| The purpose of this study is to explore the phenomenon of the experiences of adult learners in adult education classes. A review of literature reveals how human capital leads to the distortion of Progressivism has helped adult education emerge from literacy programs into a billion-dollar business that produces "human capital." However, that literature review failed to produce research that examines the phenomenon on a local level or from the viewpoint of adult education students and those who led the literacy efforts during the last half of the last century.;The central question in this study is how does this phenomenon of the experiences of these local students and educators reflect the experiences of the citizens of Bibb County? Adult education faces an increasingly hegemonic trend that is becoming more influenced by human capital, business, and government? Data collected were analyzed for meaning units and themes that were revealed from unscripted interviews, focus groups with adult education students, and analysis of documents from the last century. This data revealed a distortion of the very foundations of adult education in the work of Dewey and Bobbin and conflict between human capital and hegemony.;Using a sequential data collection method that is suitable to studying a phenomenon, the researcher interviewed, recorded, transcribed, analyzing data, and compared emerging meaning units. She also carefully examined existing artifacts from that period: newspaper articles, the initial and final applications for the Certified Literate Community Program, audits from literacy programs working with adult education students, literacy applications, and archived books that had bearing on this time period.;Results of the study revealed that human capital has tainted national trends to and has distorted Progressive ideas to contribute to increased government and business control of education. On a personal level, the majority of students in focus groups attributed their success to the overarching importance of positive relationships and support from teachers and classmates and believing that they could be successful. However, some students reported a lack of support and even sabotage from parents or other family members who resented the adult students moving from their socio-economic status. It is recommended that more community research be conducted so that results from studies can be compared. |
