Reimaging doctoral education as adult education / Tom Heaney, Dianne Ramdeholl, editors.

Format:

Book

Contributor:

Heaney, Tom, editor.

Ramdeholl, Dianne, editor.

Series:

New directions for adult and continuing education ; Number 147.

New Directions for Adult and Continuing Education ; Number 147

Language:

English

Subjects (All):

Universities and colleges--Graduate work.

Universities and colleges.

Doctor of philosophy degree.

Adult education.

Physical Description:

1 online resource (113 p.)

Edition:

1st ed.

Place of Publication:

San Francisco, California : Jossey-Bass, 2015.

Summary:

This volume looks at graduate education, specifically the doctorate, through the lens of adult education practice. Students in doctoral programs are, after all, adults. Building on principles of adult learning, the authors provide examples of academic excellence achieved through the incorporation of best practices in adult education, including: practical suggestions for democratically negotiating the curriculum, best practices for nurturing responsible action for social justice, ways of encouraging collaborative and noncompetitive learning and research, and support in shifting paradigmatic assumptions beyond the Eurocentric frame. This is the 147th volume of the Jossey Bass series New Directions for Adult and Continuing Education . Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Contents:

""There Can Be No Teaching Without Learning""""My Current Practice: Walking Slowly and Questioning as I Walk""; ""Endings/Beginnings""; ""References""; ""4: Doctoral Studies: What Has Radical Adult Education Got to Do With It?""; ""Personal Learning Hi(stories)""; ""The Doctorate as a Personal Reflection and a Community/Collective Process""; ""Historicizing Educational Practices and Traditions""; ""A Different Reading List""; ""Pursuing Graduate Studies Without Pursuing Academia""; ""Creating Different Spaces and Building Different Relationships""; ""Concluding Thoughts""; ""References""

""5: A Case for Collaborative Inquiry in Doctoral Education""""Collaboration by Design: Program as Catalyst""; ""From Learning to Inquiry: Moving Collaboration Forward""; ""Research Transformed-Creation of a Collaborative Inquiry Method""; ""Closing Thoughts""; ""References""; ""6: Africentrism-Standing on Its Own Cultural Ground""; ""Introduction""; ""Africentrism: Definitions and Salient Elements""; ""Purpose and Salient Groundings of Africentrism""; ""Africentrism in Practice and on Purpose: Challenges and Opportunities for Doctoral Education""; ""Conclusion""; ""References""

""7: You Gotta Be: Embracing Embodied Knowledges in Doctoral Study""""Why Embodied Knowledges Matter: The Power of Corporeal Insight""; ""Embracing Embodied Knowledges: Nurturing Intricate Narratives""; ""Embodied Knowledges in Doctoral Education: The Promise of the Borderlands""; ""References""; ""8: Blended Shore Education: Civic Engagement and Competencies in 21st-Century Doctoral Education""; ""The Genesis of the Academy in the United States""; ""Toward Radical Reflection and Critical Analysis: The Discourse""; ""The Roots of Adult Education: Elements for a Doctoral Program""

""Delivering Doctoral Education: The Proposed Possibility""""References""; ""9: Into the Future, One Second at a Time""; ""References""; ""Index""; ""END USER LICENSE AGREEMENT""

Notes:

Description based upon print version of record.

Includes bibliographical references at the end of each chapters and index.

Description based on online resource; title from PDF title page (ebrary, viewed November 9, 2015).

ISBN:

1-119-17286-1

1-119-17284-5

OCLC:

923138978