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Education

Education: SLO 3 – Demonstrate an understanding Of social issues affecting adult education

Artifact 1-Microagression paper

Artifact 2- Face to face Interview

I choose the microagression artifact to demonstrate an understanding of social issues affecting adult education because before I started this Master of Education course I did not know that microagression was a theory, with assumptions denoting interaction between people who respond negatively  to another just out of prejudice (Sue, 2010). I learnt that these subtle insults inhibit education receptivity. When this occurs among adults it can be detrimental emotionally.

During the course I was exposed to micro-aggression practices and was allowed to respond. There were real life settings designed to enable detection of micro-aggression. As an educator I learnt the importance of understanding how these attitudes can produce larger conflicts within the learning environment. Therefore, it is unethical to either produce or perpetuate them among my students and colleagues. Group interaction demonstrations helped me master my own subtle micro aggressive attitudes. At the end of the course I felt that I mastered the skill of addressing my microaggressive behavior as well as responding ethically to ones directed towards me as a person on the streets of society and professionally.

Face to face interviews was the other selected artifact for SLO 3 requiring me to demonstrate an understanding of social issues affecting adult education. Before beginning this module I was not familiar with techniques of interviewing. As such, this practical experience   was necessary for my professional development. I had the privilege of interviewing Marcia Irvine, Assistant Director at the Kansas City Community College in Leavenworth, Kansas, I learned that this particular agency, the faculty and administrators, apply adult learning practices to help students succeed.  They experiment with learning communities and other collaborative learning approaches such as research, prepare new generations of college leaders and provide work-force training models for developing learners.  This institution works hard to help the unemployed or underemployed returning to school.  This includes displaced workers or employees with degrees returning for career advancement after a long period of time of being in a classroom (Interview, 2012).

While this interaction was useful in helping me related with someone of that caliber I had to struggle with my own self esteem issues during the interview. It pertained to whether I was asking the correct questions; what would she think of my delivery among many other social images of lower self-perceptions clouded my mind. All ethical standards were maintained by confirming with the interviewee that it was not a published research project, but merely a student learning exercise.

References

Interview (2012). Marcia Irvine, Assistant Director at the Kansas City Community College in

Leavenworth, Kansas

Sue, D.W. (2010). Sue, 2010: Taxonomy of Microaggressions. From Microaggressions in                      Everyday life: race, gender, and sexual orientation. John Wiley & Sons