Abstract

Adult educators in the UK are now covered by one of two sets of professional standards. Using our previously developed framework for evaluating pedagogic models, we examine the extent to which perspectives on, and assumptions about positionality are evident and the ways in which diversity is recognised by those standards.

Creative Commons License


This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Share

COinS
 
Aug 16th, 9:00 AM

Pedagogy, Positionality and Adult Education: Missing Links?

Adult educators in the UK are now covered by one of two sets of professional standards. Using our previously developed framework for evaluating pedagogic models, we examine the extent to which perspectives on, and assumptions about positionality are evident and the ways in which diversity is recognised by those standards.