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Adult Education: Little Boxes all the Same?

Adult Education: Little Boxes all the Same? TIME OUT In the early 1960s there was a Daphne and her group left the ning the program they wanted to group, cultural conflict exists. In song about houses-little boxes session with little to take to their develop for their community, the this case cultural conflict occurred own program planning efforts. between the continuing education -that all looked just the same, presenters would help them in the The outlines of the models didn't offering, which represented a cul­ and "the people in the houses ways they asked for help. Some­ went to the university where they strike a familiar chord. Daphne tural way of teaching and learn­ times the presenters would slip in wondered, "how did others were put in boxes and they came experiences that Daphne hadn't ing dominant in European­ manage to understand what was American, middle and upper class, out all the same." (© 1962 by yet thought to ask about. being presented in the models?" white collar education, and Daphne Schroder Music Co. (ASCAP) If this story was about Daphne There were no stories about real and her friends' cultural way of Renewed 1990) or any of the others in the pro­ Is this song a metaphor for programs or real people-the learning. I submit that in adult gram, this might be a story about adult education in and outside of kind of people, at least, she knew education, cultural conflict fre­ differences in individual learning the university'! Do we as adult in her community. And what did quently occurs because a one­ styles. But, this story is about educators "box people in" by ex­ they mean by strengths and weak­ culture approach to learning Daphne and other people of similar pecting them to learn in the same nesses of models? Could it be that cultural backgrounds. This story is prevails that ignores the many way? I suggest this happens all people were saying there were about cultural learning styles. culturally diverse ways of learn­ too frequently in our adult educa­ pluses and minuses in certain kinds What are cultural learning styles ing. Much learning and evaluation tion settings. Further, I suggest of program planning, no matter and how do they originate? The of learning in adult education is that a one-world approach to what the situation? That couldn't way people communicate, place in the mode of the continuing learning ignores the many cultur­ be. One solution couldn't possibly values, think, learn, and relate to education offering program I've ally diverse ways of learning that work for different situations. Had others is a product of the value described here, and represents a exist. Rather than the support of they missed something? system of their home, community, distinct culture. It is linear, sequen­ diverse cultures and the growth of What had occurred between and culture. People are socialized tial, abstract, and while it may be individuals within those cultures the adult education program and into their cultures. Cultures may put in a setting, it is not neces­ being promoted, the subjection of Daphne and her group? They­ be the products of several factors. sarily centered in a context, lan­ cultures and of individuals within and the other participants-were Among them may be locality guage, and values familiar to those cultures to a dominant way "boxed in;' expected to learn the (rural, suburban, urban); ethnicity culturally diverse learners. of learning is being promoted. way the presenter taught. The (e.g, African-American, Anglo­ Test this out yourself. Look at Daphne's story provides an ex­ models of program planning were Saxon American); class (lower, the recent books about learning ample of this. Daphne and neigh­ presented in the abstract, without middle, upper); or kind of work and critical thinking. Look at how borhood friends from a communi­ situating them in a context. The (blue-collar, pink-collar, white­ information is presented in our ty center in Philadelphia wanted learners were expected to process collar). Persons from varying cul­ textbooks, at the readers used in to plan some programs that would information by analyzing the tures may differ in ways of think­ literacy classes, at the teaching in encourage people in the neighbor­ parts of the models and to logi­ ing and learning. This is what is classes you've been a part of. Are hood to continue their education cally and sequentially evaluate the meant by cultural learning styles. they more like the continuing strengths and weaknesses of the and would help them update their While not all members of a cul­ education class, or are they more basic-study skills. To learn how to models. tural group learn in the same like Daphne and her group's kind plan their programs, they signed If the presentation had been way, there are patterns in how of learning? up for a continuing education designed for the way Daphne and members of different cultures tend Adult education: Little boxes all offering on program planning. her group learned, this is what the same? , to learn. Daphne and those who When they went to the session, Daphne would have liked and this worked with her were from an this is what happened: The in­ is how she would describe it: -by Daniele Flannery urban, African-American, blue col­ structor, after asking why each People who had actually planned lar culture. In their particular Assisant professor of adult person was there (1) presented programs in communities like culture, information is processed education, Penn State outlines of several models of pro­ Daphne's would have told the in a descriptive way. Meanings are University, Harrisburg gram planning; (2) asked those at­ stories about how the programs situated in familiar settings. Learn­ Pennsylvania. tending to compare and contrast had worked. Then, there would ing is based on grasping a sense the models presented, noting the have been a chance to talk to the of the whole picture. Understand­ strengths and weaknesses of each planners about who their people ing is facilitated when the indi­ model; (3) evaluated people's were, if they like Daphne's groups, vidual sees the connection of the learning by giving out a case what the planners had done, how learning to herself or himself. they knew they were on the right study about a business that was A number of years ago Rosalie developing a training program and track, and what the people who Cohen (1969) suggested that when For more information about this depart­ asked the class to discuss which came to the program had to say. the cultural style of learning of ment, contact Jerry Apps, University of of the models presented earlier When Daphne and her group felt one group is different from the Wisconsin, 225 N. Mills St., Madison, would be appropriate to use. comfortable enough to begin plan- WI 53706. cultural style of learning of another November 1991 c: 31 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Adult Education: Little Boxes all the Same?

