Adult education, continuous learning Books

Book SynopsisOn Collaboration: Personal, Educational and Societal Arenas provides an elaborated analysis of what it means to collaborate, particularly in educational contexts. It thereby adopts a mixed-genre approach, following L. Vygotsky, who maintained that, for example, the works of Shakespeare and of Dostoyevsky had as much to teach us about the human psyche as laboratory studies and field observations. The authors draw on results of scientific research, particularly on collaborative learning and work, as well as on autobiographical narrative and analysis of works of art. In addition, they broaden the scientific perspective on collaboration from purely educational perspectives by including personal, artistic, and societal contexts. By exploiting benefits of different styles and genres (expository, narrative, fictional, argumentative) this text intends to lead readers towards further reflection on collaboration in their own lives, and towards deeper understanding of the complexity and misconceptions of collaboration, including its societal relevance.

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Book SynopsisOn Collaboration: Personal, Educational and Societal Arenas provides an elaborated analysis of what it means to collaborate, particularly in educational contexts. It thereby adopts a mixed-genre approach, following L. Vygotsky, who maintained that, for example, the works of Shakespeare and of Dostoyevsky had as much to teach us about the human psyche as laboratory studies and field observations. The authors draw on results of scientific research, particularly on collaborative learning and work, as well as on autobiographical narrative and analysis of works of art. In addition, they broaden the scientific perspective on collaboration from purely educational perspectives by including personal, artistic, and societal contexts. By exploiting benefits of different styles and genres (expository, narrative, fictional, argumentative) this text intends to lead readers towards further reflection on collaboration in their own lives, and towards deeper understanding of the complexity and misconceptions of collaboration, including its societal relevance.

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Book SynopsisThousands of diverse museums, including art galleries and heritage sites, exist around the world today and they draw millions of people, audiences who come to view the exhibitions and artefacts and equally importantly, to learn from them about the world and themselves. This makes museums active public educators who imagine, visualise, represent and story the past and the present with the specific aim of creating knowledge. Problematically, the visuals and narratives used to inform visitors are never neutral. Feminist cultural and adult education studies have shown that all too frequently they include epistemologies of mastery that reify the histories and deeds of ‘great men.' Despite pressures from feminist scholars and professionals, normative public museums continue to be rife with patriarchal ideologies that hide behind referential illusions of authority and impartiality to mask the many problematic ways gender is represented and interpreted, the values imbued in those representations and interpretations and their complicity in the cancellation of women’s stories in favour of conventional masculine historical accounts that shore up male superiority, entitlement, privilege, and dominance. Feminist Critique and the Museum: Educating for a Critical Consciousness problematises museums as it illustrates ways they can be become pedagogical spaces of possibility. This edited volume showcases the imaginative social critique that can be found in feminist exhibitions, and the role that women’s museums around the world are attempting to play in terms of transforming our understandings of women, gender, and the potential of museums to create inclusive narratives.Table of ContentsIntroduction  Kathy Sanford, Darlene Clover, Nancy Taber and Sarah Williamson PART 1: Stories Museums Tell: Language, Discourse and Representation 1 Toward a Racialised Gendered Museum Literacy  Lisa R. Merriweather 2 Infinitely Obscure Lives: Depictions of Women at a US Historic Site  Micki Voelkel and Shelli Henehan 3 Fashioning Women, Defrocking Patriarchy: Exhibition Stories  Darlene Clover