Author(s): Alexis Cherewka – Pennsylvania State University
This review of “Contested Spaces of Teaching and Learning: Practitioner Ethnographies of Adult Education in the United States” explores how adults navigate and transform their teaching and learning environments to advocate for social justice. Through practitioner ethnography, the authors illustrate how adults challenge conventional curricula, co-educate, and co-learn in alternative contexts, and engage in collective learning environments.
It offers valuable insights for adult education practitioners, scholars interested in ethnographic methods, and critical educational scholars examining social justice initiatives in non-formal and informal learning contexts.
ALE Journal – Volume 4, Issue 3