Learning to Recreate the World: Traditional Learning Theories and Participatory Action Research
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Community, Minority, and Non-Formal Education
Presentation Format Requested
Concurrent Session (45 minutes)
Session Abstract
Traditional adult learning theories are highly relevant to community education contexts. Come explore their use in developing programs that help learners understand and address social, economic, and environmental issues facing communities.
Target Audience
This session will be of value to individuals with a focus or interest in participatory action research, environmental adult education, sustainability education, community education, adult development, or traditional adult learning theories.
Learning Outcomes
Describe the role of adult education in addressing social, economic and environmental injustice.
Understand the application of traditional learning theories to address community-identified problems.
Session Description
The field of adult education has a key role to play in creating a world where social, economic and environmental equity flourishes. Our diverse array of adult learning theories and practices provides a rich menu of options for creating learning environments tailored to addressing community-identified problems related to human rights, economic empowerment and environmental sustainability. This presentation provides an in-depth examination of a community-based participatory action research project focused on urban neighborhoods addressing local air quality concerns. In working with community organizations to develop their capacity for addressing their concerns, a wide range of traditional learning theories were employed to create the learning environment and processes necessary for developing learners’ skills and knowledge. The theories of behaviorism, humanism, cognitivism, social cognitive theory, constructivism were drawn upon to 1) provide learners with the skills to use cutting-edge air quality monitoring equipment to collect data (behaviorism), 2) develop knowledgeable, informed individuals who care about air quality (humanism), 3) develop learners’ ability to teach others their new skills and knowledge (cognitivism), 4) learn as part of a team (social cognitivism), and 5) make new meaning about local air quality and strategies for improving it (constructivism).
Format & Technique
The session will begin with an overview of the role of adult education in addressing social, economic and environmental equity within the context of community education and the community air monitoring program under examination. Following this, the findings of the research will be presented. The session will culminate in a discussion in which attendees will be invited to provide input on the research conclusions and implications.