To summarize my views on 'Power' in adult education, first, I will write that the views expressed by Cervero and Wilson, did create an 'eye opening' for me. In the chapter 'The End of Innocence: Adult Educators as Knowledge-Power Brokers,' I find the following statement enlightening: "As a knowledge-power broker, the adult educator sees what is at stake and is willing to act to change who benefits and who should benefit from adult education (Pg. 276)."
This would take the role of the program planner from passive to active in the way he/she negotiates the 'control of power' between stakeholders. It would be important for the program planner to be aware of and define his/her desired outcomes of each program, as well as understand his/her own ethical motive. This could facilitate a more positive outcome in the planning process, and for all stakeholders/participants. Cervero and Wilson would also find their writings supported by Bill Strickland, who as an adult educator, seems to play the role of a social activist. This is in reference to the "three starting points (Pg. 270)."
Many thoughts come to mind of important principles a Program Planner must keep at the forefront of his/her work when dealing with 'power' dynamics. The need for "program planners to have excellent communication and people skills," and the need for a Program Planner to be "a tactical agent...able to use a variety of power and influence tactics according to the situation (Pg. 70).” These 'people' and 'negotiation' skills seem of utmost importance if a Program planner is to follow through on his/her planning actions and ensure a fair distribution of power. This would follow, of course, assessing each situation and as Caffarella (2002) cautions: "not to invent power relations in situations where perhaps they do not exist (Pg. 72)."
Good comments. In particular, you picked up on the idea of which skills need to be developed by program planners. We tend of think mainly of the technical skills that Sork mentions, and yet - as you mention - planners also need finely-tuned communication and people skills, as well as political, analytical and negotiation skills. Education is never "neutral", as there are always decisions being made about who gets access to what, and so that awareness can truly make planners activists. That activism doesn't need to be on a huge scale, or be particularly rebellious, but it can mean that systemic or organizational change of some sort is initiated through a program.
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