This sourcebook offers adult education scholars and practitioners in academic, community, and work--related urban settings insight into the education and learning problems and needs confronted by low--income residents of inner--city communities. Additionally, it offers fresh perspectives and approaches to practice that can assist these residents in crossing the socioeconomic and race--ethnicity borders that separate them from more affluent urban communities. This is the 101st issue of the quarterly higher education series New Directions for Adult and Continuining Education.
Table of Contents
EDITORS' NOTES (Larry G. Martin, Elice E. Rogers).1. Adult Education in the Urban Context (Larry G. Martin) This chapter defines the term urban and considers the historical evolution of urban centers, urban context barriers to adult education, and the creation of programs that focus on the unique learning needs of urban residents.2. Social and Cultural Issues in Urban Communities (Elice E. Rogers, Catherine A. Hansman) This chapter explicates the problems that adult education practitioners confront in assisting residents of low-income urban communities to access and utilize educational opportunities.3. Discriminative Justice: Can Discrimination Be Just? (Tonette S. Rocco, Suzanne J. Gallagher) In this chapter, the authors examine the nature and importance of discriminative justice by providing an analysis of discrimination that can assist adult educators in constructing knowledge about privilege, oppression, and justice in urban adult education.4. Gangsta Rap and Adult Education (Talmadge C. Guy) This chapter utilizes the concept of the city as educational agent to explore the ways in which the city's racialized structure influences the cultural production, commodification, and consumption of African American popular culture, especially as exemplified through hip-hop and gangsta rap music as dominant forms of black urban cultural expression.5. Learning to Rejuvenate Metropolitan Communities (E. Paulette Isaac, Martha Strittmatter Tempesta) This chapter considers how responsive community programming assists urban learners in revitalizing their communities. The authors examine two community-based organizations that are creating positive changes in local neighborhoods via collaborated strategies for the delivery of educational programming.6. Narrowing the Digital Divide in Low-Income, Urban Communities (Daniel T. Norris, Simone Conceicao) This chapter examines the factors contributing to the digital divide in adult education, such as obstacles to access and the inability to use information technology. It then presents opportunities for adult educators to narrow the digital divide in low-income, urban communities.7. Transformative Learning and the Urban Context (Patricia Leong Kappel, Barbara J. Daley) This chapter explores transformational learning theory as it is applied to low-income urban learners. It identifies the elements of the theory that are necessary for facilitating transformative learning among urban adult populations.8. New Directions for Urban Adult Education (Larry G. Martin, Elice E. Rogers) This chapter reviews the major themes addressed in the text regarding the role of urban adult education practice in assisting residents of innercity communities to traverse the social, structural, economic, cultural, and technological borders that disconnect them from affluent communities, and identifies several issues and challenges that remain to be addressed.INDEX.