CERTIFICATE OF AUTHORSHIP: I, Bhagwani Bai, certify that I am the author.

I have cited all

sources from which I used data, ideas, or words, either quoted directly (in-text citations) or
paraphrased (necessary to cite only on the reference page). I also certify that this paper was prepared
by me specifically for this course on September 30, 2016

Critical Review of an Article

The politics of culture and the struggle to get an education by Barbara Sparks

Bhagwani Bai
LEAD 7500
Dr. Marry Keller Boudreaux
University of Memphis
September 30, 2016
 Based on the findings of an ethnographic study conducted by Barbara Sparks, to

understand the issues of nonparticipation in adult education from the perspective of

nonparticipating Chacano/as (Rockhill 1983 as cited Spark, B. 1998) that suggested for looking

an understanding the nonparticipation from broader social dynamics. Using the subset data of the

study, Barbara Sparks 1998 selected 30 Chicano/as had experience of formal adult education to

study how structural, cultural factors impact peoples perceptions, experiences and subsequent

actions. She argues that historical and contemporary structural constraint impede adult learner

from minority or non-dominant groups in achieving their educational goals in formal adult

education institutions. (p. 245) and highlighted the need for restructuring of adult education

practice at all levels to become more inclusive and supportive of non-dominant groups that look

to adult education for assistance in reaching their academic goals. Through this article author

focused on the extent to which factors of race, ethnicity, and class intersect with structural and

cultural constraints in adult education programs. By conducting study on the nonparticipation of

Chicano/as author brought attentions to different racial and ethnic groups experience the

dominate culture and its social structures in different ways.

By quoting National Center for Education statistics 1993, that shows that 45% dropout of

Chaicano/as from high school provided an example of the failure of secondary education (De La

Rosa and Maw 1990 as cited in Spark, B. 1998) for this non-dominant group. She further clarify

that adult education discourses of dropout see it as unwillingness to the programs and ignore

underlying problems and the ideology that encourage adult educators to focus on students needs

and interest (Keridie 1980, p. 46 as cited in Spark, B. 1998) and overlook their positions based

on differing cultural, social and structural locations.

 She argues that misguided beliefs regarding nonparticipation is perceived as individual

choice and fail to consider the structural factors that create hindrance in meeting their education

needs. She insisted that this tradition of emphasizing individual failing and ignoring of social

structure maintain the status quo. For the purpose, she adopted a conceptual framework by

incorporating Structuration Theory, Giddens' theory of action and

Gramsci' s (1971) concept of hegemony, or predominant authority, to analyze the formation of

social system (structure and agency), cultural hegemony or dominance where dominant ideology

is manipulated to non-dominant groups. She used simple criterion-based selection to select 30

Chicano/as who had previous experience in adult education programs.

She brought two important points for discussion is identity politics and Differentiated

Ideologies she writes that patriarchal attitude of adult education, which assumes a greater

understanding of what is best for learner (Keddie, 1980; Pai, 1990), rather than soliciting their

input and preferences. (Spark, B. 1998) She further bring the point for discussion is the reason

of people rejection of education (Weiss, 1984 as cited in in Spark, B. 1998) She suggested for

restructuring of adult education for more inclusive to non-dominant groups so that their

academic goals can be achieved.

By reviewing the article author brought attention to the social and cultural dynamics

influence positively to some and negatively to others in access to formal adult education

institutions and achieving their academic goals. Her point of restructuring of adult education at

all level is vague but important for implication in the fast changing world due to technological

improvements and demographic diversity.

References:
Sparks, B. (1998). The politics of culture and the struggle to get an education. Adult Education
Quarterly, 48(4), Retrieved from http://web.a.ebscohost.com.ezproxy.memphis.edu