By Means of Critical Theory: Informed Emancipatory Education – An Essay on Realities and Possibilities

Gabriele Strohschen

Source Title: Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration

ISBN13: 9781799841418|ISBN10: 1799841413|ISBN13 Softcover: 9781799851202|EISBN13: 9781799841425

DOI: 10.4018/978-1-7998-4141-8.ch016

MLA

Strohschen, Gabriele. "By Means of Critical Theory: Informed Emancipatory Education – An Essay on Realities and Possibilities." Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration, edited by Viktor Wang, IGI Global, 2020, pp. 1-13. https://doi.org/10.4018/978-1-7998-4141-8.ch016

APA

Strohschen, G. (2020). By Means of Critical Theory: Informed Emancipatory Education – An Essay on Realities and Possibilities. In V. Wang (Ed.), Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration (pp. 1-13). IGI Global. https://doi.org/10.4018/978-1-7998-4141-8.ch016

Chicago

Strohschen, Gabriele. "By Means of Critical Theory: Informed Emancipatory Education – An Essay on Realities and Possibilities." In Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration, edited by Viktor Wang, 1-13. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-4141-8.ch016

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Abstract

So-termed non-traditional adult students have become a key target for marketing efforts in higher education, and non-conventional, accelerated paths to university-issued degrees are the lure du jour in the business of selling education programs. A key ethical challenge in our profession remains how we align the education of adults according to the higher education institutions' mission statements to the education adults seek and actually receive. This chapter calls for considering the realities and possibilities of socially responsible educating when institutions are accountable to myriad stakeholders to peer at this issue through the lens of emancipatory education informed by tenets of critical theory. The argument hopes to engage the readers in problem-posing so that cross-sector, collaboratively designed education options can be considered that are contextual rather than prescriptive in nature and which align to the indigenous needs of teachers, learners, institutions, and communities.