Abstract

Abstract

Activating an Inclusive Learning Framework for Formal Adult Education Classrooms: Confronting the Challenges and Proposing Solutions

Rami Kamel

In this thesis I examine the inter-linked contributions that anti-bias theory, student-centered learning theory, transformative learning theory and inclusive education theory may bring to practitioners of adult education and adult students returning to formal educational institutions. I argue that working from a perspective that is informed by the above theories and their potential applications in the adult education classrooms will benefit adult learners and practitioners alike. Selecting key elements from each of the four theories examined, I try to activate an inclusive learning framework for formal adult educational classrooms. I then try to illustrate the classroom applications using each one of these theories with related examples of their potential impact on curriculum, course planning and content choices, as well as methods to facilitate learning in an inclusive and safe environment for all. The potential benefits for the learning goals of individuals are highlighted as well as the potential for social change and transformation. The role of administrators and researchers in supporting and advancing this endeavour is also discussed.