Changing Society as a Whole in Stubblefield and Keane's Adult Education in the American Experience

The main culturally and linguistically division (CALD) communities that are represented in Blacktown includes; country of Birth and religion. It is evidential that within each of these sub topics that the community of Blacktown is very diverse and therefore, have a higher rate of differentiation.

In the mid 1600’s, the first law passed by the Massachusetts Bay Colony mandated that children start learning the fundamental of education; learn basic reading and writing by reading the bible and the town’s laws. It was believed that for the success and evolution of the world and specifically their colony, children needed to be educated and knowledgeable. Furthermore, to strengthen the educational foundation that was forming and with some resistance from parents, a law was passed in 1647 commissioning the towns create and maintain public schools.

The common school teaches their students math, reading, science, and history, but this predictable curriculum is a newer concept. Many freed slaves did not know the basics of self-preservation, so it was irrational to teach them multiplication prior to hygiene. Booker T. Washington devoted his entire day to teaching "emancipated slaves basic math and reading as well as personal hygiene: how to comb one's hair, bathe regularly, and use a toothbrush." (Goldstein, 2015, p.53) Washington shows that education is not limited to a singular form or subject, however, it ranges from simple life lessons to learning the equation of a line.

In this context, Audry Smedley’s Race in North America provides the reader with a chronological approach to the concept of race that explores its evolution and their implications in the configuration of societies among the world.

     The ordinary colonial child, boy or girl, from ages six to eight would attend what was called a “Dame School.” There the children learned the alphabet, the basics of reading, some prayers, and a few basic arithmetic skills. Although learning to read was considered important, learning to write was not. The only aid in learning at

Articles written during a specific period gives the future population an idea of the issues present during that time. Before the United States became independent, woman education was limited to the skill needed to be a good wife and proper mother. Particularly, upper-class woman were the only ones that had the resources to gain an education. Most middle and lower class focus primarily on the education of their males. European education influence Colonial America’s educational system. Since there weren’t any establish convents schools in the colonies, tutors were primarily hired and later on schools were incorporated. During the first years of schooling, new England girls went to a coed school called “dame school”. In the dame school, girls were thought to knit and sew. Many girls got the chance to go to the town school. However, some town school in new England prohibited girls from attending. In the south, girls got the

Everyday life in colonial America was made up of large cities, rural settlements, and frontier regions. Life in colonial America was nothing short of difficult. The large cities were made up of many classes of people ranging from wealthy to slaves. There were some that had very specific skills as well as communication skills and others who had nothing. The wealthy people dreamed of what they were going to do in the future, however the middle class people dreamed but did not plan. They were better off than the average poor person, but still worked very hard sunrise to sunset. In this paper I will provide information on what life was like for various aspects and people groups in colonial America.

The vast majority of employees seeking upward mobility within the workplace often pursue education as the most effective means of achieving these goals. (Kim and Baker, 2015). The adult student does not receive the same benefits as a traditional student on campus. The adult students apply for financial aid and qualify for student loans. The traditional students qualify for scholarships and grants. The adult student gave that the majority of adult learners are likely employed, their opportunity costs compared to those of a traditional student have substantially different aspects. (Kim and Baker, 2015). Adult learners’ educational pursuits are largely job-related, while conversely, traditional students’ jobs are not related to their field of study. (Kim and Baker,

Education has always been valued in the African American community. During slavery freed slaves and those held captive, organized to educate themselves. After emancipation the value of education became even more important to ex-slaves, as it was their emblem of freedom and a means to full participation in American Society (Newby & Tyack, 1971). During this time many schools for African Americans were both founded and maintained by African Americans. African Americans continued to provide education throughout their own communities well into the 1930’s (Green, McIntosh, Cook-Morales, & Robinson-Zanartu, 2005). The atmosphere of these schools resembled a family. The

“Racitatif” by Toni Morrison and “Everyday Use” by Alice Walker, both tackle the subject of race on a microscopic level in the hopes of magnifying the social injustices that tore the united states apart. “Everyday use,” Tackles the subject of race, from the vantage point of a single family and the generations that lay between the mother and daughter. Morrison, in a unique manner, tells the story of two girls, Twyla and Roberta, and their ability to communicate with each other during such racially motivated times; all the while, leaving the reader in the dark about the race of the two girls.

Boys, as young as seven years old, would live with masters who taught them how to trade, while girls would learn how to keep house from their mothers. Boys not only learned how to trade but also how to oversee farms and shops. Masters were also required to teach reading and writing alongside the occupational skills by several of the colonies. These masters were in loco parentis, which is in place of the child’s parents. Due to the fact that the educational guidance varied so drastically, the students did not reach their full potential. We needed a more formal structure.

Today's workers need to prepare with continuous job training, growth and development. Given the increased age, experiences and diverse lifestyles of the working population, it is understandable that adult education practices must move beyond the traditional model of teachers and learners, while new skills, working with local companies to match their needs and sending staff into factories and other workplaces to spread the word about state and federal retraining assistance. While trying to decide how to rebuild your life after loss of employment and lack of job opportunities following the current recession, or devastated from a divorce? Adult students faced with other struggles; studies have shown that older adult students face different hurdles, family problems, and poor self-image. These along with poor time management, weaker academic preparation and a need for remediation an increased focus on adult learners and their needs can help. (armour)

Knowles, M. S. (1980). The modern practice of adult education from pedagogy to andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.

"Education is life--not a mere preparation for an unknown kind of future living…The whole of life is learning; therefore, education can have no ending. This new venture is called adult education--not because it is confined to adults but because adulthood, maturity defines its limits." (Lindeman, E.1926p.6)

Education was not equal between the sexes and neither between the classes. Gentlemen were educated at home until they were old enough to attend well-known or lesser schools. A lady’s schooling was