It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
A Conceptual Model for Adult Education, Globalization, and Non-Western Ways and Indigenous Learning Themes
Type of Presentation
Shared
Session Abstract
How do we better understand adult education within the context of globalization and non-Western and indigenous learning themes? In this session, a conceptual model is presented and applied.
Target Audience
Professors, faculty, students, graduate students, educators, program planners, instructional designers, administrators, deans, chairs, and anyone interested in international adult education, globalization, and non-Western and indigenous learning themes.
Learning Outcomes
Participants will be able to (a.) describe A Conceptual Model for Adult Education, Globalization, and Non-Western Ways and Indigenous Learning Themes; (b.) apply the model within two contexts; (c.) analyze and suggest model additions or alternatives; (d.) leverage the model as a tool for further discussion, research, and practice; and (e.) execute the model to foster adult education within the contexts of globalization and non-Western and indigenous learning themes.
Session Description
In order to analyze adult education internationally, the facilitators developed and applied a conceptual model based on the literature. At the center of the model is adult education, juxtaposed with globalization’s dimensions and surrounded by four non-Western and indigenous learning themes. As the model’s backdrop, globalization includes powerful economic, political, and cultural (including social) dimensions (Smith & Doyle, 2002). Surrounding the adult learning model center, against the backdrop of globalization, is a circle of four non-Western and indigenous learning themes—interdependent, communal, holistic, and informal learning (Merriam, Caffarella, and Baumgartner, 2007). How can this model be used to support theoretical knowledge and practical application of international adult education? As an example, the conceptual model is used in this session to analyze adult education in China and India within the context of globalization’s dimensions and non-Western and indigenous learning themes.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Thursday November 7
Primary Presenter
J. Glenn Forister, Texas A&M University
Work Title
Doctoral Student
Additional Presenters: Enters In Order.
Catherine A. Cherrstrom, Texas A&M University
Work Title
Doctoral Student & Managing Editor