Abstract
This paper examines how differences in positionality of the three co-authors (as a white man, a white woman, and an African-American woman) informs both the theorizing and the differences in practice of education for critical consciousness in adult higher education settings.
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Recommended Citation
Taylor, E.,
Tisdell, E. J.,
&
Stone Hanley, M.
(2000).
The Role of Positionality in Teaching for Critical Consciousness: Implications for Adult Education.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2000/papers/89
The Role of Positionality in Teaching for Critical Consciousness: Implications for Adult Education
This paper examines how differences in positionality of the three co-authors (as a white man, a white woman, and an African-American woman) informs both the theorizing and the differences in practice of education for critical consciousness in adult higher education settings.
