This study examined the experiences of an adult educator who conducted a community education in rural areas through an auto-ethnography.
As an adult educator, I became aware of local residents and rural education through the experience of Byulbit-gun, Dalbit-gun and Batbit-si, the background of this study. Through the educational planning and operation process, I, as an outsider, could recognize the difficulties of working in the community lifelong education, and had meet diverse characteristics who could not be comprehended with the typical concept of an adult learner. I also confirmed that the mistrust of local residents to an involuntary form of education and distrust of learning site. Meanwhile, I learned that the community was a habitat for survival and living of residents, and could find myself who did not understand their language of life. Through a series of experiences, the researcher had a reflective experience that the adult learners should be met in the rural context and the educational practice should be performed as an educational experience rather than a clear object of education. I also could have a chance to change of recognition that adult learners should be understood as residents prior to the adult learner.
Through this study, I suggest the followings suggestions to adult educators and researchers who would like to make better practice. First, I suggest research on region and regional adult learners. This will enable to overcome the limitation of training adult educators and local education that have been out of context and make educational practice based on regional contexts. Second, adult educators need to participate a new theoretical discussion about themselves through opening their site and sharing experience. The role of educators at the field is more than instruction. Thus, adult educators should contribute to the formation of new discourse on adult educators' concepts and roles through opening of their own fields. Finally, I suggest building relationships with an area based on the trust. Regional education consists of a variety of factors and relationships. When adult educators and researchers become part of the relationship without separating themselves from the area, they can be able to reflect region fully into their educational practice.