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Adult education in practice- women, gender and ethnicity
Adult education in practice- women, gender and ethnicity
(Name)
(Date)
(Institutional affiliation)
(Tutor)
Adult education in practice- women, gender and ethnicity
According to Funge (2011), adult education is the kind of learning that advocates change- refereed to as learning- among the aged whose roles in their society and perceptions depict them as adults. Though it has a great contrast with the everyday form of learning, it has proven over the years to promote internal changes in the adults that attempts to instill new information in the individual. This discipline of knowledge despite the fact that it accentuates training in adults, it has numerous contentious issues. Various analysts and researchers have put across their views on these special topics in adult education. Among these issues include access and equity, culture and education, settlements and adult education among others. This essay will highlight adult education in practice focusing on women, gender and ethnicity.
It is evident that women are not homogenous. Due to the disparities in age, gender, color assumptions that information will be in taken in the same way by these learners is an oversight. The interaction of these women is different due to differences in social class (Heaney, 2000). In a learning setting, some women view themselves as disadvantaged and will have a lesser disposition unlike others. Heaney (2000) continues to argue that the representation of the minority category expresses a high percentage of shortcomings. These learners have difficulty in fitting in a learning environment may be as a result of their demeaned self esteem and inferiority feelings of incapability. As an educator it is important to highlight these features for successful instruction to take place in this classroom. If they manage to bring to light these attributes in learners, and foretell their implications to teaching and learning, then they should be change agents in the learners who hold the perception of their being stumpy.
In relation to women and diversity in terms of their culture, beliefs, it is mandatory that the tutor selects the best means of conducting instruction. Marienau (2005) outlines that women have an added advantage in terms of oral expression as opposed to men. In this context the tutor may use this feature to undertake instruction. If the tutor allows participation of learners in quest to interpret facts, an open forum is created in the classroom despite the varying cultural, racial or nationality background. Discussions have for a long time proven to be the best teacher to multicultural class (Gastil, 2004). Learners who may seem conservative may be asked to contribute towards the on-going discussion and if the process keeps on, silent members of a class will in one way or another be forced to not only speak but also respect other people’s opinions.
The tutor may also be required to learn the use of language by the various learners in various contexts in the classroom set up. In the case of African American, dialogue may be an important source of instruction and learning in these women. According to Holst (2010), African American women have a tendency of using dialogue in aspects of life like preaching. They advocate dialogue as a method of learning. Preachers are known to successfully pass their message through dialogue. The tutor may use this in the classroom to teach the adult women of African American origin to weigh whether concepts have been grasped or not.
Another case in point is the white women who are known to learn through asking questions. Studies have indicated that most American women teach their children by asking them questions. Their interactions through inquisitive measures would be a good ground for learning. Women may have issues in asking questions and socialization through stages of development (Marienau, C. 2005). It is the responsibility of the tutor to ensure that adult education is offered to all women by studying their responses and detecting as fast as possible the best alternatives to effective learning for adult education to be made a successful learning course.
References
Funge, S. (2011). Promoting the social justice orientation of students: The role of the educator. Journal of social work education; 47(1), 73-90.
Gastil, J. (2004). Adult civic education through the National Issues Forums: Developing democratic habits and disposition through public deliberation. Adult Education Quarterly, 54(4), 308-328
Heaney, T. (2000). Adult education and society. In A. L. Wilson & E. R. Hayes (eds.), Handbook of adult and continuing education (pp. 559-572). Jossey-Bass: San Francisco.
Holst, J. D. (2010). Social Justice and Dispositions for Adult Education. Adult Education Quarterly, 60(3), 49-260.Marienau, C. (2005). In Their Own Voices: Women Learning About Their Own Development. New Directions for Adult and Continuing Education: No. 65, Spring 2005
Adult Development and Life Assessment
Adult Development and Life Assessment
Author
Institution
Introduction
Psychologists have always been preoccupied with matters pertaining to the influences on people’s development and come up with varied theories and models over the same. The ecological theory, posited by Urie Bronfenbrenner, states that an individual’s development is shaped by varied things including culture, family and society at large (Fancher, 1985). Looking at my life, I would attribute my shy behavior especially in talking to boys to the absence of my dad. I never got to know exactly what the best way for communicating with them would be, or even issues that would be of interest to them. On the same note, many are times when my parents would quarrel or even fight over small issues. They ended up separating a few years ago, something that affected my self-esteem tremendously. However, the effects were more pronounced in the first year, and my self-esteem is increasing with time. While both genetic makeup and environment have a role to play in my development, I must admit that the environment has played a considerably greater role. Genetic makeup may, undoubtedly, increase the likelihood than an individual will behave in a certain way, but their experiences and values imparted by the environment determine how they view and react to situations (Fancher, 1985). This explains why identical twins, despite having similar genetic makeup, will react differently in instances where they grow in different environments.
