Adult Learning Through Everyday Engagement With Popular Culture

Kaela Jubas, Jennifer A. Sandlin, Robin Redmon Wright, Jake Burdick

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

This chapter begins by introducing key concepts and outlines two main perspectives informing work in this area, one stemming from critical theory’s Frankfurt School and the other heavily influenced by Antonio Gramsci and potentially more poststructurally inflected. It discusses how learning from engagement with popular culture is explored and apparent in both formal and informal educational contexts. Despite recognition of the many contexts of informal and incidental adult learning, which unfold without a designated instructor or formal assessment and, possibly, without any intention, engagement with popular culture remains overlooked by many adult education scholars. The chapter concludes by considering the implications of this work for adult education theory and practice, proposing that, no matter how mundane they might seem, popular culture and cultural consumption offer serious lessons to adult educators and learners.

Original languageEnglish (US)
Title of host publicationThe Handbook of Adult and Continuing Education
Subtitle of host publication2020 Edition
PublisherTaylor and Francis
Pages168-176
Number of pages9
ISBN (Electronic)9781000973037
ISBN (Print)9781620366844
DOIs
StatePublished - Jan 1 2023

All Science Journal Classification (ASJC) codes

  • General Social Sciences

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