Race Class and Gender in Learning

Race, Class, and Gender in skill Strayer University There is no simple definition or answer when one solicits the question, What is the think of bringing up in vainglorious learning. To justly answer or define this question one most foremost ask one definitive question that go away provide three important variables. Ultimately, we moldiness ask Who is asking this question? simply, what is this persons background, are they a WASP or a nonage? What is their social class? Are they male or female?The answers to these questions will provide a contextual framework and starting point in which can genuinely begin to answer our original question, What is the purpose of information in braggart(a) learning? The values and norms developed in institutions such(prenominal) as instruction are authored by the dominant culture. In American society, White Anglo Saxon Protestants (WASPS) are the authors of the dominant culture. Unfortunately, in that respect are major disparities between White European Americans and other minorities.These inequalities are prevalent in altogether American institution, including education. Blacks and other people of color are underrepresented in all types of adult education (Merriam, Caffarella, & Baumgartner, 2007). Traditionally, statistics order that minorities do not participate in adult education. Some researchers cite racism as a barrier to adult education. Adult educators contain examined how the invisibility/norm of Whiteness has affected adult education, curriculum, theories, evaluation criteria, and instructional practices (Manglitz, 2003).Researchers found that racism in adult education was not intentional many adult educators were unaware of the extent to which theories and research reinforce White racist attitudes and assumptions, thus sustaining the perpetuation of inequalities ( Colin & Preciphs, 1991). Some researchers harbour contended that socioeconomic precondition not race is the major barrier in adult educa tion. Socioeconomic status is America is highly stratified only a very small percentage of the population owns all of the wealth, power and influence in American society.In adult education, when social class is the focus, the level of the outline and subsequent action is to bring about a change from a capitalist political parsimoniousness to a classes socialist form of government (Merriam, Caffarella, & Baumgartner, 2007). Some researchers plead that a classless society would topic in more participation in not only adult education that in education in general. Usually those categorized in classes lower than middle class tend to prevail limited educational experiences. When considering race and class we must examine the inequality of gender in adult education.Feminist have placed gender, and gender as it intersects with race and class (Merriam, Caffarella, & Baumgartner, 2007). Statistics have shown that women are progressively participating in adult education, despite this women still experience inequality in the classroom. Some argue that content knowledge, theories and research encountered in the classroom is still heavily influenced by American patriarchal dominance. on with addressing the questions of Race, Class and Gender one most also account for the theories of Critical Theory, Postmodernism and Feminist Pedagogy.These 3 theories will give us a clue into how educators can contextualize the learning experience for each variable (race, gender and class). Each theory offers its own explanation on how the adult learning process should be conducted or imporved. First we will examine detailed theory and its context to education. Critical Theorys aim is to transform and improve society through the use of criticism (Henslin, 2008) Critical Theory defines its social recap through the use of social problems often citing systems as part of the problem.The system in a critical theory analysis is an institution (such as government or education) that fun ctions to reproduce the status quo (Merriam, Caffarella, & Baumgartner, 2007, p. 253). Social institutions live on to positively regulate, order and control members of its society ( Henslin 2008), the institution of education seeks to do the same. Although ideally the institution of education is supposed to improve society, critical theorists often cite the status quo of education as hindering a disciples experience.Critical Theorist argue that in adult learning there demand to be a paradigm shift in the status quo. Should learning be centered close to technology or should more attention be given to emancipatory learning? Essentially critical theorist desire critique the status quo in hopes of developing one that is appropriate and equal to all learners. Postmodernism is a term that is widely used in many fields, such as literature, art, architecture, history, and philosophy. By definition, postmodernism resists definition (Kerka 1997). Postmodernism the like Critical theory q uestions the status quo.Technically one cannot define postmodernism as a theory. According to Kerka postmodernism is a (Kerka, 1997)form of questioning, an attitude, or perspective. Postmodernism never accepts the truth as absolute and sees truth as ever changing. angiotensin converting enzyme can make the contention that postmodernism is part of the foundation of adult learning. Concepts popular with adult learning such as transformative learning or narratives urge learners to question their own truth thus by definition, inviting the learner to practice postmodernism. As one would suspect, Feminist Pedagogy is derived from feminist theory.The feminist theory is based in liberation and the feminist pedagogy seeks to create a liberatory learning environment and it also focuses on the concerns of women in the teaching-learning transaction (Merriam, Caffarella, & Baumgartner, 2007). Traditionally a charr is characterized as a docile nurturing human being but rarely as an authority o r as assertive. Feminist pedagogy seeks to liberate a woman from this role in the classroom and urges her to be assertive and firm as a learner and to detect acceptance for her ideas in the public world (Belenky, Clinchy, Goldberger, & Tarule, 1986, p. 20). The liberatory classroom allows for this sort of transformation. As potential adult educators we have to consider what is the purpose of education? for learners and how that question should be answered individually. As we have seen, that answer varies for each learner. We must be vigilant considering each learners diverse background and constantly examine and revamp the status quo to batten that each learners background is included. Works Cited Henslin, J. (2008).Sociology A Down To Earth Approach. Upper appoint River Prentice Hall. Kerka, S. (1997). Postmodernism and Adult Education. Trends and Issues Alerts. ERIC Clearing House on Adult, Career and Vocational Education. Manglitz, E. (2003, Feb). Challenging White countena nce in Adult Education A Critical Review of Literature. Adult Education Quarterly , p. 119. Merriam, S. B. , Caffarella, R. S. , & Baumgartner, L. M. (2007). knowledge in Adulthood A Comprehensive Guide. San Francisco Jossey-Bass.