Gender Sensitive Adult Education: Critical Perspective

Authors

  • Joanna Ostrouch-Kamińska Faculty of Social Sciences, University of Warmia and Mazury in Olsztyn, Poland.
  • Cristina C. Vieira Faculty of Psychology and Sciences of Education, University of Coimbra, Portugal.

DOI:

https://doi.org/10.14195/1647-8614_50-1_2

Keywords:

gender, adult learning, adult education, gender stereotypes, gender lenses, subjectivity of a learner

Abstract

This article aims to foster a reflection on the meaning of gender in adults’ learning, considering gender as a social order that is entrenched in daily relations, no matter the domain of life under analyses.
As the research shows, it cannot be any longer ignored that being a man or a woman creates a different approach of the learner towards the situation of learning, mainly because formal, informal and non-formal contexts of learning tend to be congruent with a set of messages based on gender stereotypes that can be prejudicial to the individual’s development. The experiences related to gender influence the way knowledge is acquired, the expectations people make about themselves, the choices of learning subjects and their self-confidence in learning. The use of gender lenses to deconstruct such learned norms should be included in the field of adult education as a way of promoting (social) subjectivity of contemporary adult learners.

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Published

2016-12-20

How to Cite

Ostrouch-Kamińska, J., & Vieira, C. C. (2016). Gender Sensitive Adult Education: Critical Perspective. Revista Portuguesa De Pedagogia, 50(1), 37-55. https://doi.org/10.14195/1647-8614_50-1_2

Issue

Nº 50-1 (2016)

Section

Articles

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows sharing the work with recognition of authorship and initial publication in Antropologia Portuguesa journal.