The Jossey-Bass reader on contemporary issues in adult education

With contributions from leading experts in the field, The Jossey-Bass Reader on Contemporary Issues in Adult Education collects in one volume the best previously published literature on the issues and trends affecting adult education today. The volume includes influential pieces from foundational authors in the profession such as Eduard C. Lindeman, Alain Locke, and Paulo Freire, as well as current work from authors around the world, including Laura L. Bierema, John M. Dirkx, Cecilia Amaluisa Fiallos, Peter Jarvis, Michael Newman, and Shirley Walters.

In five sections, the book's thirty chapters delve into a wide range of compelling topics including:

social justice, democracy, and activism diversity and marginalization human resource development lifelong learning ethical issues the meaning and role of emotions globalization and non-Western perspectives the role of mass media, popular culture, and "social learning" technology health, welfare, and environment

Each piece is framed within its larger context by the editors, and each section is accompanied by helpful reflection and discussion questions.

Author Notes

Sharan B. Merriam is professor emeritus of adult education and qualitative research at the University of Georgia in Athens, Georgia. She is the author, coauthor, or editor of more than twenty-six books, including Learning in Adulthood, The Profession and Practice of Adult Education, and The New Update on Adult Learning Theory, all from Jossey-Bass.
Andr P. Grace is a professor in educational policy studies and director of the Institute for Sexual Minority Studies and Services in the Faculty of Education, University of Alberta in Edmonton, Canada. He is the coauthor of Challenging the Professionalization of Adult Education from Jossey-Bass.

Eduard C. LindemanAlain LockePaulo FreireAndré P. GraceMichelle Glowacki-Dudka and Lora B. Helvie-MasonJuanita Johnson-BaileyWanda Gordon and Thomas J. SorkPeter JarvisColin GriffinShirley WaltersKathryn ChoulesCecilia Amaluisa FiallosPatricia A. GouthroTom NesbitRuud van der Veen and Julia PreeceBarbara J. DaleyLaura L. BieremaPhillip H. OwenbyRonald M. Cervero and Arthur L. WilsonMichael NewmanPatricia CrantonKim L. Niewolny and Arthur L. WilsonJohn M. DirkxTalmadge C. GuySharan B. Merriam and Young Sek KimValerie-Lee ChapmanJennifer A. SandlinDeborah KilgoreRobert J. HillAndré P. Grace and Kristopher Wells

Sources	p. xi
Preface	p. xvii
The Editors	p. xxi
About the Contributors	p. xxiii
Part 1 Defining a Field of Practice: The Foundations of Adult Education	p. 1
1 For Those Who Need to Be Learners	p. 7
2 The Negro in America	p. 12
3 Pedagogy of the Oppressed: Chapter 2	p. 20
4 Building a Knowledge Base in U.S. Academic Adult Education (1945-1970)	p. 33
5 Adult Education at the Margins: A Literature Review	p. 56
6 African Americans in Adult Education: The Harlem Renaissance Revisited	p. 67
7 Ethical Issues and Codes of Ethics: Views of Adult Education Practitioners in Canada and the United States	p. 87
Part 2 Positioning Adult Education in a Global Context	p. 107
8 Rediscovering Adult Education in a World of Lifelong Learning	p. 113
9 Research and Policy in Lifelong Learning	p. 120
10 Social Movements, Class, and Adult Education	p. 138
11 Social Change Education: Context Matters	p. 149
12 Adult Education and the Empowerment of the Individual in a Global Society	p. 170
13 Active and Inclusive Citizenship for Women: Democratic Considerations for Fostering Lifelong Education	p. 186
Part 3 Adult Education's Constituencies and Program Areas: Competing Interests?	p. 203
14 Social Class and Adult Education	p. 207
15 Poverty Reduction and Adult Education: Beyond Basic Education	p. 219
16 Aligning Health Promotion and Adult Education for Healthier Communities	p. 234
17 Critiquing Human Resource Development's Dominant Masculine Rationality and Evaluating Its Impact	p. 247
18 Organizational Learning Communities and the Dark Side of the Learning Organization	p. 280
19 Negotiating Democratically for Educational and Political Outcomes	p. 291
Part 4 The Changing Landscape of Adult Learning	p. 311
20 Reflection Disempowered	p. 315
21 A Theory in Progress	p. 321
22 ôSocial Learningö for/in Adult Education?: A Discursive Review of What It Means for Learning to Be ôSocialö	p. 340
23 The Meaning and Role of Emotions in Adult Learning	p. 349
24 Adult Education and the Mass Media in the Age of Globalization	p. 363
25 Non-Western Perspectives on Learning and Knowing	p. 378
Part 5 New Discourses Shaping Contemporary Adult Education	p. 391
26 Attending to the Theoretical Landscape in Adult Education	p. 395
27 Popular Culture, Cultural Resistance, and Anticonsumption Activism: An Exploration of Culture Jamming as Critical Adult Education	p. 401
28 Toward a Postmodern Pedagogy	p. 413
29 Activism as Practice: Some Queer Considerations	p. 424
30 Using Freirean Pedagogy of Just Ire to Inform Critical Social Learning in Arts-Informed Community Education for Sexual Minorities	p. 436
Name Index	p. 459
Subject Index	p. 467

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Author Notes

Table of Contents