Annotated Bibliography On Social Education

Annotated Bibliography
“Social Class and Adult Education”

Section A (summarize points of view)
1. Nesbit, T. (2005). Social class and adult education. In N. Tom. (Ed.), Class concerns: Adult education and social class (ed., pp. 5-14). San Francisco, CA: Wiley
Key points: Education, Capitalism, Social class, Adult education
The main leaning from the 1st reading is that social class and education. The movement of humans are many effected by social economic structure.
Summary
The lives of human beings are mainly influenced by economy, social, and cultural factors. The influence of economic and culture shape education, but education shapes how humans experience social, cultural, economic forces, and power relations (Althusser & Gramsci, 1971).

It is unlikely to be avoided because the societies we live, the relationship we have, the ways we accommodate/resist unfairness and oppression, and the ways we choose to think are limited by the economic structure of society.
Educational systems are thus one of the most important vehicles for hegemony, the process by which a society inculcates and maintains dominant ideas by portraying as natural and normal in which the patterns and an unequal distribution of power and privilege is reproduced, reinforced, and perpetuated. Education, however, can counter hegemony as people’s guide and navigator on how to resist and challenge social structures.
Capitalism seems a far cry from the common situations and interactions of adult educator, yet capitalist ideas are so insidious and pervasive that they affect every aspect of our work. Capitalist society commodifies/market human activity by subjecting all aspects of people’s lives and social relations to market requirements. These relations are then normalized and made to seem natural. In capitalist societies, our prestige and status is related to productive ability; society values as by how much we earn, who our friends are, where we live, how we earn a living, sort of healthcare and education. Capitalist systems of structured inequality continue because society portray them as normal and inevitable; the victims blame themselves for their failure to be successful. In this way dominant groups are able to maintain the status quo and the hegemony because they face less challenges from powerless people.
The concept of class is used by Marx in the mid-nineteenth centuries to explain social organization/stratification/class the so-called Bourgeoisie (owner of property mills, mines and factories) and proletariat (survive by ability). Clearly visible that those who own capital reinvest their profits while those who do not have to sell abilities for survival (Marx and Engles, [1845] 1970).
Weber ([1920] 1968), nevertheless, argues that not everyone regards class in such materialistic terms because people in the same class have different positions, skills, education, earing income, properties, and opportunities, hence, class is likely to best define as notion of culture, values, and lifestyle.
Adult education is a part of K-12 and higher education, which is now firmly established as a central to the smooth functioning of economic systems and societies. As such concepts as lifelong learning and the knowledge society gain prominence, education and training become key vehicles for preparing people to be adaptable to economic changes in society
As Habermas (1972) indicated, Adult education is a moral and political endeavor as much as it is a technical practice. Thus, it is affected by its role in maintaining or challenging the social order.

2. Walters, S. (2011). Social movements, class, and adult education. In S. B. Merriam & A. P. Grace (Ed.), The Jossey-Bass reader on contemporary issues in adult education (138-148). San Francisco, CA: Wiley
• Key points: Social movements, class in society, adult education.
Summary
Social movement and Class: Martin (1999) defines social movement as a collective movement of people in society towards any significant issues around them, or it can be said as a voluntary associations of people and organizations within civil society that rise and fall in response to particular social, economic, ideological, and political changes and issues often driven by the state or market. As in South Africa, a group of poor women ‘People’s Dialogue’ mobilized themselves struggling for access to land and houses. They are singing, wearing same t-shirt colors, and marching. There are three characteristics of social movement such as collective identity (the movement collectively subscribe to a common cause), antagonistic relation (exist antagonistically to an oppose group), and normative orientation (embody ethic, moral code, beliefs that reflects shared values and purposes.
Over the last centuries in South Africa, civil society has responded to political, social, cultural, and economic hardship through mobilizing people across social class, ethnic, gender and geography into social movement. During the 1970s, 19802, and early 1990s social movements of politics were especially prominent to respond the basic needs and land of the society. The impact of this movement was women resisted an attempt to extend the notorious pass law to them, forcing the state to ensure who should enter, live and work in certain area (what does enter mean, live and work mean). The black people (men &women always face punishment and imprisonment (why). In early later half of the nineteenth century, the development of capitalism in SA had destroyed the traditional precapitalist social formation of the indigenous people because the political, social and and economic institution gave South African social formation its peculiar racial capitalist charcter.
Welton (quoted in Martin, 1999) identified that there are 3 characters of social movements ( a collective identity of oppressed people, an antagonistic relationship with the white minority government , and a vison of nonracial democratic state. In 1995s the evidence of mass movement was clearly visible when ANC changed into a mass-based organization that adopted strikes, boycotts, mass protests, and general disobedience as its new weapon.
Adult education: Eyerman and Jamison (1991) have made a seminal contribution to understanding learning in social movements by state that social movements are social action from where new knowledge including worldviews, ideologies, religions, and scientific theories originate. Adult education is integral to social processes and therefore social movements, it is not surprising that it gains in prominence at heightened political or economic moments in response to actions within the state, civil society, or the private sector. Social-movement learning includes both learning by people who participate in social movement and learning by people outside of social movement through the impact they make (Hall and Clover, 2005). Learning through a movement can occur informally via participation or intentional educational interventions because the educational and organizational practice intertwine/interlink. This movements organized around class-related issues such as working condition, housing health, and other social services, participants come to realize that collection action and solidarity, as captured in the worker’ slogan “an injury to one is an injury to all” is the most effective approach to overcome social and economic hardships.

