Abstract

Adult Education has a major role to play in advancing critical consciousness and social change especially in responding to the needs of a multicultural, globalized, and technologically dependent society. This chapter discusses two main approaches to supporting diversity, equity, inclusion, and belonging through the development of critical consciousness for social change. It discusses ways for building inclusivity and facilitating belonging in adult learning contexts by utilizing andragogy as: 1) an effective framework for designing inclusive instruction and 2) a strategy for the development of critical, non-traditional literacies as listed in the Critical Literacies Advancement Model (CLAM). This model contributes to the expanding discourse on multiple literacies in the context of our dynamic contemporary society in ways to help promote the development of critical literacy skills leading to informed behaviors and actions and ultimately, positive social change.

Learning objectives

Learners will be able to:

1. Analyze how issues of race, class, and gender affect adult learning, power and oppression.
2. Explain the overarching picture of diversity among adult learning environments.
3. Identify and describe the influence of societal values in terms of race, class, gender, and power relations on learning.

Reflection Questions

Based on these key concepts and definitions presented in this chapter:

1.              What are some practical ways adult educators can use the process elements of andragogy to embrace diversity, promote equity, and support inclusion in their classrooms?

2.              How can adult educators instill a sense of belonging in their face-to-face and online classrooms?

3.              Based on the critical literacies listed in the critical literacies advancement model (CLAM), how can adult educators design inclusive curricula and instruction to address the development of any of these literacies?

4.              How can adult educators further the mission of adult education?

5.              What examples can you think of that show adult education as an agent for global change?