Suchergebnisse

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Preface -- Acknowledgments -- Introduction: Our Racial Stories -- 1 Why we Need White Antiracism -- 2 What is a White Antiracist Identity? -- 3 What it Means to be White -- 4 Helping People Become Aware of Their Whiteness -- 5 Using Stories to Uncover Racism -- 6 Embracing the Discomfort of Race Talk -- 7 Running "Real" Discussions Around Race -- 8 Getting People to Think Structurally About Race -- 9 Using Your Power to Empower White Antiracism -- 10 Sharing the Powerful History of Antiracist Work -- 11 Responding to Institutional Resistance Against Antiracist Activism -- 12 Being an Antiracist White Ally -- References -- About the Authors -- Index.

Stephen Brookfield has written and edited 10 books on adult learning, teaching, and critical thinking. He is a recipient of a number of awards, including the World Award for Literature in Adult Education (in 1986, 1989, 1996, and 2005), the Imogene Okes Award for Outstanding Research in Adult Education (in 1986), and the Leadership Award from the Association for Continuing Higher Education (in 2001). In this interview, Stephen Brookfield responds to questions from Thomas Kalliath and Marilyn Laiken on a range of topics, including connections between adult education and management education, lifelong learning, team learning, organizational and workplace learning, and corporate social responsibility.1

Designed as an alternative introduction to the field, covering the traditional topics of adult learning, adult development, program planning, training, teaching, and research

AbstractIn this chapter, we suggest that current conversations about evaluative thinking would be enriched by the addition of insights from critical adult education rooted in critically reflective practice and critical theory. From our perspective situated in the praxis of adult education, we first review a sampling of literature on critical theory and critical reflection in evaluation, framed in terms of how evaluation theorists conceptualize the role of values and valuing in evaluation and how they envision the role of evaluation in society. Then, we explore some conceptual and practical overlaps between evaluative thinking, critical thinking, and critically reflective practice. Finally, we elucidate some implications of critical evaluative thinking for social justice evaluation, touching also on what implications this work might have even for those evaluators who do not perceive linkages and overlap between evaluative thinking and social justice. In doing so, we highlight new directions for the foundational training and continuing professional development of evaluation practitioners and scholars based on an examination of oneself and of one's paradigmatic assumptions through constant critical reflection, investigation, and action.