Why Some Homogeneous Adult Learning Groups May Be Necessary for Encouraging Diversity: A Theory of Conditional Social Equality

Autor/inn/en	Ahl, Helene; Hedegaard, Joel; Golding, Barry
Titel	Why Some Homogeneous Adult Learning Groups May Be Necessary for Encouraging Diversity: A Theory of Conditional Social Equality
Quelle	In: Australian Journal of Adult Learning, 63 (2023) 2, S.119-139 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Adult Education; Homogeneous Grouping; Single Sex Classes; Males; Social Status; Sex Stereotypes; Community Education; Foreign Countries; Equal Education; Denmark; New Zealand; Australia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Homogene Gruppierung; Niveaugruppierung; Streaming; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Sozialer Status; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Ausland; Dänemark; Neuseeland; Australien
Abstract	This paper proposes a new theory of Conditional Social Equality (CSE) which in some ways challenges the theory of cumulative advantage/disadvantage (CAD), which postulates that inequalities and social divisions necessarily increase over time. Using evidence from informal learning groups in Men's Sheds in three countries, we conclude that some social divisions between homosocial groups, in this case groups of older men, may actually decrease -- but only under certain conditions. Male-gendered learning groups that were relatively homogeneous by age helped erase class divisions and softened gender stereotypes. Our theory of conditional social equality (CSE) predicts the following: (1) in-group homogeneity can enable the acceptance of some aspects of heterogeneity; (2) some other aspects of in-group heterogeneity may not be tolerated, thus maintaining in-group cohesion; and (3) in-group homogeneity and boundary setting towards out-groups may be prerequisites for the acceptance of (some) aspects of in-group heterogeneity. All of this has important implications for adult learning in both heterogeneous and homogenous groups. (As Provided).
Anmerkungen	Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01