Abstract
In this paper, we argue that moves to reconfigure the education of adults as a dimension of lifelong learning signify a postmodern condition of education. In particular, we suggest that lifelong learning contributes to performativity and a loss of mastery, while at the same time opening up different possibilities for adult learners. This poses complex challenges to adult educators.
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Recommended Citation
Edwards, R.,
&
Usher, R.
(2000).
One Year After Enrollment in Literacy Programs: A Study of Changes in Learners' Lives.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2000/papers/20
One Year After Enrollment in Literacy Programs: A Study of Changes in Learners' Lives
In this paper, we argue that moves to reconfigure the education of adults as a dimension of lifelong learning signify a postmodern condition of education. In particular, we suggest that lifelong learning contributes to performativity and a loss of mastery, while at the same time opening up different possibilities for adult learners. This poses complex challenges to adult educators.
