Full Description
This book seeks to draw out the impacts of power, politics, and critical theory on the growth of adult learning in a small liberal arts college setting. Using critical theory as an analytical tool to investigate questions around budgeting, academic quality, and student access, this volume shows how these issues are inextricably bound up with those of hegemony, ideology, and bureaucratic rationality. The author demonstrates, too, how acknowledging these influences at the outset leads to a sustainable and equitable adult learning environment. Through an emphasis on both organizational context and individual learning experiences, this volume contributes new substance to the understanding of politics and power relationships in educational leadership.
Contents
Chapter 1: Introduction
Chapter 2: Continuing Education Timeline at Elizabethtown College: 1899-2014
Part One: Beginnings
Chapter 3: Partnerships in Adult Education and the Impact of Critical Theory
Chapter 4: Critical Theory's Structural Democratic Impulse
Chapter 5: Challenges to the Status Quo
Part Two: Accreditation and the Continuing Education Plan
Chapter 6: Self-Studies: 1998 and 2009
Chapter 7: New Plan for Continuing Education - Part I
Part Three: Faculty
Chapter 8: New Plan for Continuing Education - Part II
Chapter 9: New Plan for Continuing Education - Part III
Part Four: Locations
Chapter 10: New Plan for Continuing Education - Part IV
Part Five: Class Conflict
Chapter 11: Conflicts Between Adult and Traditional Students
Part Six: Staff
Chapter 12: Stresses and Strains of Critical Theory on the Front Line
Part Seven: The Rhetoric of Academic Quality
Chapter 13: Faculty Assessment Process as a Gateway for Affiliated Faculty
Conclusion
References
