Introduction
The adult education concept has become popular in the 21st century setting especially on the backdrop of increased importance in education. Adults who do not possess any formal learning experience have the chance to go through a specially designed curriculum that equips them with the literary skills necessary for communication and even employment.
Departments of adult education are now considered a necessity as many authorities implement strategies to combat illiteracy. Like the normal education curriculum, adult education has its trends and theoretical orientations that seek to define its place and role in society.
Throughout its development education has been plagued by issues such as race, gender and class. The education system has been characterized by official segregation where learners from different racial backgrounds could not freely use the common education facilities. Sadly the trend is still noticeable today in some learning institutions that the media refers to “Historically or dominantly black or white.
Class too has permeated the education system where some institutions are considered prestigious than others hence breeding such titles as “Ivy league” where learners thought to be from affluent backgrounds attend. Finally, gender issues also characterize education.
Though not as prevalent in the US like in other part of the world, women have historically been disadvantaged in accessing education because of some deeply rooted traditions that fronted the idea that they are inferior to men.
The above issues though not in the formal education proportions have found their way to adult education as well.
Theoretical orientations
Adult educators have identified an overwhelming need to address glaring inequalities through fostering cultural diversity and inclusive approaches to adult education (Hayes & Colin, 1994, p. 2). D’Amico (2005, p. 49) refers to demographic data on adult learners in the second half of the 90’s decade that point to an explicit link between low literacy and low economic status among adult learners in the US.
She further says that the study pointed to a disproportionate representation of people of color in adult education programs. She further refers to the effect of race gender, race and class on the adult education especially sexual racial and sexual orientation that she cites as major influences when relating the adult learners’ prior and current experiences in learning.
This therefore can be taken to be an acknowledgement of the existence of the trend that needs to be addressed. There is as a result of the above apparent phenomenon, an increase of literature that addresses race gender and class in adult education.
These issues according to Hayes & Colin reflect the existing prejudices brought by power, privilege and cultural orientation. These according to (Mostaghimi, 2006, p. 67) brings to the fore the theoretical orientations in the field of adult education.
One of the dominant trends in adult education that has its roots in the formal education system is the theoretical proposition to create learning environments specifically for different classes of adult learners. This approach will include the strategies and approaches best suited for that particular group.
The main question here is whether such separate approaches will effectively address the issues of gender, race and class in adult education. Some scholar support distinct approaches that are based on the above categories. However, Sheared et al (1993, p. 43) says that many advocates of adult education support the opinion that learning institutions should be restructured to accommodate all kinds of learners regardless.
According to Sheared et al (1993, p. 45) this should be done in a manner that acknowledges the existence of differences among adult learners and how their intersection is critical in shaping adult learners thinking. Besides, there are major efforts to institute discussions and about race, gender and class within power relations and structures contexts on a larger scale.
According to D’Amico (2005, p. 33), there is rampant perpetuation of racism and sexism in the field of adult education. He further says that there are numerous racists, sexists and class related presumptions I adult education’s knowledge base. The presumptions have also permeated themselves in staff development, the field of graduate education and professionalization of the field of adult education.
Portrayal of different races, classes and gender in adult education literature is also a major theoretical orientation in the field. (Mostaghimi, 2006, p. 70) says that women, gays/lesbians and African Americans have been portrayed in a particular manner in adult education literature.
The portrayal borders on the subtle stereotypes that are commonly associated with these groups of people. Additionally, (Mostaghimi, 2006, p. 72) says that there is an apparent deliberate lack of deserved attention on issues that deal with race, multiculturalism and gender in the adult education literature.
Conclusion
There are many perspectives through which theoretical orientations in class race and gender in adult learning can be looked at. However one thing is clear from the above analysis. There is an undeniable effect on the outcomes of adult education because of the current trends as dictated by the factors under discussion.
In this era of globalization, further division of people along any lines in order to conform to their classes in the education system will be ill motivated. It’s therefore necessary for adult education scholars to devise programs that enhance integration and foster unity in a way that overlooks the perennial issues of race, gender and class in education.
References
D’Amico, D. (2005). Race, Class, Gender, and Sexual Orientation in Adult Literacy: Power, Pedagogy, and Programs. NY: NCSALL.
Hayes, E., and Colin, S. A. J. (1994). Confronting Racism and Sexism, New Directions for Adult and Continuing Education, no. 61 (Spring 1994).
Mostaghimi, L. I. (2006). Philosophical orientations of part-time faculty-practitioners in Adult Education. NY: Routledge.
Sheared, V. et al. (1993). African American Adult Education Research Proceedings: A Link for Community Development and Empowerment. University Park: Pennsylvania State University.