Abstract
This chapter discusses an innovative holistic model of adult education developed for Black, Asian, minority ethnic and refugee (BAMER) women in the North East of England, one that was able to address the invisible barriers often presented by standard universal adult education programmes. It is written from a black feminist standpoint. The authors recognise the intersecting and multiple sites of oppression that discriminate against, disempower and fail to articulate the needs and contingent barriers that black women face. Carol Boyce Davies in her ground breaking text Black Women, Writing and Identity: Migrations of the Subject (1995) discusses how terms for Black women and their representation are in a constant state of flux – with the very subjects of these shifting terms constantly reappraising their value and social currency.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bennett, A. (2014). How effective is participatory action research at empowering marginalised groups and challenging relations of power. ASIN: B00PEV81CC: Kindle Edition.
Collins, P. (1990). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Boston, MA: Unwin Hyman.
Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco, CA: Jossey-Bass.
Durie, J. (1996). Emancipatory education and classroom practice: A feminist post-structuralist perspective. Studies in Continuing Education, 18(2), 135–146.
Foley, G. (1998). Clearing the theoretical ground elements in a theory of popular education. International Review of Education, 44(2–3), 139–153.
Hart, M. (1990). Critical theory and beyond: Further perspectives on emancipatory education. Adult Education Quarterly, 40(3), 125–138.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. London: Routledge.
Imel, S. (1999). How emancipatory is adult learning? (Myths and realities No. 6). Ohio, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education.
Inglis, T. (1997). Empowerment and emancipation. Adult Education Quarterly, 48(1), 119–134.
Loughlin, K. (1994). Centred knowing and its influence in emancipatory learning. International Journal of Lifelong Education, 13(5), 349–360.
Singh, R. (2005). Making things happen for Black and Minority Ethnic disabled people. Retrieved from http://www.jrf.org.uk/sites/default/files/jrf/migrated/files/0495.pdf
Tisdell, E. J. (1998). Post-structural feminist pedagogies: The possibilities and limitations of feminist emancipatory adult learning theory and practice. Adult Education Quarterly, 48(3), 139–156.
Warburton, C. (2011). Exploring maternal poverty. Retrieved from https://www.ciaonet.org/attachments/17469/uploads
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Lewis, R.M., Clarke, R. (2016). Re-Educating the Educators. In: Clover, D.E., Sanford, K., Bell, L., Johnson, K. (eds) Adult Education, Museums and Art Galleries. International Issues in adult Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-687-3_8
Download citation
DOI: https://doi.org/10.1007/978-94-6300-687-3_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-687-3
eBook Packages: EducationEducation (R0)