Navigating The Impact of a Social Justice Curriculum on Adult Learners

Book: Implementing Transformative Student-Centered Pedagogies in the Neoliberal Academy: Constraints and Opportunities by CSMFL Publications

Danielle Peloquin

10.46679/9789349926912ch06
This chapter is a part of: Implementing Transformative Student-Centered Pedagogies in the Neoliberal Academy: Constraints and Opportunities
ISBN (Ebook): 978-93-49926-91-2
ISBN (Hardcover Print): 978-93-49926-11-0
ISBN (Softcover Print): 978-93-49926-31-8

© CSMFL Publications & its authors.
Published: May 05, 2026

Peloquin, D. (2026). Navigating The Impact of a Social Justice Curriculum on Adult Learners. In F. Fovet, Implementing Transformative Student-Centered Pedagogies in the Neoliberal Academy: Constraints and Opportunities (pp 135-158). CSMFL Publications. https://dx.doi.org/10.46679/9789349926912ch06

Abstract

The rising adult learner population attending higher education over the past several decades continues to exceed enrollment expectations. By incorporating social justice courses into the curriculum, institutions of higher education could play a role in transforming adult learner’s identities and sense of self. However, the teachings and pedagogical strategies used in such courses are often at odds with neoliberal academia. This research investigated the impact of a social justice curriculum on the identities of adult learners enrolled in higher education and how its implementation defies, and at times aligns with, neoliberal ideologies. Significant findings focus the shared characteristics of the adult learner demographics, adult learner’s established sense of self, and the complex connection between the adult learner and the personal and academic connection to social issues.

Keywords: Adult Learner, Social Justice, Curriculum, Transformative Learning, Identity Navigating, The Impact of a Social Justice Curriculum on Adult Learners

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