Abstract
In an increasing inter-connected world, cultural sensitivity and leveraging diversity are critical to leadership practice. This paper examines how a cohort-based adult education doctoral program addressed diversity in teaching and learning. Including non-Western perspectives on adult learning and providing space for critical reflection equip students in a ‘global educator narrative.’
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Recommended Citation
Wong, M. L.,
&
Yorks, L.
(2014).
Teaching and Learning for Critical Reflection on Diversity:
The Need to Go Beyond the Western Perspective in a
Doctoral Program in Adult Education.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2014/papers/47
Teaching and Learning for Critical Reflection on Diversity: The Need to Go Beyond the Western Perspective in a Doctoral Program in Adult Education
In an increasing inter-connected world, cultural sensitivity and leveraging diversity are critical to leadership practice. This paper examines how a cohort-based adult education doctoral program addressed diversity in teaching and learning. Including non-Western perspectives on adult learning and providing space for critical reflection equip students in a ‘global educator narrative.’