and Kathy Sanford 4 Hacking Language: Critical Engagement with Curatorial Statements  Kathy Sanford and Darlene Clover 5 An Exploration of Discourses on Niagara Falls: Feminist Praxis in the Exhibition 1779  Ash Grover 6 Signs Images Words from 1968: From Duoethnographic Enquiry to a Dialogic Pedagogy  Laura Formenti, Silvia Luraschi and Gaia Del Negro PART 2: On War, Peace and Human Rights: Feminist Perspectivising 7 Whose (Military) Heritage? A Feminist Antimilitarist Analysis of Military Heritage Sites in Canada, England, and Europe  Nancy Taber 8 The Women’s Active Museum on War and Peace: Pedagogies of Possibility of Social and Historical Justice for “Comfort Women”  Sachiyo Tsukamoto and Sara C. Motta 9 Familiar Brushstrokes, Different Narratives: Re-Framing Embodiment and the Futurist Free-Word Aesthetic with Stories from Female Veterans of the Canadian Armed Forces  Lauren Spring 10 Courage and Passion and World War Women: Interpreting Two Exhibitions on Women in Canada’s National Museums  Jennifer Thivierge 11 From Darkness to Light? Problematising Transformative Learning at the Canadian Museum for Human Rights  Monica Drenth PART 3: Illumination, Provocation, Imagination 12 ‘ArtActivistBarbie’: The A/r/tographic Re-Deployment of Barbie in Museums and Galleries as a Feminist Activist and Pedagogue  Sarah Williamson 13 The Critical Advocacies and Pedagogies of Women’s Museums  Astrid Schönweger and Darlene E. Clover 14 A Room of Her Own: Interrogating Gender in a Historic House Museum  Mary Pinkoski and Lianne McTavish 15 Cultures of Headscarves: Feminist Intercultural Adult Education through a Challenging Exhibition  Gaby Franger and Darlene E. Clover 16 The Invisibility Cloak: Unveiling the Absence of Women Artists in the Museu Nacional de Arte Contemporânea  Emília Ferreira, Joana d’Oliva Monteiro and Sílvia Prazeres Moreira Index

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Book SynopsisThousands of diverse museums, including art galleries and heritage sites, exist around the world today and they draw millions of people, audiences who come to view the exhibitions and artefacts and equally importantly, to learn from them about the world and themselves. This makes museums active public educators who imagine, visualise, represent and story the past and the present with the specific aim of creating knowledge. Problematically, the visuals and narratives used to inform visitors are never neutral. Feminist cultural and adult education studies have shown that all too frequently they include epistemologies of mastery that reify the histories and deeds of ‘great men.' Despite pressures from feminist scholars and professionals, normative public museums continue to be rife with patriarchal ideologies that hide behind referential illusions of authority and impartiality to mask the many problematic ways gender is represented and interpreted, the values imbued in those representations and interpretations and their complicity in the cancellation of women’s stories in favour of conventional masculine historical accounts that shore up male superiority, entitlement, privilege, and dominance. Feminist Critique and the Museum: Educating for a Critical Consciousness problematises museums as it illustrates ways they can be become pedagogical spaces of possibility. This edited volume showcases the imaginative social critique that can be found in feminist exhibitions, and the role that women’s museums around the world are attempting to play in terms of transforming our understandings of women, gender, and the potential of museums to create inclusive narratives.Table of ContentsIntroduction  Kathy Sanford, Darlene Clover, Nancy Taber and Sarah Williamson PART 1: Stories Museums Tell: Language, Discourse and Representation 1 Toward a Racialised Gendered Museum Literacy  Lisa R. Merriweather 2 Infinitely Obscure Lives: Depictions of Women at a US Historic Site  Micki Voelkel and Shelli Henehan 3 Fashioning Women, Defrocking Patriarchy: Exhibition Stories  Darlene Clover and Kathy Sanford 4 Hacking Language: Critical Engagement with Curatorial Statements  Kathy Sanford and Darlene Clover 5 An Exploration of Discourses on Niagara Falls: Feminist Praxis in the Exhibition 1779  Ash Grover 6 Signs Images Words from 1968: From Duoethnographic Enquiry to a Dialogic Pedagogy  Laura Formenti, Silvia Luraschi and Gaia Del Negro PART 2: On