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Teaching Revolutions: Radical Andragogical Leadership in Mexico, Russia, and the USA
Abstract
The Russian and Mexican Revolutions resulted in distinct socioeconomic programs during the 20th century; yet they produce comparable trajectories of political leadership and cultural discourse on adult educational reform. Using Soviet and Mexican educational materials from the revolutionary era, it is possible to compare the policies and practices produced in revolutionary contexts to the U.S. andragogy established through study of Mexico and Russia. The adult outcomes of schooling became a site of negotiating cultural hegemony that revolutionary groups used to design radically productive and disruptive teaching and learning theory, while at the same time indirectly modeling the progressive reforms employed in the U.S. Yet, since the dawn of the 21st century, both have struggled to refine their approach to adult learning in the context of the digital turn because of how the networked flow of information works to both support and undermine the institutionalized tenets of the revolutionary ethos.
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