Sustainability of adult education: Andragogues as change agents

Yıl 2020, Cilt: 6 Sayı: 3, 443 - 449, 27.07.2020

Siniša Kušić , Sofija Vrcelj , Anita Zovko

https://doi.org/10.24289/ijsser.759203

Öz

The paper analyses andragogues as change agents in education. Starting from critical theory, andragogues have the potential to work within the curriculum redefinition framework by enabling participants in educational process to identify areas of knowledge deficits and build on prior knowledge. In addition to this change, they can carry out transformative learning in which the central category is critical reflection, i.e. the most important characteristic of adult learning.
Andragogues are qualified people who have a wide range of activities in the industry, the business world, the military, mass media, various institutions of education institutions and other areas. Their power of change is reflected in the aspect of emancipation, liberation and development of critical awareness of oppression and in critical thinking of educational policy and official curricula.

Anahtar Kelimeler

andragogues, change agents, transformative learning, critical theory, emancipation

Destekleyen Kurum

University of Rijeka

Proje Numarası

This work has been fully supported by the University of Rijeka under the project number [uniri drustv-18-124/1263] and project number [uniri-drustv-18-184/5906].

Kaynakça

• Ackoff, R. (1981). The Art and Science of Mess Management. Interfaces, 11(1), 20-26. Retrieved from http://www.jstor.org/stable/25060027.
• Badley, G. (1986). The Teacher as Change Agent. Journal of In-Service Education, 12:3, 151-158, DOI: 10.1080/0305763860120305
• Bourn, D. (2015). Teachers as agents of social change. International Journal of Development Education and Global Learning, 7 (3).
• Burnes, B. (2004). Kurt Lewin and the planned approach to change: A re-appraisal. Journal of Management Studies, 41 (6), pp. 977-1002. https://doi.org/10.1111/j.1467-6486.2004.00463.x.
• Caldwell, R. (2003). The changing roles of personnel managers: old ambiguities, new uncertainties. Journal of Management Studies ,40 (4), pp. 983-1004.
• Caldwell, R. (2005). Things fall apart? Discourses on agency and change in organizations Human Relations. Volume 58(1): 83–114. DOI: 10.1177/0018726705050937
• Ferreira, A. i Bittar, M. (2008). Education from the marxist perspective: an approach based on Marx and Gramsci. Interface, v. 12, n. 26, p. 635-646, Jul./Set. 2008.
• Fullan, M.G. (1993). Why Teachers Must Become Change Agents. Educational Leadership , Vol.50, Number 6 March.
• Freire, P. (2002). Pedagogija obespravljenih. Zagreb: Odraz – Održivi razvoj zajednice.
• Gregorčič, M. 2019, Pedagoške smjernice za emancipacijsko učenje. PYLE: Post-YU for Learning Emancipation – Supporting learners on the way to self-realisation. http://www.vci.hr/site_media/media/cms_page_media/52/IO1-%20HRV%20prijevod_VCI_final_3.pdf [Guilherme, M.] Giljerme, M. (2008). Uloga kritičke pedagogije u kulturnim studijama – intervju sa Anri. A. Žiruom. Pedagogija, 63(1), 5-16.
• Hayes, K., Steinberg, S. R. i Tobin, K. (eds.) (2011). Key Works in Critical Pedagogy: Joe L. Kincheloe. Rotterdam/Boston/Taipei: Sense Publishers.
• Hayes, W. (2006). Progressive Education Movement: Is it Still a Factor in Today’s Schools? Rowman & Little_eld Education.
• Jovanović, A. (2014) .Transformativno učenje u romanu Hermana Hesea Sidarta. Andragoške studije, broj 1, jul 2014, str. 137–170.
• Killeen, Martin P. (2009). The acquisition of information and learning technology skills by FE teachers. EdD thesis, University of Nottingham.
• Kritsonis, A. (2004-2005). Comparison of Change Theories . International Journal of Scholarly Academic Intellectual Diversity. Volume 8 Number 1 2004-2005
• Lunenburg, F.C. (2010). Managing Change: The Role of the Change Agent. International Journal of Management, Business, And Administration ,Volume 13, Number 1.
• Maksimović, M. (2012). Teorije učenja i odnosi moći u obrazovanju odraslih. Andragoške studije, broj 1, jul 2012, str. 37 -62 I
• Merriam, Sharon B.(2002) Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory. New directions for Adult & Continuing Education, Vol. 2001, Issue, 89.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.
• Miller, K., & Lawton, R.L. (2002). The Change Agent's Guide to Radical Improvement https://www.amazon.com/Change-Agents-Guide-Radical-Improvement/dp/0873895347#reader_0873895347.
• Priestley, M., Biesta, G, Robinson, S. (2012). Teachers as agents of change: An exploration of the concept of teacher agency. Working paper no. 1, Teacher Agency and Curriculum Change (ResearchGate).
• Reischmann, J. (2017). What are Andragogues good for? Workplaces, Competencies, Study Contents, Identity. Andragoške studije, br.1. str.9-24.
• Reischmann, J. (2017a), Lifewide learning – Challenges for Andragogy. Journal of Adult Learning, Knowledge and Innovation, 1(1), pp. 43–50 (2017) DOI: 10.1556/2059.01.2017.2
• Shen, Y. (2008). The Effect of Changes and Innovation on Educational Improvement. International Education Studies. Vol.1. N.3.
• Sućeska, A. (2013). Koga obrazuje obrazovanje? Gramsci i hegemonijska funkcija obrazovanja. U: Perica, I. (ur.), POLITICKO PEDAGOŠKO. Janusova lica pedagogije. Zagreb: Udruga Blaberon.
• Tikly, L., Barrett, A.M, (2011). Social justice, capabilities and the quality of education in low income countries. International Journal of Educational Development, 31 (2011) 3–14.
• Vrcelj, S. (2018). Što školu čini školom- teorijski pristupi, koncepti i trendovi. Rijeka, Filozofski fakultet.
• Young, M. (2014). Curriculum theory: what it is and why it is important. Cadernos de Pesquisa.. [online].vol.44, n.151, pp. 190-202