Working the Planning Table: Negotiating Democratically for Adult, Continuing, and Workplace Education

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Wiley, 2006 - Education - 294 pages
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In Working the Planning Table, Ronald M. Cervero and Arthur L. Wilson offer a theory that accounts for planners' lived experience and provides a guide for developing effective educational programs for adults. The book presents three planning case studies that illustrate how power, interests, ethical commitment, and negotiation are central to planners' everyday work. These stories offer guidance on how to respond to the realities of practice and clearly point out that the technical work of planning is always political. Working the Planning Table reveals how people work to negotiate educational and political outcomes for multiple stakeholders.

Working the Planning Table is an essential resource for all educational planners. In addressing the perennial topics of planning, Cervero and Wilson show how assessing needs, developing objectives, designing instruction, and administering and evaluating programs always require planners' ethical commitment and astute political negotiation of interests in social and organizational contexts.

Praise for Working the Planning Table

"These case studies are gritty and complex-- excellent for class discussion that gets beneath the usual gloss of program development."
-- Tara Fenwick, associate professor, Department of Educational Policy Studies, University of Alberta

"A thorough and thoughtful political analysis of useful cases from Cervero and Wilson's own planning experience."
-- Thomas J. Sork, professor of adult education, University of British Columbia

"The authors' unrelenting adherence to the real stories of planners as they negotiate interests and power cannot help but strike a responsive chord among practitionersfor whom the political and ethical dimensions of planning can not longer be ignored."
-- Tom Heaney, associate professor, Adult Continuing, and Literacy Education, National-Louis University

"Working the Planning Table illustrates well the realities of planning programs for adults within a political and social context. What is different and unique about the message is how we planners can bridge the gap between our skills and technical expertise as planners, and our abilities to address the power dynamics and the ethical dilemmas that arise, while at the same time continue to sustain a democratic process of planning."
-- Rosemary S. Caffarella, professor and chair, Department of Education, Cornell University

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A Theory
Political Outcomes
The Theory

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About the author (2006)

Ronald M. Cervero is professor of adult education and head of the Department of Lifelong Education, Administration, and Policy at the University of Georgia. He is coauthor of Planning Responsibly for Adult Education, coeditor of Power In Practice (both with Arthur L. Wilson), and coeditor of Global Issues and Adult Education (with Sharan B. Merriam and Bradley C. Courtenay) all from Jossey-Bass, and author of numerous articles on the politics of adult education, program planning, and continuing education for the professions.

Arthur L. Wilson is professor of adult education and Program Leader of Adult and Extension Education in the Department of Education at Cornell University.  He is coauthor of Planning Responsibly for Adult Education, coeditor of Power in Practice (both with Ronald M. Cervero), coeditor of the Handbook of Adult and Continuing Education (with Elisabeth R. Hayes), and author of numerous articles on the politics of adult education, program planning, and historical and philosophical foundations of adult education.



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