. Aarhus University Press.
* Novrup, J. (1949). Adult education in Denmark. In R. Lund (Ed.), //Scandinavian adult education//. Greenwood Press.
* Borish, S. (199... / — the folk high school — a model of residential adult education designed to provide young people and wo... ern Denmark Press.
==== Global Influence and the Adult Education Tradition ====
Grundtvig's folk high s
ously. He argued forcefully against the pervasive adult tendency to view children as incomplete adults, a... hood that treated children as innocent objects of adult protection rather than as subjects with their own... enuine agency of the child rather than around the adult's image of what the child should become.
==== De... ion or complaint at any time, without waiting for adult permission. Rules were made by the community, and
nd educational equity.
==== Intersectionality in Adult Education ====
Cooper's work on adult education also reflected her commitment to intersectionality, rec... By addressing the unique needs and experiences of adult learners from diverse backgrounds, Cooper sought
it into a fourteen-building complex that combined adult education classes, a nursery, a labour museum, a ... orking-class neighbours learned from one another. Adult education programmes ranged from English-language... rning anticipated later theoretical frameworks in adult and community education, including Paulo Freire's
t children's errors are mere deficits relative to adult cognition, and treat them instead as evidence of ... g knowledge transmitted from a more knowledgeable adult but by actively constructing understanding throug... logical organisation of the subject matter as an adult understands it. Teaching should create the condit
t Mill regarded as the defining characteristic of adult freedom. Education, he wrote, includes the "effec... oluntary civic associations — as itself a form of adult education, strengthening individuals' active facu... Mill himself acknowledged, on what basis can any adult be sure they are expressing their own character r
pment as determined through problem solving under adult guidance or in collaboration with more capable pe... essed, image-rich internal dialogue through which adult thought is characteristically conducted. This dev... The more knowledgeable other (MKO) need not be an adult: peer collaboration — carefully structured so tha
from a source — a fifteen-year-old student — that adult authority structures are predisposed to discount.... dent adoption preceding and eventually compelling adult acceptance has become one of the emblematic stori... Braille died at forty-two having spent his entire adult life as a student, teacher, and researcher at the
method in the late 1950s and early 1960s through adult education programmes in Brazil's impoverished Nor... World Council of Churches in Geneva, consulted on adult literacy programmes in newly independent African ... as "critical pedagogy." His influence is felt in adult literacy programmes, community education, partici
nerate measurable improvements in their students' adult earnings, college attendance rates, and rates of ... itions of childhood rather than through immediate adult labour market access. This finding reinforced the... g further finding was that the Black-white gap in adult earnings was driven almost entirely by the gap am
urposes in favour of a curriculum designed around adult conceptions of subject matter violates interactio... ent experience and the organised knowledge of the adult world are not opposites but **two limits of a sin
sitivity, and the need to find one's place in the adult world through meaningful work and genuine economi... plane (ages 18–24) completes the formation of the adult: a period of social maturation, identity consolid
the school (what knowledge and competencies does adult life in this society require?), and the advice of... al schools as they moved through college and into adult life. Tyler developed a comprehensive evaluation