Question 2.
Holland’s theory or career choice outlined six personality types. I feel that the personality type that fits me is the “investigative personality”. An individual with investigative personality enjoys solving science or mathematics problems and places a high value on intellectual or scientific jobs. I have always enjoyed solving puzzles especially as pertaining to human relationships. I hope to become a lawyer in the future, in which case my personality type is in line with my future career prospects. Career satisfaction affects self-image in that it determines the value that an individual assigns to a career and consequently on himself (Fancher, 1985). If an individual is not satisfied or unpleased with the outcome of his job, he or she is likely to place a low value both on the job and on himself, which affects his self-image and esteem (Fancher, 1985).
References
Fancher, R. E. (1985). The intelligence men: Makers of the IQ controversy. New York: W. W. Norton & Company
ADR Alternative Dispute Resolution
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Institution
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Date
Alternative Dispute Resolution
ADR (alternative dispute resolution) refers to methods that are adopted in seeking for solutions on legal disputes without use of litigation but by adopting such means as the negotiation, arbitration as well as mediation (Anon, 68-76). Among other legal disputes solved through the ADR are disputes on contracts, environment, insurance, security, labor, international trade and technology.
Negotiation:
This method involves the informal interaction between disputing parties with an intention of settling on the disputes and may involve a lawyer or not. It is to be noted that this process does not acknowledge the involvement of a third party (even neutral such as a judge or a jury). Two main approaches involved in negotiation are adversarial negotiation as well as problem solving approach. In adversarial approach, the warring parties seek solution through negotiation with a motive of maximizing own gain whereas in problem solving approach, joint gain is sought by parties involved. Though the method is discussed as an independent tool for solving disputes, it is often used before adoption of formal method(s) to solve a dispute and is such a case, negotiation is not perceived as an alternate to litigation processes.
Mediation:
In mediation, unlike the case with negotiation, a neutral person is a characteristic feature and is involved in facilitation of communication between the parties while at the same time offering suggestions to possible ways of solving the dispute at hand. As an expertise, the neutral person chosen (mediator) is often chosen by the consent of the warring parties. The main feature of the process is having the mediator assist each side listen to the other in a dispute. Persuasion is a mandatory character for the mediator in order to have the deliberation on the various solutions sighted and the process is concluded after the parties involved unanimously accept a solution after which the decision is put into writing and signed into by all the parties. Collective bargaining issues are main examples to disputes which adopt mediation as a tool for solution where the conflicting parties (like employees) must work together even after the dispute. It is to be noted that though mediation is adopted as an alternative to litigation, the main reason for its adoption is usually to avoid court procedures.
Arbitration:
This tool of solving disputes is explained by the use of a neutral third party and outside of court system to find a solution to a dispute. It has a distinguishing feature in that parties involved in arbitration are in contracts and they assume the role of a judge though not as constrained by precedents and the arbitrator’s role is finding a solution which is legally binding. The process therefore assumes like procedures like those ones used in trials though the rules applied in the process of arbitration are a little relaxed than in a legal trial. However, it is also noted that the choice of an arbitrator is a process that involves both parties involved in the dispute. Efficiency and low costs involved in arbitration makes the main advantages sighted for its use as against litigation.
In conclusion, this paper discusses the three main ADR tools, which are negotiation, mediation as well as arbitration, and shows their applicability instead of adopting litigation methods of solving disputes. The paper orders/ranks the tools according to value where negotiation comes first, followed by mediation and finally arbitration. This rank is based on ease of use, costs incurred as well as time involved where negotiation become fundamentally the most easy tool in cost and time to be used. On the other hand, arbitration process is time consuming and often expensive in awarding the arbitrator hence the last rank.
Works cited
Anonymous, “Chapter 4: Alternative dispute resolution”. Part 1, The legal Environment of Business. nd. Print.