Abstract
This qualitative study utilized narrative analysis to explore the counter-learning of an oppressed Kurdish woman from Turkey. Critical constructivism was used to analyze counter-learning and Frankfurt School-based Marcusian critical theory was used to analyze the socio-political context and its impact on the oppressed.
Keywords: Key issues for adult education theory and practice are highlighted. counter-learning, oppression, Kurdish woman, Marcuse
How to Cite:
Kucukaydin, I., (2008) “Counter-Learning Under Oppression”, Adult Education Research Conference 1(2008).
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