3. Hyde , M., & Jones, I. R. (2013). Social class, age, and identity in later life. In M. Formosa & P. Higgs (Ed.), Social class in later life: Power, identity and lifestyle (pp. 73-94). Bristol, UK: Policy Press.
Key points: Social class, age, identity in late modernity, gerontology
This chapter scrutinizes on the social class identity and age identity in the later life in the context of social change by looking at the impact of the material structure on the life chances and living conditions in the later life. Unforgettable to see whether or not older people themselves interpret class as a meaningful source in the later life, because much gerontology has researched to define class as a materialist. However, it is judged as less consideration to how old people relate to or identify with class as a salient source of identity. An argument, notwithstanding, appears that the research which focuses on social class inequality in later life would benefit from being supplemented by the culturalistic research as a part of subjective understanding and individual’s self-concept (O’Rand and Henretta, 1999, p. 35).
The transformation of social class in late modernity, as explain by scholar, falls heavily on the individual’s life and social relations due to the escalation of individualization, cosmopolitanism, risk and uncertainty and liquidity. The prominent characteristics of these changes are that individual would become more contingent, changeable, liquid which is known as death of class or zombie category. This transformation is understood as a devoid of sociological and social meaning (Beck and Beck-Gernsheim, 2002; Beck, 2002; Giddens, 1990; Bauman, 2000; Pakulski and Waters, 1996). Savage (2000), however, stipulates that class in society is not extinct, but is increasingly present in emotional frame of individual. (What are the examples of emotional frame???)
In the USA, people tend to position themselves to middle class from both upper and working class (Evans and Kelley, 2004). In the UK, there appears to be a phenomenon of not identifying with a social class category at all or at least there is a tendency towards ‘dis-identification’. Ethnographic research has shown that working-class people tend to refer to themselves as ‘ordinary’ rather than explicitly referring to a class position (Skeggs, 2004). Hence, the evidence (what evidence???) also suggests that this goes hand-in- hand with a wider recognition of the cultural aspects of class, including forms of distinction based on snobbery and elitism that are implied in the use of class idioms (Savage et al, 2010).
Contra individualistic thesis, Archer states that, while acknowledging that there has been radical changes to social life such as transformations at social and cultural levels. we need to recognize that this is also an area of profound disagreement among social theorists and researchers. In particular, disputes have revolved around the role of individual agency and consequent changes in modes of reflexivity (Archer, 2007, 2010). A consequence of this significant changes is that diversity becomes norms in which class identities and age identities are formed and reproduced. Pierpaolo Donati (2011) distinguishes between three semantic codes that define changes in the ways in which identity is formed, they are monistic (classical symbolic code), dualistic (modern symbolic code), and relational (post-modern symbolic code). From this perspective, one of the interesting aspects of identity in later life is the extent to which different forms of identity arise as a consequence of changes in social relations that are themselves related to profound changes in life expectancy, well-being in later life and the demographic structure of late-modern societies.

There three problems in the cross-national research pertinent to identities changes in later life; firstly, lack of precision in defining the basis of comparisons due to the conceptual and methodological slippage between cross-national and cross-cultural research; secondly, the failure of comparative analysis which does not relate to what is being compared in itself but to what is being measured; finally, failure of sampling uniformity within the participating countries (what kind of uniformity????). Nonetheless, this inappropriateness has become a benchmark for the scholars to study the prospective of class and age identity in later life. As shown in ISSP data, the global perspective of the importance (most important, second most important, third most important) of social class and age group for retirees’ identity throughout the world indicated the most important in the later life is age. However, overall result of the cross-national comparisons of age and class identity according to ISSP illustrated that neither class nor age are salient features of identity in later life.