War, Peace and Human Rights: Feminist Perspectivising 7 Whose (Military) Heritage? A Feminist Antimilitarist Analysis of Military Heritage Sites in Canada, England, and Europe  Nancy Taber 8 The Women’s Active Museum on War and Peace: Pedagogies of Possibility of Social and Historical Justice for “Comfort Women”  Sachiyo Tsukamoto and Sara C. Motta 9 Familiar Brushstrokes, Different Narratives: Re-Framing Embodiment and the Futurist Free-Word Aesthetic with Stories from Female Veterans of the Canadian Armed Forces  Lauren Spring 10 Courage and Passion and World War Women: Interpreting Two Exhibitions on Women in Canada’s National Museums  Jennifer Thivierge 11 From Darkness to Light? Problematising Transformative Learning at the Canadian Museum for Human Rights  Monica Drenth PART 3: Illumination, Provocation, Imagination 12 ‘ArtActivistBarbie’: The A/r/tographic Re-Deployment of Barbie in Museums and Galleries as a Feminist Activist and Pedagogue  Sarah Williamson 13 The Critical Advocacies and Pedagogies of Women’s Museums  Astrid Schönweger and Darlene E. Clover 14 A Room of Her Own: Interrogating Gender in a Historic House Museum  Mary Pinkoski and Lianne McTavish 15 Cultures of Headscarves: Feminist Intercultural Adult Education through a Challenging Exhibition  Gaby Franger and Darlene E. Clover 16 The Invisibility Cloak: Unveiling the Absence of Women Artists in the Museu Nacional de Arte Contemporânea  Emília Ferreira, Joana d’Oliva Monteiro and Sílvia Prazeres Moreira Index

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Book SynopsisCritical stories are narratives that recount the writer’s experiences, situating those experiences in broader cultural contexts. In this volume of Critical Storytelling, marginalized, excluded, and oppressed peoples share insights from their liminality to help readers learn from their perspectives on living from behind invisible bars. Female inmates at Decatur’s Correctional Center and the undergraduate Millikin University students who worked with them come together to give voice to their specific histories of living from behind invisibile bars and pose important questions to the reader about inciting change for the future. Specifically, the voices in this volume seek to expose, analyze, and challenge deeply-entrenched narratives and characterizations of incarcerated women, whose histories are often marked by sexual abuse, domestic violence, poverty, PTSD, a lack of education, housing insecurity, mental illness, and substance addiction. These silenced female inmate voices need to be heard and contextualized within the larger metanarrative of prison literature. Through telling critical stories, these writers attempt to: sustain recovery from trauma, make positive changes and informed decisions, create a real sense of empowerment, strengthen their capacity to exercise personal agency, and inspire audiences to create change far outside the reaches of physical and metaphorical bars. Contributors are: Anonymous, Soren Belle, Megan Batty, Dwight G. Brown, Jr., Sandra Brown, Kathryn Coffey, Kelly Cunningham, Paiten Hamilton, Kathlyn J. Housh, Rebekah Icenesse, Kala Keller, Jelisa Lovette, Bric Martin, Amanda Minetti, Laura Nearing, Angie Oaks, Claire Prendergast, Cara Quiett, J. M. Spence, Noah Villarreal and Alisha Walker.Table of ContentsPreface Notes on Contributors Prologue  Alex V. Miller 1 A Prisoner’s Melody  Sandra Brown, Jelissa Lovette and Alisha Walker 2 Barcode  Sandra Brown 3 Caged  Jelissa Lovette 4 The Forbidden & the Prohibited  Soren Belle 5 Truth or Dare  Sandra Brown 6 The People I Met When the Sky Went Dark  Bric Martin 7 The Great Wall of Insanity  J. M. Spence 8 State of Mind  Jelissa Lovette 9 The Call  Sandra Brown 10 Pivotal Times  Angie Oakes 11 A Daughter’s Sorrow  Sandra Brown 12 Talking It out from the Inside  Cara Quiett 13 Mother-Less Child  Jelissa Lovette 14 Not Waving, Not Drowning  Sandra Brown 15 Isaac  Claire Prendergast 16 Prison  Angie Oaks 17 Love Find Me  Jelissa Lovette 18 Little Girl Lost  Angie Oakes 19 Everlasting Kiss  Jelissa Lovette 20 Backburner Bitch  Anonymous 21 Love Alive  Kala Keller 22 My Dragonfly  Laura Neering 23 Puzzle Pieces in My Eyes  Rebekah M. Icenesse 24 Piece of Me  Jelissa Lovette 25 Nothing New under the Sun  Sandra Brown 26 Living a Life with Invisible Bars  Kathlyn J. Housh 27 Where Would I Be  Jelissa Lovette 28 My Odyssey  Sandra Brown 29 What Makes Straight so Great?  