When Research Equals Adult Education: Knowledge, Power and Participatory Research

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dc.contributor.authorHeaney, Thomas W.
dc.date.accessioned2024-12-19T05:59:50Z
dc.date.available2024-12-19T05:59:50Z
dc.date.issued1982
dc.descriptionThe paper provides a functionalist analysis of knowledge and power in the context of participatory research (PR) and adult education. It critiques traditional schooling's emphasis on formal knowledge and the exclusion of learners from knowledge production. The discussion extends to dimensions of power, emphasizing the impact of knowledge control and false consciousness on societal dynamics and individual empowerment.
dc.description.abstractThis paper explores the rationale and introduction to research undertaken in a participatory way, particularly in adult education. It analyzes key concepts such as knowledge, power, and participatory research, and discusses their roles in education and research. By examining the production, dissemination, and assimilation of knowledge, the paper highlights the political dimensions of conventional research methodologies and proposes a framework to understand the relationship between education, research, and societal power structures.
dc.identifier.urihttp://192.9.200.215:4000/handle/123456789/305
dc.language.isoen
dc.publisherNorthern Illinois University
dc.subjectParticipatory Research
dc.subjectAdult Education
dc.subjectKnowledge Acquisition
dc.subjectPower Dynamics
dc.subjectEducational Methodology
dc.titleWhen Research Equals Adult Education: Knowledge, Power and Participatory Research
dc.typeWorking Paper

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