4. Formosa, M., & Higgs, P. (2013). The changing significance of social class in the later life. In M. Formosa & P. Higgs (Ed.), Social class in later life: Power, identity and lifestyle (pp. 169-182). Bristol, UK: Policy Press.
Key points: Significance Change in later life (pension policy,
The global implication of changes to pensions policy both in the US and abroad not only demonstrates that pension policies create or maintain class differences in later life, but different models based upon different contributory principles can have different implications for providing financial security in later years. These alternatives are not pursued is seen as one of the cosequences of salience of social class and of the interests implicated in its existence. The evidence of widening inequlaity is emerging as a result of changes to social policy, such as introductory of direct payment, and that is affecting those who have the porest health and the lowest capacity to take advantage of fomal and informal source of support. Social class has a direct effect on financial resources in later life, such causality could not been seen in relation to social relations and networks. Social change brought about in the wake of globalization are changing some of the coordinates of old age and not just around change in pension policy. This is a connection to the process of ‘individualisation’ which have disaggregated the sphere of community from the sphere of work with a commitant decline in assumption of social inclusivity. IN this context that growing class inequalities now find their expression in much more individualised circumstances. This change present a new challenges for researchers to uitilze social class as an explanatory mechanism for understanding the sturcturing of later life in contemporary circumstances. It is therefore not surprising that the theorisation of social class has not developed sufficiently to keep up with the task of understading the linkage between old age and and social class in the modern world. It can be argued that there two resoans for this; firrstly, contemporary sociologial enquiry into operasionalisation of social class has generally concentrated on people of wrokig age or younger. There have been many attempts to undertsand how social and cultural changes have made a delineation of social class more difficult ,these preoccupations have overlooked the that social class operate in old age; secondy, the lack of development has been the reluctance of many researchers to situate possible linkages between old age and social class in change of the nature of later life in North America and Western Europe.
The problematic issue in sociology is concerning the position of older peopele in the class structure. Parsons (1942) and Riley (1971) tried to understand the effect of aging in social structure, but made little explicit connection to approches based on social class.
Both structured dependecy and political econmy approcahes to old age did make direct link to socail class but in general they saw old age as determined by the class position occupied individuals during their working lives rather tah being connected to current circumstances. Marxist sociologist defined that reyred population as victims of soial policy instead of seeing them as indivdual occupying a distinct position in the class structure. In this volume they stated that social class as zombie category and normative sturcture in later life.
Social class as a zombie category in later life. zombie category was developed by Ulrich Beck (2002) as a response to the major epochal changes that have transformed the relationship between sociology, individuals and existing social formations...
Beck-Gernsheim, (2002) states that class in later life is a zombie category. Certainly, many writers in this volume pointed out that the constant injunction/command/order to include class in our understanding of later life has not been matched by its rigorous application. The concept of reproduction and habitus which have been frequently called upon in attempts to understand the newer cultural process of social class. IN particular, Bourdieu’s work has been used to think about how disposition emerge out of social distinctions and help reproduce them. This is particularly true of the practices of consumption and how they may play a powerful role in reproducing social divisions.
Social class in later life as normative sturcture. We will undertand class better if we stop reducing people to occupant of pisition, bearers or performers of class.

5. London, J. (1970). The Influence Of Social Class Behavior Upon Adult Education Participation. Adult Education, 20(3), 140-153.

Summary
This article is concerning a participation study in adult education using theoritical bases of methodology and discuss the concept of social class. The goals are to identify who and what influential factors to participate, and the barriers while participating in adult education (AE). The sample of this study were sellected from middle class and working class paticipants and non-participants who trace in social life.
The definition of social class varies, however, Max Weber asserts that social class, the most widely used, refers to economic position and further asserts that individual’s life chances and opprtunities are mainly determined by social class position. Therefore, adult educators have to look deepy into the reality that there are great potential of human beings who are absence to develop their potentialities due to the economic situation. For the variables of studying social class behaviour, , jobs, educational level, income, and residence are particularly useful. In studying social class behaviour of adult population, education is vital to influence one’s class position, status, prestige, motivation, self-concepts, lifestyle, and values.
The purpose of the study is descriptive and analytic in which it will describe the variety of subjects, modes of instruction, sponsoring agencies, and analyse participants and non-participants to trace the connection between adult education participation and other facets of social life. In this regard, the study profoundly emphasizes on the differences between the higher and lower socio-economic groups.
As a matter of fact, unemplyment rate for higher school drop-outs is twice that for high school graduate. Lack of education and discrimination experienced by nonwhite population suggest that unless better education opportunities and occupational upgrading, racism ended or severely reduced balck will at least twice the unemployment rate in 1975. In order to reduce this gapand and increase workng class adult in AE, adult eductors must be able to use imagination, more creative programmig, improved financial support, better facilities for daytime and nighttime programs, and develop a principle that adults can learn if there education and training is programmed with relevance and significance in their lives. Therefore study of participation is researched to know what are the points that needs to be changed in order to attract adult learners to participate, because all segments of populations have the rights to lead and unify the country on the basis of the mytholog of national unity. So, the overall goal is that to ascertain who are mostly likely to participate, what influential factors that bring them into adult education and the barriers whichkeep those individuals form participating who might be disposed.
There are some findings and implications in this study:
The prior quality of education is not associted with participation in AE,
Social class is highly correlated to particpate in AE, Mannual workers could not afford to pay, foral eduation considerably effect on partiicpation in AE, unemployed workers had lowest participation rate because of psychological sense of hoplessness, apathy, inability.
Men take course to help them on their jobs if they hold position, ineefctiveness of presecondary and secondary school is due to the irrelevant skills taught at school towards shopistication technology in industry
Methodolgical suggestions: descritive studies in the future to detrmined the workload require of the various agencies. distiction between prevalence, incidence and total exposure. Distiction between level of commitment. Distinction between type of sponsors