Dwight G. Brown, Jr. 30 Nature’s Sanctuary  Angie Oakes 31 Nature’s Pride and Promise  Cara Quiett 32 Finding Stability in Motion  Megan Batty 33 Queen of Soul  Jelisa Lovette 34 Melodies & Recipes  Cara Quiett 35 Unanswered Questions  Paiten Hamilton 36 Gregory’s Gift  Sandra Brown 37 Sentimental Syrup  Cara Quiett 38 Perfection: A History of Me & My Multi-Colored Elephants  Kathryn A. Coffey 39 Final Thoughts  Sandra Brown 40 Stopping the Cycle: My Journey with Generational Body Image  Kelly Cunningham 41 My Four Opportunities to Grow Up  Noah Villarreal 42 My Last Bow  Amanda Minetti 43 The Eulogy  Sandra Brown 44 Yoga Me Free  Cara Quiett 45 Metamorphosis  Sandra Brown Epilogue  Carmella J. Braniger, Rebekah M. Icenesse, Kathryn A. Coffey and Alex V. Miller

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Book SynopsisCritical stories are narratives that recount the writer’s experiences, situating those experiences in broader cultural contexts. In this volume of Critical Storytelling, marginalized, excluded, and oppressed peoples share insights from their liminality to help readers learn from their perspectives on living from behind invisible bars. Female inmates at Decatur’s Correctional Center and the undergraduate Millikin University students who worked with them come together to give voice to their specific histories of living from behind invisibile bars and pose important questions to the reader about inciting change for the future. Specifically, the voices in this volume seek to expose, analyze, and challenge deeply-entrenched narratives and characterizations of incarcerated women, whose histories are often marked by sexual abuse, domestic violence, poverty, PTSD, a lack of education, housing insecurity, mental illness, and substance addiction. These silenced female inmate voices need to be heard and contextualized within the larger metanarrative of prison literature. Through telling critical stories, these writers attempt to: sustain recovery from trauma, make positive changes and informed decisions, create a real sense of empowerment, strengthen their capacity to exercise personal agency, and inspire audiences to create change far outside the reaches of physical and metaphorical bars. Contributors are: Anonymous, Soren Belle, Megan Batty, Dwight G. Brown, Jr., Sandra Brown, Kathryn Coffey, Kelly Cunningham, Paiten Hamilton, Kathlyn J. Housh, Rebekah Icenesse, Kala Keller, Jelisa Lovette, Bric Martin, Amanda Minetti, Laura Nearing, Angie Oaks, Claire Prendergast, Cara Quiett, J. M. Spence, Noah Villarreal and Alisha Walker.Table of ContentsPreface Notes on Contributors Prologue  Alex V. Miller 1 A Prisoner’s Melody  Sandra Brown, Jelissa Lovette and Alisha Walker 2 Barcode  Sandra Brown 3 Caged  Jelissa Lovette 4 The Forbidden & the Prohibited  Soren Belle 5 Truth or Dare  Sandra Brown 6 The People I Met When the Sky Went Dark  Bric Martin 7 The Great Wall of Insanity  J. M. Spence 8 State of Mind  Jelissa Lovette 9 The Call  Sandra Brown 10 Pivotal Times  Angie Oakes 11 A Daughter’s Sorrow  Sandra Brown 12 Talking It out from the Inside  Cara Quiett 13 Mother-Less Child  Jelissa Lovette 14 Not Waving, Not Drowning  Sandra Brown 15 Isaac  Claire Prendergast 16 Prison  Angie Oaks 17 Love Find Me  Jelissa Lovette 18 Little Girl Lost  Angie Oakes 19 Everlasting Kiss  Jelissa Lovette 20 Backburner Bitch  Anonymous 21 Love Alive  Kala Keller 22 My Dragonfly  Laura Neering 23 Puzzle Pieces in My Eyes  Rebekah M. Icenesse 24 Piece of Me  Jelissa Lovette 25 Nothing New under the Sun  Sandra Brown 26 Living a Life with Invisible Bars  Kathlyn J. Housh 27 Where Would I Be  Jelissa Lovette 28 My Odyssey  Sandra Brown 29 What Makes Straight so Great?  Dwight G. Brown, Jr. 30 Nature’s Sanctuary  Angie Oakes 31 Nature’s Pride and Promise  Cara Quiett 32 Finding Stability in Motion  Megan Batty 33 Queen of Soul  Jelisa Lovette 34 Melodies & Recipes  Cara Quiett 35 Unanswered Questions  Paiten Hamilton 36 Gregory’s Gift  Sandra Brown 37 Sentimental Syrup  Cara Quiett 38 Perfection: A History of Me & My Multi-Colored Elephants  Kathryn A. Coffey 39 Final Thoughts  Sandra Brown 40 Stopping the Cycle: My Journey with Generational Body Image  Kelly Cunningham 41 My Four Opportunities to Grow Up  Noah Villarreal 42 My Last Bow  Amanda Minetti 43 The Eulogy  Sandra Brown 44 Yoga Me Free  Cara Quiett 45 Metamorphosis  Sandra Brown Epilogue  Carmella J. Braniger, Rebekah M. Icenesse, Kathryn A. Coffey and Alex V. Miller

