Abstract
The article identifies dispositions from a thematic investigation of the pedagogical practice of Ernesto Che Guevara and various social movements in the United States. The article outlines and places these dispositions within the context of debates over social justice and dispositions for education program accreditation in the United States that often directly impact adult education graduate programs. These dispositions are then demonstrated in historical and contemporary adult education practice. The article argues that these dispositions have increasing relevance given the growing polarization of wealth and poverty and environmental destruction facing humanity.
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