{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,10]],"date-time":"2026-06-10T15:50:13Z","timestamp":1781106613002,"version":"3.54.1"},"reference-count":31,"publisher":"IGI Global Scientific Publishing","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2012,1,1]]},"abstract":"<p>Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.<\/p>","DOI":"10.4018\/javet.2012010101","type":"journal-article","created":{"date-parts":[[2012,4,5]],"date-time":"2012-04-05T09:10:34Z","timestamp":1333617034000},"page":"1-12","source":"Crossref","is-referenced-by-count":5,"title":["Participatory Learning in Formal Adult Education Contexts"],"prefix":"10.4018","volume":"3","author":[{"given":"Ilhan","family":"Kucukaydin","sequence":"first","affiliation":[{"name":"Penn State Harrisburg, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Patricia","family":"Cranton","sequence":"additional","affiliation":[{"name":"Professor of Adult Education, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2432","reference":[{"key":"javet.2012010101-0","author":"L.Althusser","year":"2001","journal-title":"Lenin and philosophy and other essays"},{"issue":"1","key":"javet.2012010101-1","doi-asserted-by":"crossref","first-page":"27","DOI":"10.56105\/cjsae.v14i1.1938","article-title":"Beyond reason and personal integrity: Toward a pedagogy of coercive restraint.","volume":"14","author":"I.Baptiste","year":"2000","journal-title":"Canadian Journal for the Study of Adult Education"},{"key":"javet.2012010101-2","author":"S. 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Toronto, ON, Canada: The Minister of Education."},{"key":"javet.2012010101-7","author":"P.Campbell","year":"2001","journal-title":"Participatory practices in adult education"},{"key":"javet.2012010101-8","doi-asserted-by":"publisher","DOI":"10.1177\/074171367702800104"},{"key":"javet.2012010101-9","doi-asserted-by":"publisher","DOI":"10.1177\/1541344603257680"},{"key":"javet.2012010101-10","doi-asserted-by":"crossref","unstructured":"Fontanta, B. (2005). The democratic philosopher: Rhetoric as hegemony in Gramsci. Italian Culture, 23, 97-123. Retrieved from http:\/\/muse.jhu.edu\/journals\/itc\/summary\/v023\/23.1fontana.html","DOI":"10.1179\/itc.2005.23.1.97"},{"key":"javet.2012010101-11","author":"P.Freire","year":"1973","journal-title":"Education for Critical Consciousness"},{"key":"javet.2012010101-12","author":"A.Gramsci","year":"1971","journal-title":"Selections from the prison notebooks"},{"key":"javet.2012010101-13","author":"M.Horton","year":"1990","journal-title":"We make the road by walking: Conversations on education and social change"},{"key":"javet.2012010101-14","unstructured":"Jurmo, P. J. (1987). Learner participation practices in adult literacy efforts in the United States (Unpublished doctoral dissertation). University of Massachusetts, Amherst, MA."},{"key":"javet.2012010101-15","author":"M. S.Knowles","year":"1980","journal-title":"The modern practice of adult education"},{"key":"javet.2012010101-16","author":"E. 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Retrieved from http:\/\/www.michaelnewman.info"},{"key":"javet.2012010101-20","author":"M.Newman","year":"2007","journal-title":"Teaching defiance: Stories and strategies for activist educators"},{"key":"javet.2012010101-21","author":"P.O'Meara","year":"1973","journal-title":"The relevance of Freire"},{"issue":"1","key":"javet.2012010101-22","first-page":"111","article-title":"Review of pedagogy of the oppressed.","volume":"3","author":"J.Pitt","year":"1972","journal-title":"Journal of Black Studies"},{"key":"javet.2012010101-23","author":"N.Postman","year":"1969","journal-title":"Teaching as a subversive activity"},{"key":"javet.2012010101-24","doi-asserted-by":"publisher","DOI":"10.2307\/591813"},{"key":"javet.2012010101-25","author":"V. 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An historical study of adult education in two Canadian women\u2019s organizations: The Federated Women\u2019s Institutes of Canada and the Young Women\u2019s Christian Association of Canada, 1870\u20131978 (Unpublished master\u2019s thesis). University of British Columbia,Vancouver, BC, Canada."}],"container-title":["International Journal of Adult Vocational Education and Technology"],"original-title":[],"language":"ng","link":[{"URL":"https:\/\/www.igi-global.com\/viewtitle.aspx?TitleId=62979","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,3,25]],"date-time":"2025-03-25T10:35:44Z","timestamp":1742898944000},"score":1,"resource":{"primary":{"URL":"https:\/\/services.igi-global.com\/resolvedoi\/resolve.aspx?doi=10.4018\/javet.2012010101"}},"subtitle":[""],"short-title":[],"issued":{"date-parts":[[2012,1,1]]},"references-count":31,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2012,1]]}},"URL":"https:\/\/doi.org\/10.4018\/javet.2012010101","relation":{},"ISSN":["1947-8607","1947-878X"],"issn-type":[{"value":"1947-8607","type":"print"},{"value":"1947-878X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2012,1,1]]}}}