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Book SynopsisIncludes a prize-winning chapter by the winner of the 2021 Early Career Award of the International Narrative Research Special Interest Group of the American Education Research Association. Trudy Cardinal was awarded this prize, among other publications, for chapter 11 in The Doctoral Journey: International Educationalist Perspectives: An Autobiographical Narrative Inquiry into the Experiences of One Cree/Métis Doctoral Student. This book has prompted an expanded book series: The Doctoral Journey in Education. Please click here to find out more! The Doctoral Journey: International Educationalist Perspectives assembles a collective narrative related to the doctoral journey of recent graduates in the field of education. Clearly, the doctoral journey is not a linear process but rather a lattice of ever-evolving professional and personal relationships, experiences, perspectives, and insights. From early on when considering whether or not to apply to a programme, to deciding on an institution and supervisor, to delving into the related literature, to data collection and analyses, to closing in on the defence, to results dissemination, and everything in between and beyond, the doctoral journey presents incalculable obstacles that can be, and have been, overcome by doctoral graduates—including the contributors in this inspirationally-sparked collective narrative. Contributors are: Trudy Cardinal, Philip Wing Keung Chan, José da Costa, Alison Egan, Janet McConaghy, June McConaghy, Kelsey McEntyre, Sammy M. Mutisya, Christina A. Parker, Carla L. Peck, Colin G. Pennington, Kathleen Pithouse-Morgan, Edgar Schmidt, and Pearl Subban.Trade Review“The text resonates with my 25 years in academia (including difficult challenges faced when being a graduate advisor) and it resonates with the 20 doctoral students I have supervised to completion during that time.” – Anthony Clarke, University of British Columbia “Unlike other similar volumes, The Doctoral Journey offers a new approach – it represents authentic experiences as diverse as people pursuing doctoral degrees and institutions offering them. The book is original because it offers readers an opportunity to see how real people live through personal and academic challenges, how they develop as future scholars, and how they learn to be compassionate and ‘stay real’ as they complete their journeys. It is the richness and diversity of the experiences and personal backgrounds of the contributors that make this book outstanding.” – Tatiana Gounko, University of VictoriaTable of ContentsDedication Acknowledgements List of Figures Notes on Contributors Introduction: Multiple Pathways  Brent Bradford Notable Quotes Part 1: Doctorates in Education 1 Doctorates in Education: Paths through the Journey  José da Costa Part 2: Beyond Completion 2 Choosing My Own Adventures: A Short Story of My Doctoral Journey  Kathleen Pithouse-Morgan 3 Growth from Cross-Disciplinary Research: A Learning Journey from Doctoral Student to University Scholar  Philip Wing Keung Chan 4 The Doctoral Journey: A Kenyan Experience  Sammy Mutisya Part 3: Journeys Revealed 5 Mapping the Journey: Directed by the “F” Word  Pearl Subban 6 Doing a PhD Part-Time: An Irish Perspective  Alison Egan 7 Teacher in the Academy: A Doctoral Journey  Edgar Schmidt 8 Exploring Place and Identity through Research: How My Doctoral Journey Shaped My Subjective Positionality  Christina A. Parker 9 My Doctoral Journey: Aiming to Become an Effective Scholar of Physical Education  Colin G. Pennington 10 Chasing My Educational Goals: The Journey of a First-Generation Post-Secondary Female Student While Expecting a First Born  Kelsey McEntyre Part 4: An Indigenous Scholar’s Journey from ‘Little Me’ to ‘Knower’ 11 Becoming Real: An Autobiographical Narrative Inquiry into the Experiences of One Métis/Cree Doctoral Student  Trudy Cardinal Part 5: Considering Next Steps upon Completion 12 What’s Next?  Carla L. Peck Part 6: Final Thoughts Contributor Thoughts upon Completion Afterword  June McConaghy and Janet McConaghy

