加拿大温哥华论文代写:种族身份

Keywords:加拿大温哥华论文代写:种族身份

最后，成年人在特定时间学习特定事物的动机可能是多种多样的。我们也许确实会被驱使去学习一种内在的成就感，但是我们也可能被驱使去学习，这样我们就可以在孩子的学校区与孩子们进行斗争，当他们拒绝我们的孩子时，他或她需要的东西。学习可以是一种高度的政治活动，学习可以导致政治活动(Sandlin, 2005)。不要认为成年人的学习动机完全是由内在需求和欲望驱动的。从阅读资料中选择的证据可以解释种族、性别和性取向如何影响成人的发展或学习。请提供具体的例子说明每一个命题(例如种族的一个例子，性别的一个例子，性取向的一个例子)。(提示:来自成人学习和发展的故事:在回答这个问题时，多元文化的故事可能是一个很好的起点)(3分)。种族、性别和性取向，除了其他的个人身份标识，如阶级，对成人的发展和学习都有积极和消极的影响。在这篇文章中，我简要地研究了几个具体的例子，说明了发展或学习与学习者的种族身份、性别和性取向之间的关系。
加拿大温哥华论文代写:种族身份
Finally, adults might have multiple motivations for learning particular things at specific times. We may indeed be driven to learn for a sense of inner achievement, but we may also be driven to learn so that we can battle our child's school district when they deny our child something he or she needs. Learning can be a highly political activity and learning can lead to political activity (Sandlin, 2005). Andragogy should never assume that adult motivation to learn is wholly driven by internal needs and desires.Using evidence you select from your readings explain how race, gender and sexual orientation can affect adult development or learning. Please provide CONCRETE examples of EACH positionality (e.g. one example for race, one example for gender, and one example for sexual orientation). (Hint: Stories from Adult Learning and Development: Multicultural Stories may be a good place to start when trying to answer this question.) (3 points). Race, gender, and sexual orientation, in addition to other personal identifiers such as class, can positively and negatively affect both adult development and learning. In this essay, I briefly examine several concrete examples of the relationship between development or learning and a learner's race or ethnic identity, gender, and sexual orientation.