2016 Annual Conference

The presentation argues that internationalizing the landscape of adult learning must be inclusive of indigenous rubrics from outside the dominant linear rubric that hitherto represents the alpha and omega of adult learning.

The session is a must for those interested in non-Western perspectives and comparative ideas in adult learning. It borrows ideas mostly from indigenous African epistemology and some from Native American seismologist to demonstrate the applicability of non-Western perspectives in enriching the diversity and cultural responsiveness of the theoretical framework of adult learning.

This session invites those who subscribe to the belief that “lifelong learning contributes to human fulfillment and positive social change” and the benefits of many voices to take a critical look at existing rubrics within the landscape of adult learning. Although the length and breadth AAACE many of its sister associations may represent diverse populations; there is little evidence to show that the theoretical framework for the adult learning has gone beyond the way “it has always been.” The composition of the center of adult learning – the adult learner – has become complex and requires equally diverse rubrics beyond the established linear ones. Circular rubrics – including those of Native Americans and traditional African – are sources of enriching the landscape of adult learning. The session challenges the theoretical framework of the field and offers ideas from indigenous perspectives to address some of the issues.