Theorizing a Coalition-Engendered Education: The Case Of the Boston Women’s Health Book Collective’s Body Education

Abstract

Concurring with Cunningham’s assessment of the need for a counterhegemonic vision of critical pedagogy in adult education thought and practice, this article theorizes a coalition-engendered education as a specific type of emancipatory pedagogy common in North America. Examining the Boston Women’s Health Book Collective’s body education as an exemplar of coalitionengendered education, this article compares and contrasts coalition-engendered education with the more familiar Freirean critical pedagogy, drawing important implications for both the theory and practice of adult education.