Race Class and Gender in Learning

Race, Class, and Gender in Learning Strayer University There is no simple definition or answer when peerless asks the suspicion, What is the purpose of tuition in enceinte scholarship. To justly answer or define this query one most first ask one definitive question that will provide three important shiftings. Ultimately, we must(prenominal) ask Who is petition this question? simply, what is this persons flat coat, are they a WASP or a minority? What is their social bod? Are they male or female?The answers to these questions will provide a contextual framework and scratch line point in which can genuinely begin to answer our cowcatcher question, What is the purpose of instruction in liberal learning? The values and norms demonstrable in intros such as education are authored by the predominant culture. In American society, White Anglo Saxon Protestants (WASPS) are the authors of the dominant culture. Unfortunately, in that location are major disparities between W hite European Americans and other minorities.These inequalities are prevalent in eery American institution, including education. Blacks and other people of likeness are underrepresented in all types of self-aggrandising education (Merriam, Caffarella, & Baumgartner, 2007). Traditionally, statistics show that minorities do non participate in adult education. most researchers cite racial discrimination as a barrier to adult education. Adult educators have pick upd how the invisibleness/norm of Whiteness has affected adult education, curriculum, theories, evaluation criteria, and instructional practices (Manglitz, 2003).Researchers base that racism in adult education was not intentional numerous adult educators were unaware of the extent to which theories and research reinforce White racialist attitudes and assumptions, thus sustaining the perpetuation of inequalities ( Colin & Preciphs, 1991). Some researchers have contended that socioeconomic stipulation not washables is the major barrier in adult education. Socioeconomic attitude is America is highly stratified only a very low-toned 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 engender of the analysis and consequent action is to bring about a change from a capitalistic political economy to a classes socialist form of government (Merriam, Caffarella, & Baumgartner, 2007). Some researchers argue that a classless society would result in more(prenominal) participation in not only adult education plainly in education in general. Usually those categorized in classes abase than middle class tend to have limited educational experiences. When considering race and class we must canvass 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 increasingly p articipating in adult education, disdain this women still experience inequality in the classroom. Some argue that depicted object knowledge, theories and research encountered in the classroom is still heavily influenced by American patriarchal dominance. Along with addressing the questions of Race, Class and Gender one most likewise account for the theories of diminutive 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 scheme offers its own explanation on how the adult learning process should be conducted or imporved. First we will examine critical theory and its context to education. fine Theorys aim is to transform and better society through the use of criticism (Henslin, 2008) Critical Theory defines its social critique through the use of social problems lots citing systems as part of the problem.The system in a critical theory analy sis is an institution (such as government or education) that functions to reproduce the status quo (Merriam, Caffarella, & Baumgartner, 2007, p. 253). Social institutions exist 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 impeding a disciples experience.Critical Theorist argue that in adult learning there needs to be a mental image shift in the status quo. Should learning be centered nearly 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 disciples. Postmodernism is a barrier that is widely used in many fields, such as literature, art, architecture, history, and philosophy. By definition, postmodernism resists definition (Kerka 1997). Postmodernism like Critical theory questions 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. One 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 fashion a liberatory learning environment and it also focuses on the concerns of women in the teaching-learning exertion (Merriam, Caffarella, & Baumgartner, 2007). Traditionally a woman is characterized as a docile nurturing huma n being but rarely as an authority or 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 find acceptance for her ideas in the public world (Belenky, Clinchy, Goldberger, & Tarule, 1986, p. 20). The liberatory classroom allows for this tell apart 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 ensure that each learners background is included. Works Cited Henslin, J. (2008).Sociology A Down To Earth Approach. Upper Saddle 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. (2 003, Feb). dispute White Privilege in Adult Education A Critical Review of Literature. Adult Education Quarterly , p. 119. Merriam, S. B. , Caffarella, R. S. , & Baumgartner, L. M. (2007). Learning in maturity A Comprehensive Guide. San Francisco Jossey-Bass.