Research Article
Doctoral Studies: What Has Radical Adult Education Got to Do With It?
Abstract
Working and writing together as supervisor and graduate student in a Canadian university, the authors bring their community/activist/adult education learning backgrounds into dialogue—and tension—with doctoral studies by reflecting on their personal learning paths and thinking about what this means for teaching and learning in academic contexts. They also explore potential avenues for doctoral studies to be a space of political, radical adult education.
Citing Literature
Number of times cited: 2
- Päivi Juuso, Lisa Skär, Malin Olsson and Siv Söderberg, Meanings of Being Received and Met by Others as Experienced by Women With Fibromyalgia, Qualitative Health Research, 24, 10, (1381), (2014).
- Patricia A. Gouthro, Taking Time to Learn: The Importance of Theory for Adult Education, Adult Education Quarterly, 10.1177/0741713618815656, (074171361881565), (2018).