Section B (1000-1500).
Construct a critical appraisal of what you have read
1. What are the main learning
2. What are the limtation/sternghts of the literature (can contextualize from each country)?
3. Is there any significan missing?

1.

What are the powerful ways/solutions to equalizing between these two abnormal lives of humans?; From my perspective it’s a normal and natural life of humans that can be equalized by education. Capitalism in certain conditions seems helpful, and most of the countries are adapting. IF, is there any advantages of this? I think it is because it helps people to recall/think about their lives to be equalize through the lives of those who are maintain status quo, thus the democracy exist and give the way to others who disadvantage form capitalists and try to be another capitalists as well. From the perspective of people who want to pursue their lives to become more successful, and competitive, capitalist style is helpful to learn in order to raise a new ideology to pursue their backwardness.

Why social does not shape education? Culture grows, develop and reduce by social life and social class. Because as we know that a society has its own culuture and own the culture, interpreting that culture exist witin a society, does not exist by itself. The society is the core of the cuture beause they are the one who can maintain their own cuture. Culturre is about the life style within a certain society.
Missing of class identification (Upper, middle, working/lower, underclass); how to identify and categorize them? To what extent do individuals know that a certain class/category is best fit with this/that person?. Experience shows that rich people have normal/plain life style notwithstanding they are wealthy. Conversely, those who might be categorized in the third or fourth class have luxurious performance or life

style
What are the solutions to extinct the vicious cycle of inequality? How do lower class survive without capitalist, where do they get jobs? Is edu capitalist? IF not then why education systems and structures?
What are the third, fourth and underclass? Are bourgeoisies and proletariat is the first and second classes? How to categorize them into upper-medium-lower classes?

2. What I learnt from this chapter is about social movement that is reflected to south Africa. The there were a collective movement from different classes, including middle class and working class, power women. To what class does the poor women belong to, who lead/s them? What are the class in South Africa? What are the response of the govt towards social movement around 1970s-1990s? Social movement become organization, what are their roles, how to help poor people or struggling for land and basic needs, Why white people and black people-what happened between these two racial, what is the response of white people toward the movement, is it democracy?
In 1970s -1990s social movement for democracy was particularly prominent. The composition of the social movement are from middle class, working-class and poor women. They have strong link with international social movement (what are they).

Pension fund? How? If they don’t work how can they own pension fund? Is that provided by the government?
Most under developing and developing countries there is no superannuation, and then many old people have no jobs before, how can they survive? In the context of developed countries, it’s fine because the govt might provide incentive/superannuation.

3. Hence, the evidence also suggests that this goes hand-in-hand with a wider recognition of the cultural aspects of class, including forms of distinction based on snobbery and elitism that are implied in the use of class idioms (Savage et al, 2010).
Where is the evidence???
Social class is a major determining factor of accomplishment in most educational, employment and social arenas. Social class is currently still one of the best predictors of who will achieve success, prosperity and social status, yet class is difficult to define and discern/distinguish. We examine it empirically only through its consequences our outcome.
Education closely influences personal and social development in the technical, economic spheres, and wider political arenas of emancipation and democracy. Education also affects how people experience social, cultural, and economic forces; and it shapes abilities and disposition towards their transformation. Because of this education has always represented a site of struggle between those with the power to define what constitutes legitimate knowledge and those excluded from such decision making.
Class is understood and appreciated differently worldwide. This book departs from the conventional and academic practice of examining class through a dispassionate academic lens or viewing it from the standpoint of middle-class culture