Although there has been a growing interest in participatory research and feminist
research as streams of social science inquiry, they remain largely peripheral to
North American adult education research paradigms. This paper is based on the premise
that alternative epistemologies can enhance research practices and further the
democratizing aims of adult education. The authors review the emergence of
participatory, feminist, and the developing feminist participatory approaches with
emphasis on international dimensions of research interests. Possible ways in which
these emancipatory approaches can reconceptualize and impact adult education
discourse and research frameworks are suggested.
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