The Organization and Structure of Community Education Offerings in Community Colleges

Miller, Michael T.; Grover, Kenda S.; Kacirek, Kit

doi:10.1080/10668926.2014.851974

Cited by 2 publications

(1 citation statement)

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“…; Wang, 2004). The common characteristics of these community education programs include open access, multiple entry points in time and place, continuous or lifelong service to the learner, values and priorities based on the needs of the people, and flexibility to respond quickly to community needs (Miller et al, 2014; Wang, 2004).…”

Section: Introductionmentioning

confidence: 99%

Toward an Empowerment Model of Community Education in China

Yong

Perkins

2022

Adult Education Quarterly

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We define community education as organized lifelong learning through voluntary participation in collective efforts to critically address both individual and community needs. Community education has roots in European folk schools, United States participatory democracy, and Latin American “popular education.” Community education developed more recently in China in response to Learning Society and Lifelong Education policy. We present a new framework of community education that includes a theoretical component, emphasizing learning and participation principles. The organizational component includes traditional and nontraditional schools and other local organizations engaged in community education. The program component includes community service, empowerment, and combined models. We also apply the framework to an ecological-psychopolitical model of community education, which considers multilevel (individual, organizational, community/societal) processes of liberation or empowerment across four environmental domains or forms of capital: sociocultural, physical, economic and political. We conclude by examining two brief ethnographic case studies of community education in Shanghai, China.

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Section: Introductionmentioning

confidence: 99%