Author: Jarvis, Christine

Source: Studies in the Education of Adults, Volume 37, Number 1, April 2005 , pp. 31-46(16)

Publisher: National Institute of Adult Continuing Education

Abstract:

This article examines the representation of lifelong learning in Buffy the Vampire Slayer (BtVS). Critics acknowledge the series' representation of school life, but pay less attention to its emphasis on self-directed adult learning. The article draws on the extensive range of academic BtVS writing and on relevant educational theory concerned with radical adult education, lifelong and workplace learning to support its argument that the series presents institutional learning for adults as destructive and suspect in motivation. Self-directed and dialogical education, on the other hand, is shown to be painful and potentially dangerous, but essential for survival as a human being. This US series has an international audience and this article is written from the perspective of a UK adult educator.

Keywords: POPULAR CULTURE; CRITICAL TEXTUAL ANALYSIS; LIFELONG LEARNING; BUFFY STUDIES

Document Type: Research article

Publication date: 2005-04-01

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• Studies in the Education of Adults is an international refereed academic journal, publishing theoretical, empirical and historical studies from all sectors of post-initial education and training. It provides a forum for the debate and development of key concepts. Studies in the education of adults is published by NIACE in association with the Standing Conference on University Research and Teaching in the Education of Adults (SCUTREA), the Universities Association for Continuing Education (UACE) and the European Society for Research on the Education of Adults (ESREA).
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