Global Issues, Local Solutions:
The changing face of adult education
The changing face of adult education
A free day seminar/AGM hosted by SCUTREA and the University of the West of Scotland, Paisley. 3rd July 2014. 9.30am – 4.00pm
To book a place contact: s.j.galloway@stir.ac.uk
Speakers:
Dr Linda Morrice, University of Sussex
Adult Education as a Panacea for ‘Fractured Britain’: A Subaltern Perspective
Professor Emilio Lucio-Villegas, University of Seville
The Country and the People - Adult Education and Communities: a Participatory Approach
Dr Janice Malcolm, University of Kent
Adult education as academic work
For Abstract and biography for all speakers
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Emilio Lucio-Villegas |
There are other elements to define adult education and reinforce this idea of collective and relational perspective. Adult education is based on cooperative work; it is an attempt to reach autonomy to people and communities. Community has been traditionally defined as a place and a space that allows people a feeling of security facing the other. Hoggart claims that community is divided into ‘us’ and ‘them’. Levesque describes community as ‘our only insurance’. But community is not only this kind of shelter. It is a heterogeneous place/space where both conflicts and changes are common. In this scope of diversity we need to situate adult education to rescue community as a form to challenge the pressures of Lifelong Learning policies and practices.
What practices can be presented to set adult education inside communities? The Participatory Budget experiment in Seville (2003-2007) was very rich in some experiences linking adult education to the city neighbourhoods and some outcomes remain from this time. Another important source of practices relates to the recovery of the culture, identity, memories of people. Two experiences can be presented here; the first relates to a Historical Memory Workshop; and the second is connected to a current project to build a museum on the Guadalquivir River. I conclude that establishing bonds between adult education and communities is necessary to the undertaking participatory approaches based on methodologies such as Participatory Research or Popular Education.