Assumptions Reexamined: The Applicability of Andragogy for Generation 1 Learners' Experience in Community College

• In Event: 34.053 - Adult Learning in Diverse Contexts

Abstract

Knowles’ (1963/1984) andragogy is the most influential theory of adult learning in America (Johansen & McLean, 2006), yet critiques of its over reliance upon Western learning perspectives (Lee, 2003; Sandlin, 2005) are troubling given developmental and adult ESL students’ linguistic, cultural and racial diversity. This case study of two Generation 1 learners examines the applicability of andragogy’s assumptions for foreign K-12 educated, adult immigrants in American community college. Findings indicate andragogy usefulness for conceptualizing Generation 1’s multiple roles, problem-centered learning orientation and use of experience as a resource. However conflicting cultural conceptions of learning as individual or communal can result in miscommunication between educators and Generation 1 learners. The paper concludes with suggestions for redeveloping andragogy for culturally responsive teaching.

Author

• Emily Suh, Indiana University Southeast