Journal of Pedagogy, Pluralism, and Practice

Publication Date

Spring 1997


Ferguson and Kamara (1993) in Innovative Approaches to Education and Community Service argue that during the coming decades, educators and policymakers will be presented with many challenges that will require nothing less than the creation and implementation of a new paradigm of learning. Innovative approaches to education and community services outlined in that book focus on the urban adult learner and are reflective of aspects of the type of new paradigm of learning that policymakers, both within and beyond the academy must concern themselves with now and in the future. At issue is a commitment on the part of state and federal governments and on the part of higher education to urban communities, to urban adult learners, and to an urban mission. In this context, state and federal governments both must view higher education as a vehicle for constructive social change and empowerment and appropriate the necessary resources to higher education. In turn, higher education must view itself as a partner with urban communities to co-create and carry out opportunities and programs to empower people and to help bring about urban change. What follows is a discussion of a new paradigm of learning for urban adult learners and a summary of some of the challenges that educators and policymakers face.



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