Perspectives in AE— Adult Black males and andragogy: Is there a goodness of fit

Abstract

In this paper, andragogy, as presented by Malcolm Knowles, is critiqued as it represents European ideologies and ways of learning that fail to recognize the multifaceted experiences of adult Black males. With increased numbers of Black males entering post‐secondary education spaces, new schools of thought need to be considered that are more culturally relevant. A theory for adult Black males proves beneficial for adult learning researchers and practitioners as noted experiences include racial profiling, isolation, and racism. This paper critically examines deficit perspectives of supporting adult Black males while whiteness and systemic oppression are targeted as barriers to their success. The paper concludes with implications for practitioners who work with or conduct research on this population.

On Black Male Leadership: A Study of Leadership Efficacy, Servant Leadership, and Engagement Mediated by Microaggressions

“…In addition, there was an intersectional critique of servant leadership (Liu, 2019) and a proposition that diversity intelligence was an antecedent to servant leadership (Sims, 2018). The literature review herein determined there was an absence of scholarly research that explores Black men and servant leadership (Chin et al, 2016;Duff, 2019;Liu, 2019;Sisco, 2020).…”

“…In addition, there was an intersectional critique of servant leadership (Liu, 2019) and a proposition that diversity intelligence was an antecedent to servant leadership (Sims, 2018). Despite servant leadership discussions that often begin by referencing exemplars like Dr. Martin Luther King, Jr and other prominent African American leaders from the U.S. civil rights movements, there is little current scholarly research that explores Black men and servant leadership (Chin, et al, 2016;Duff, 2019;Liu, 2019;Sisco, 2020).…”

A critique of andragogy in the South African TVET context

“…Brookfield (2003) regards the theory as 'culture blind', arguing that its key notion of selfdirected learning (see Table 1) marginalises people with racial and cultural identities that value the teacher as the source of knowledge and guidance. Dantus (2021) and Duff (2019), echoing this sentiment in more recent debates on the decolonisation of adult learning, both argue that andragogy is permeated ideologically by the discourse of universality and individualism characteristic of the dominant white male culture of the Global North. Many authors regard andragogy as predicated on the individualist norm of a white middle-class, US male of the mid-20th century, who was supposedly a selfmotivated, self-starting, independent, resourceful problem-solver (Pratt, 1993;Flannery, 1994;Johnson-Bailey & Cervero, 2000;Sandlin, 2005;Brookfield, 2014;Duff, 2019;Dantus, 2021).…”

Andragogy in Prison: Higher Education in Prison and the Tenets of Adult Education

“…It should be noted that andragogy is grounded in the context of positive psychology, thus centering individual experience (Knowles et al, 1998). The main criticism of andragogical teaching methods is that they predominantly-and some critics would argue, excessively-focus on individuals, and avoid specifically taking up issues relating to social change and/or equitable outcomes (Duff, 2019;Sandlin, 2005). As a field, andragogy is also predominantly grounded within the experiences of highly-educated White males, potentially undercutting its sociocultural relevance for more diverse learners (St. Clair & Käpplinger, 2021).…”