(Re)igniting a sociological imagination in adult education: the continuing relevance of classical theory

Abstract

This article argues that sociology has been a foundational discipline for the field of adult education, but it has been largely implicit, until recently. This article contextualizes classical theories of sociology within contemporary critiques, reviews the historical roots of sociology and then briefly introduces the classical theories illustrating the continual presence of sociological thinking in the adult education field. Finally, it periodizes the lineage of the sociology of adult education, highlighting recent contributions. With 30 years of neoliberalism, social justice is eroding, authoritarianism is increasing and democracy—as the idea of a self-governing people deliberating issues of mutual concern in the public sphere—is further subordinated to the idea of society as an economy for exchanging goods and services. It is time to (re)ignite a sociological imagination among adult educators/learners, building on familiarity with both classical and contemporary sociology theories, more robust sociological analysis of the field and a (re)commitment to the historical principles of social justice and deep democracy. While international in focus, Canadian exemplars will be used.