From Hamburg to Belem: the limits of technocratic thinking in adult learning education
This article discusses some of the generalized analyses of adult learning education, mostly informed by technocratic thinking, highlighting perceived trends in adult learning education between CONFINTEA V and CONFITEA VI. Those trends could be understood as challenges. Employing a political sociology of adult learning education as a critique of instrumental reason is advanced.
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Document Type: Research Article
Affiliations: University of California-Los Angeles (UCLA), USA
Publication date: January 2, 2015