Reflecting on the global report on adult learning and education in the “post-truth society”
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Date
2017
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
SAGE
Abstract
This article contextualizes and reviews the third global report on adult learning
and education (ALE) released by UNESCO in 2016. The authors suggest that it is a
visionary document, which is articulated through the bringing together of data from
a range of areas that are usually kept apart. They recognize the report as a bold
attempt to project what role ALE plays, or could play, within a holistic philosophy
and approach to lifelong learning. They argue that given the ambitious nature of the
task, and the inevitable tensions and contradictions that exist within a report of this
nature, the report both fails to present a robust picture of ALE and succeeds as
an advocacy document toward achievement of the Sustainable Development Goals.
They recognize that the political and pedagogical work undertaken by the third Global
Report on Adult Learning and Education is at an early stage. Alongside this work, they
argue for the importance of the broader nonformal and informal ALE, including
popular education, as a means of challenging the “post-truth society.”
Description
Keywords
Adult learning and education, Popular education, Post-truth society, Sustainable Development Goals
Citation
Walters, S., & Watters, K. (2017). Reflecting on the global report on adult learning and education in the “post-truth society”. Adult Education Quarterly, 67(3), 228–237. https://doi.org/10.1177/0741713617700675