Adult Learning , Volume 3 (3): 1 – Nov 1, 1991

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Publisher
SAGE
Copyright
© 1991 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959100300316
Publisher site
See Article on Publisher Site

Abstract

TIME OUT In the early 1960s there was a Daphne and her group left the ning the program they wanted to group, cultural conflict exists. In song about houses-little boxes session with little to take to their develop for their community, the this case cultural conflict occurred own program planning efforts. between the continuing education -that all looked just the same, presenters would help them in the The outlines of the models didn't offering, which represented a cul­ and "the people in the houses ways they asked for help. Some­ went to the university where they strike a familiar chord. Daphne tural way of teaching and learn­ times the presenters would slip in wondered, "how did others were put in boxes and they came experiences that Daphne hadn't ing dominant in European­ manage to understand what was American, middle and upper class, out all the same." (© 1962 by yet thought to ask about. being presented in the models?" white collar education, and Daphne Schroder Music Co. (ASCAP) If this story was about Daphne There were no stories about real and her friends' cultural way of Renewed 1990) or any of the others in the pro­ Is this song a metaphor for programs or real people-the learning. I submit that in adult gram, this might be a story about adult education in and outside of kind of people, at least, she knew education, cultural conflict fre­ differences in individual learning the university'! Do we as adult in her community. And what did quently occurs because a one­ styles. But, this story is about educators "box people in" by ex­ they mean by strengths and weak­ culture approach to learning Daphne and other people of similar pecting them to learn in the same nesses of models? Could it be that cultural backgrounds. This story is prevails that ignores the many way? I suggest this happens all people were saying there were about cultural learning styles. culturally diverse ways of learn­ too frequently in our adult educa­ pluses and minuses in certain kinds What are cultural learning styles ing. Much learning and evaluation tion settings. Further, I suggest of program planning, no matter and how do they originate? The of learning in adult education is that a one-world approach to what the situation? That couldn't way people communicate, place in the mode of the continuing learning ignores the many cultur­ be. One solution couldn't possibly values, think, learn, and relate to education offering program I've ally diverse ways of learning that work for different situations. Had others is a product of the value described here, and represents a exist. Rather than the support of they missed something? system of their home, community, distinct culture. It is linear, sequen­ diverse cultures and the growth of What had occurred between and culture. People are socialized tial, abstract, and while it may be individuals within those cultures the adult education program and into their cultures. Cultures may put in a setting, it is not neces­ being promoted, the subjection of Daphne and her group? They­ be the products of several factors. sarily centered in a context, lan­ cultures and of individuals within and the other participants-were Among them may be locality guage, and values familiar to those cultures to a dominant way "boxed in;' expected to learn the (rural, suburban, urban); ethnicity culturally diverse learners. of learning is being promoted. way the presenter taught. The (e.g, African-American, Anglo­ Test this out yourself. Look at Daphne's story provides an ex­ models of program planning were Saxon American); class (lower, the recent books about learning ample of this. Daphne and neigh­ presented in the abstract, without middle, upper); or kind of work and critical thinking. Look at how borhood friends from a communi­ situating them in a context. The (blue-collar, pink-collar, white­ information is presented in our ty center in Philadelphia wanted learners were expected to process collar). Persons from varying cul­ textbooks, at the readers used in to plan some programs that would information by analyzing the tures may differ in ways of think­ literacy classes, at the teaching in encourage people in the neighbor­ parts of the models and to logi­ ing and learning. This is what is classes you've been a part of. Are hood to continue their education cally and sequentially evaluate the meant by cultural learning styles. they more like the continuing strengths and weaknesses of the and would help them update their While not all members of a cul­ education class, or are they more basic-study skills. To learn how to models. tural group learn in the same like Daphne and her group's kind plan their programs, they signed If the presentation had been way, there are patterns in how of learning? up for a continuing education designed for the way Daphne and members of different cultures tend Adult education: Little boxes all offering on program planning. her group learned, this is what the same? , to learn. Daphne and those who When they went to the session, Daphne would have liked and this worked with her were from an this is what happened: The in­ is how she would describe it: -by Daniele Flannery urban, African-American, blue col­ structor, after asking why each People who had actually planned lar culture. In their particular Assisant professor of adult person was there (1) presented programs in communities like culture, information is processed education, Penn State outlines of several models of pro­ Daphne's would have told the in a descriptive way. Meanings are University, Harrisburg gram planning; (2) asked those at­ stories about how the programs situated in familiar settings. Learn­ Pennsylvania. tending to compare and contrast had worked. Then, there would ing is based on grasping a sense the models presented, noting the have been a chance to talk to the of the whole picture. Understand­ strengths and weaknesses of each planners about who their people ing is facilitated when the indi­ model; (3) evaluated people's were, if they like Daphne's groups, vidual sees the connection of the learning by giving out a case what the planners had done, how learning to herself or himself. they knew they were on the right study about a business that was A number of years ago Rosalie developing a training program and track, and what the people who Cohen (1969) suggested that when For more information about this depart­ asked the class to discuss which came to the program had to say. the cultural style of learning of ment, contact Jerry Apps, University of of the models presented earlier When Daphne and her group felt one group is different from the Wisconsin, 225 N. Mills St., Madison, would be appropriate to use. comfortable enough to begin plan- WI 53706. cultural style of learning of another November 1991 c: 31

Journal

Adult LearningSAGE

Published: Nov 1, 1991

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