Gabriele Strohschen

Good Ol' Boys, Mean Girls, and Tyrants: A Phenomenological Study of the Lived Experiences and Survival Strategies of Bullied Women Adult Educators

Bullying in higher education is an increasingly common phenomenon that negatively affects organizational climate, completed work’s quality and quantity, and students’ educational experiences. The purpose of this phenomenological study was to investigate the lived experiences of women adult educators who were targets of bullying. Six themes emerged from the composite participant experiences as well as survival strategies for averting bullying and lessening its impact on personal and institutional well-being and ways to navigate hostile workplace environments.

Blended Shore Programs: The Vision and Reality of 21st Century Adult Education

We have discussed the problematic state of adult education for several years now (Strohschen & Elazier, 2005) and fundamentally agree on the underlying isms. What goes on in the larger society, locally and globally, definitely is reflected in the microcosm that is our profession in the international context. How do we frame the undergirding issue that seems to be leading practitioners of international adult education down the path to malpractice?

Interdependence: Inescapable Reality or Utopia?

These days, adult education within the context of blended shore program delivery has become quite an industry. It seems that education is becoming more and more of a commodity that is exported to emerging economies by “first world” institutions. Moral codes and values are imposed upon consumers of these adult education programs, making this enterprise just as hegemonic in its colonizing of modern minds as the previous conquest of their territories. In our respective countries, at the same time, we do not further the practice of adult education with rigorous research, serious preparation of its professionals, or sound evaluation of programs and practitioners. There is a danger of malpractice in such activities if adult educators do not mindfully and critically examine their practice and learn through reflection and analysis. If we are to maintain a commitment to adult education as a means for education, training, and development leading to social sustainability, then the impact of our practice needs to be examined. In today’s global education community, we need to be knowledgeable partners in the design and delivery of such programs. This book seeks to share the lessons learned about international and transnational adult education with candid narrations about the design, development, and delivery of programs by experienced practitioners. It will contribute to, if not establish, the knowledge base for a blended shore approach to adult education. This is a knowledge base that values social interdependence and respect for indigenous wisdoms and it supports a professional practice of adult education in any setting, clearly rooted in an examined praxis with accountable practitioners.