We Learn From Others: An Adult Educator's Experience with International Education Practice

According to Cookson (1989), international education is "the systematic study of the process whereby men and women (in individual, groups, or institutional settings) participate in or implement organized learning activities that have been designed to increase their knowledge, skill, or sensitiv...

Full description

Saved in:
Bibliographic Details
Published in:Adult learning (Washington, D.C.) D.C.), 2005-01, Vol.16 (1-2), p.11-13
Main Author: Ntseane, Peggy Gabo
Format: Magazinearticle
Language:English
Subjects:
Adult Education
Adult Educators
Adult Learning
Comparative studies
Conferences
Educational Practices
Experiential learning
Global Approach
Illiteracy
Independent study
Industrial Revolution
Informal Education
International Education
Learning Processes
Lifelong Learning
Military training
Multicultural education
Proverbs
Research methodology
Social Justice
Teaching Methods
United States
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:According to Cookson (1989), international education is "the systematic study of the process whereby men and women (in individual, groups, or institutional settings) participate in or implement organized learning activities that have been designed to increase their knowledge, skill, or sensitiveness, and that take place across international borders" (p. 71). The idea of joint adult education practice by adult educators from nations throughout the world is not new because it has evolved over time. As an adult educator who is both a product of international education institutions and one with a passion for international adult education practice, the author shares her personal experiences and lessons learned from participation in international adult education. Combining the cultural socialization and indigenous learning models of collective learning with the individualized learning models of the United States helped the author focus her adult education work on the function of spearheading global social justice. Based on the author's experiences, this article demonstrates that finding the links in the world in which people live is the real starting point for the principle of adult education with a global perspective.
ISSN:1045-1595
2162-4070
DOI:10.1177/104515950501600104