Adult Education Through a Cosmopolitanism Lens: A Review of the Research Literature

Abstract

This review of the literature offers an analysis of ways in which the theory and pedagogical concepts of cosmopolitanism have been employed across research in adult education contexts. Twenty-nine research articles and dissertations on cosmopolitanism and adult education, conducted in various geographical locations and adult education contexts, were selected for the analysis. The article presents how researchers define and theorize cosmopolitanism, the purposes for using cosmopolitanism tenets in the studies, and conclusions that the findings proffer about cosmopolitanism for adult learning, teaching, and continuing and professional development. The review concludes with implications for practice and future research.

The Reconstruction of the Cosmopolitan Imaginary: Chinese International Students during the COVID‐19 Pandemic1

“…Many studies have contemplated the role of transnationalism and even cosmopolitanism in providing the guiding ideological framework for educational migration flows across national borders (Coryell, Sehin, and Peña 2018; Piwoni 2020). In contrast to the romanticized image of the seasoned globe trotter, critics argue that the production and consumption of international education are essentially capitalist ventures, which aim to generate and profit off the elite consumer demand for diverse and exotic cultural experiences.…”

Reflections on Adult Academic Education Based on the Motivation of Higher Vocational Students' Needs for Continuing Education

“…From a new CEE (Continuing Education Engineering) developed in the United States in the 1930s to the present, the world has attached importance to continuing education for decades [7][8][9][10]. It has become an important strategic means of national and social development [11].…”