is well-written and very interesting. The wide array of cultural perspectives on knowing and learning--ranging from liberation theology and
learning in Latin American to Confucian ways of thinking--provide a breadth of perspectives which not only expand the reader's knowledge of perspectives on learning but clearly exhibit the range of views that may be part of students' frameworks for experiencing higher education." -- Catherine Buyarski, NACADA Journal, Issue 28 (1) (National Academic Advising Association)
"…will be useful for a wide range of teaching and learning contexts, from adult education to educational
psychology to instructional design to research methods in education. Not only will it provide for many "ah-ha" moments of recognition as one reflects on previous encounters with students from around the world, but it also will challenge the reader to reflect upon her or his own beliefs--a sure starting point for meaningful change." -- Trena Paulus, Ph.D., International Education, Volume 37, Number 2, Spring 2008
"…will be useful for a wide range of teaching and
learning contexts, from adult education to educational psychology to instructional design to research methods in education. Not only will it provide man "ah-ha" moments of recognition as one reflects on previous encounters with students from around the world, but it also will challenge the reader to reflect upon her or his own beliefs--a sure starting point for meaningful change." -- Trena Paulus, Ph.D., Internaltional Education, Volume 37 Number 2, Spring 2008 |
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