عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TL50836
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Culturally Responsive Adult Education for Non-Western Learners
General Material Designation
[Thesis]
First Statement of Responsibility
Abunaib, Asma Ali
Subsequent Statement of Responsibility
Clark/Keefe, Kelly A.
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
The University of Vermont and State Agricultural College
Date of Publication, Distribution, etc.
2019
GENERAL NOTES
Text of Note
81 p.
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ed.D.
Body granting the degree
The University of Vermont and State Agricultural College
Text preceding or following the note
2019
SUMMARY OR ABSTRACT
Text of Note
Although education theory in general includes important insights related to the relationship between multiculturalism and pedagogy, a critical analysis of what are considered culturally responsive western adult education methods, such as Experiential Learning Cycle & Dialogue Education (ELC) suggests significant adaptations should be made when applied in settings with non-western learners. This paper highlights the challenges and opportunities of utilizing adult education methods as a framework in delivering learning opportunities in non-western settings or for non-western, new American communities in western settings. Specifically, the author discusses her experience in one Internally Displaced Persons (IDP) camp in Darfur, Sudan, presenting her findings from her critical analysis of ELC, as well as her experience designing and facilitating financial capability curriculum for Somali-Bantu women in Chittenden County, Vermont with the Champlain Valley Office of Economic Opportunity Financial Futures Program. Implications from this analysis are also addressed, including the importance of further exploring assumptions held by the conceptual underpinnings of culturally responsive adult learning methods (including Dialogue Education and ELC) and adapting training-of-trainer (TOT) models and financial capability workshops to account for significant cultural differences between learners and the methods intended for use with diverse audiences.
UNCONTROLLED SUBJECT TERMS
Subject Term
Adult education
Subject Term
Education
Subject Term
Educational leadership
PERSONAL NAME - PRIMARY RESPONSIBILITY
Abunaib, Asma Ali
PERSONAL NAME - SECONDARY RESPONSIBILITY
Clark/Keefe, Kelly A.
CORPORATE BODY NAME - SECONDARY RESPONSIBILITY
The University of Vermont and State Agricultural College
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
