Abstract
Prevailing modes of instruction and inquiry privilege knowledge generated by academic elites. How might curriculum based on critical pedagogy and participatory research transform conventional educational institutions? Ongoing research challenges the relationship of educational institutions to social action.
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Recommended Citation
Malvicini, P. G.
(2000).
Whose Questions Count? Fostering Pedagogies of Action Research in Adult Education.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2000/roundtables/24
Whose Questions Count? Fostering Pedagogies of Action Research in Adult Education
Prevailing modes of instruction and inquiry privilege knowledge generated by academic elites. How might curriculum based on critical pedagogy and participatory research transform conventional educational institutions? Ongoing research challenges the relationship of educational institutions to social action.
