Location
Room 129
Proposal Track
Research Project
Session Format
Round Table
Preferred Time
Friday morning
Abstract
The Invisible Voices Behind the Adult Education Movement
Abstract
While one can easily find reference to the contributions of numerous male educators to the development of the field of Adult Education, the contributions of women are not as evident in the literature. Hugo (2015) points out that women were the prime movers in the development of adult education in the 20th century when the definition of adult education is broadened to include “women’s clubs, settlement house work, suffrage, and library development” (p. 20). Rose (2015) notes that women do the “grunt work” because they focus their efforts on immediate, practical remedies. While women’s efforts were valued during the tough times of the Depression, their accomplishments were disregarded as adult education became a profession tied to universities run by men (Welton, 2010). Rose (2015) states that not only did women play a role in the development of adult education, but that “they were integral to the development of adult education in the 20th century” (p. 4). This study explores the contributions of female educators whose leadership, power, and activism influenced the development of the field of adult education and their influence on the adult education arena in the 21st Century.
Keywords
history of adult education, female educators, 21st century adult education
Recommended Citation
Lawton, Dianne F. and Rosser-Mims, Dionne, "The Invisible Voices Behind the Adult Education Movement" (2015). Georgia Educational Research Association Conference. 23.
https://digitalcommons.georgiasouthern.edu/gera/2015/2015/23
Included in
The Invisible Voices Behind the Adult Education Movement
Room 129
The Invisible Voices Behind the Adult Education Movement
Abstract
While one can easily find reference to the contributions of numerous male educators to the development of the field of Adult Education, the contributions of women are not as evident in the literature. Hugo (2015) points out that women were the prime movers in the development of adult education in the 20th century when the definition of adult education is broadened to include “women’s clubs, settlement house work, suffrage, and library development” (p. 20). Rose (2015) notes that women do the “grunt work” because they focus their efforts on immediate, practical remedies. While women’s efforts were valued during the tough times of the Depression, their accomplishments were disregarded as adult education became a profession tied to universities run by men (Welton, 2010). Rose (2015) states that not only did women play a role in the development of adult education, but that “they were integral to the development of adult education in the 20th century” (p. 4). This study explores the contributions of female educators whose leadership, power, and activism influenced the development of the field of adult education and their influence on the adult education arena in the 21st Century.
