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The unacknowledged side of the practice is a notion directly related to the institutionalized discrimination against non-mainstream adult educators. According to Merriam and Brockett (2007), a significant part of adult educators is excluded from official education due to who they are, what they do, or both. Consequently, many people engaged in educating the adults have to relate themselves to content areas or institutions. Instead of professionally recognized adult educators, society has librarians, health educators, and community developers (Merriam & Brockett, 2007). Despite the fact that their practice is identical to that of professional adult educators, these specialists are barely visible to formal institutions.
In this regard, the professionalism of adult education is not significantly different from the other aspects of society. Merriam and Brockett (2007) mean that professional adult education disregards the contribution of various social groups due to persistent discrimination. Back in 1975, the Age Discrimination Act prohibited institutional discrimination based on age in educational programs with federal funding (Kasworm, 2018, p. 82). However, the knowledge base of professional adult education was still primarily determined by white, usually male, middle-class educators (Merriam & Brockett, 2007). Such a disparity led to the vicious circle, where white middle-class adults developed programs and methods tailored to teaching white middle-class adults (Merriam & Brockett, 2007). Consequently, the educators from racial, ethnic, and other minorities were excluded from the professional adult education.
In conclusion, it is encouraging to know that the American adult education system is overcoming the flaws of the past decades. According to Merriam and Brockett (2007), “the voices of those who have been largely invisible to mainstream of adult education because of who they are or what they do are beginning to be heard.” This quote is interesting since it gives hope and shows that policymakers and educators are not blind and stuck in the ways of the 20th century. As the awareness grows, once invisible, silenced educators will be recognized and join the professional field of adult education.
References
Kasworm, C. E. (2018). Adult students: A confusing world in undergraduate higher education. The Journal of Continuing Higher Education, 66(2), 77-87.
Merriam, S. B. & Brockett, R. G. (2007). The profession and practice of adult education (2nd ed.). Jossey-Bass.
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