Adult Education in Communities: Approaches from a by Emilio Lucio Villegas

By Emilio Lucio Villegas

Participation could be a double-edged sword in that it may be used to bind humans into agendas and rules they've got little keep an eye on over or it may support allow them to provide voice to actual and important matters. Drawing at the paintings of Raymond Williams, actual participation needs to be an open and democratic method which permits all to give a contribution to the production of meanings. grownup schooling in groups can then be focused on the method of constructing 'really priceless knowledge', that's, wisdom which permits humans - members and collectivities who event systematic varieties of oppression, domination and exploitation - to contemplate, examine and act on their scenario separately and severally. via drawing on modern money owed of emancipatory motion and participatory study the writer elaborates at the function of grownup educators during this context. (From the Preface) This publication attempts to mirror on grownup schooling and its shut relationships with groups. it's a modest try to keep grownup schooling within the scope of the group existence opposed to the growing to be education, the focal point on employability, and at the labour marketplace. within the final years apparently grownup schooling has turn into one of those supplier of diplomas, abilities and competences and has forgotten its position to enlighten members and aid them to percentage their group existence with an abundance of richness, range, disappointment and happiness. grownup schooling is intrinsically attached to way of life, and the existence that people continually edify of their interactions. If grownup schooling is attached to everyday life, one of many significant projects is to get well this sense and to hyperlink everyday life and schooling. i believe that at the moment time, in a second of extreme reductionism, fact is mostly provided as very undeniable, wasting its complexity and variety which are concerning the truth that lifestyles is being lived daily via women and men as creators and relational beings.

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But the educational space is what we have and it is a battleground between the positions of banking and liberating educators. To consider that school is, par excellence and by nature, a reproducer is to do a disservice to education. The school is a battlefield of the essential ideas in order to think about the development of the society where, as Freire says: “There must be radical differences between left-wing and right-wing educators in their use of the same slide projector” (1984, p. 45). In addition, to transmitting culture and classical culture, as Antonio Gramsci and Raymond Williams suggested, school plays a key role in preventing the canned messages conveyed by television from manipulating viewers’ desires and consumers necessities.

But, on the other hand it is important to develop methodologies that provide opportunities to built experiences. To edify context where people can build experiences and learn from them (Josso, 2005). In fact it could be affirmed that in adult education, schools are places where people are sharing experiences. There are two different aspects in the experience that will be possible to see later on in the book. For the one hand, experiences that enable people to reflect on their daily life and their own story.

In this process peopleʼs knowledge emerges, creating a new one based on the surrounding reality. I will return to the process of codification/decoding when I talk on Participatory Literacy. Participation. Adult education has to be a participatory education and potentiates participation. As Botkin et al. stated, “Participation is something more than to share in a formal way the decisions taken. It is an attitude characterised by cooperation, 19 Chapter 1 dialogue and empathy” (1979, p. 35). For that, adult education can only be considered as participatory because adult people are concerned in educational projects when they see a clear implication between these projects and their personal, social, communitarian and/or working life.

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