Resources

The article synthesizes and critiques the social science, education, and adult education literature related to the examination of Whiteness and White privilege and offers recommendations for the field of adult education. By examining the historically changing nature of Whiteness, the major themes in this literature are discussed, along with the relevance of these themes for adult education research and practice. In reviewing the current efforts to name and challenge White privilege, the article provides recommendations for moving beyond naming and critiquing White privilege and racism in the field of adult education to challenging and transforming their impact.

This article presents an alternative approach to using service-learning courses to help students develop cultural competence. Service learning often comes from a deficit model that views the providers of a service as advantaged and the recipients as disadvantaged. The Conceptual Model for Cultural Engagement (CMCE) recognizes that those many deem as the disadvantaged have assets to share. The CMCE develops long-term, asset-based, reciprocal relationships between faculty members, community partners, and higher education students. During this relationship, all of the individuals actively participate in culturally engaged learning. The goal is to develop culturally effective members of our society who are educated to interact effectively with individuals from diverse backgrounds.

Wisdom or questing to know God and the world evokes fear through case studies of the controversial Reimagining Conference and the race related responses to the O. J. Simpson verdict, the fear of knowing God (which included the fear of questioning dominant metaphors of God) and the fear of knowing ourselves are explored. From this analysis, a view of wisdom is proposed and also an approach to education that inspires and encourages people to seek to know and respond to God and the world.

Poetry is a bridge across diverse realities; it bridges the expressible and inexpressible, the present and the future. Poetry is also a powerful force in human life; it reveals, nourishes, binds, critiques, empowers, constructs, and confront. From such movement come visions for educational action, both actual and metaphoric. These include: dancing, meditating, singing, chanting, improvising, and drumming.

In spring 2000, the authors undertook a study to explore the interaction between academic librarians and faculty at the University of Manitoba, the impact of librarians’ contributions, and the future roles of librarians. The following five areas were investigated: teaching/instruction, information services, information technology, research, and collections. The results clearly show that when faculty interact with librarians, librarians have a very positive and considerable impact on both faculty and students. In addition, the faculty responses indicate that they are receptive to collaborating with librarians at a higher level of interaction than currently experienced.

Reviews research on Native Americans in higher education and discusses its implications for Native Americans' experiences in colleges and universities. Discusses current research, current programs and practices, and learning styles of Native Americans. Identifies cultural barriers that prevent Native Americans from obtaining equal access to higher education.

Christian educators make use of the various approaches to experiential learning in their classrooms, in their institutions as a whole, and in their field-based assignments for students. This article introduces the reader to the foundational issues of experiential learning, including definitions, theoretical roots, experiential learning models, and unique processes related to experiential learning.