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Book SynopsisWe live in a socio-cultural reality which is dominated by an entrepreneurial and instrumental rationality, as well as by a discriminative and populist mentality. Questioning the validity of taken-for-granted sovereign perspectives is thus of vital importance. Our contact with art can serve as a pathway through which we might be empowered to identify false life values and develop the disposition and ability to challenge them. The learning potential of aesthetic experience is, however, barely exploited within educational systems. In addition, although major scholars have contributed to a deeper understanding of the liberating dimension of processing important artworks, there has been surprisingly little discussion in the relevant literature focusing on educational practice. Exploring Art for Perspective Transformation provides a comprehensive analysis and synthesis of theoretical views pertaining to the emancipatory process of exploring art. Moreover, it presents the educational method Transformative Learning through Aesthetic Experience (TLAE), with reference to particular examples of implementation. TLAE is addressed to adult educators and school teachers regardless of the subject they teach and their theoretical background on aesthetics. It involves engaging learners in exploring works from fine arts, literature, theatre, cinema and music with a view to promoting critical reflection on one’s potentially problematic perspectives.Trade Review“It is really a well written and presented book. I like it as it does exactly what it sets out to do in every respect. I think every idea it expresses is clear and accurate. The originality of the book lies in the methodology section that rests on the theory section.” – Ted Fleming, Adjunct Associate Professor, Teachers College, Columbia University, New York “This excellent book covers the literature in a hugely important field thoroughly & is written in a highly accessible fashion. I think this will be essential reading for the next generation.” – Viv Golding, Honorary Associate Professor, School of Museum Studies, University of Leicester "This is a beautifully written book that was difficult to put down. It's readability and accessibility make it a timely and thoughtful contribution during these uncertain times when all of us – researchers, scholar-practitioners, and educator activists – are seeking ways to generate the conditions that support learning processes that sustain transformation." – Aliki Nicolaides, Associate Professor of Adult Learning, University of Georgia, and Director of the International Transformative Learning Association “In illuminating the essence and significance of transformative learning theory, Kokkos highlights the potential contribution of arts and esthetic experience to perspective transformation and critical thinking. Importantly, this book amply demonstrates that specialized knowledge is not a prerequisite for using art as a springboard to development of critical awareness, nor is arts-based education limited to older students and esthetic coursework, but rather, 'the use of art as an impetus for reflection can be relevant to all possible topics and, as a result, to all subject matters.'” – Kathleen Taylor, Admissions Committee Chair, Doctorate in Educational Leadership, Kalmanovitz School of Education, Saint Mary’s College of California, Facilitating Learning with the Adult Brain in MindTable of ContentsPreface Acknowledgments List of Figures and Tables About the Author Part 1: Theoretical Review Introduction of Part 1 1 The Distinctive Nature of Learning for Change  1 Introduction  2 Assimilative and Accommodative Learning  3 What Form Is Transformed?  4 Transformation of the Identity  5 Single-Loop and Double-Loop Learning  6 Τhe Struggle for Hegemony  7 Banking and Problem-Posing Education  8 Critical Pedagogy  9 Transformation Theory  10 Transformative Learning Theoretical Field  11 Concluding Remarks 2 Cognitive Theory of Art  1 Introduction  2 Art and Growth of Mind  3 Ways of Employing Art  4 Cognitive School and Learning for Change  5 Final Thoughts 3 Aristotle’s Poetics  1 Introduction  2 Mimesis and Learning  3 Defijining Tragedy  4 Interpretations of Catharsis  5 The Plot  6 “Like Ourselves”  7 The Function of Fear and Pity  8 Learning, Catharsis, Perspective Transformation  9 The Form of the Tragedy  10 Criticism to Entertaining Art  11 Final Thoughts 4 The Views of John Dewey and Maxine Greene  1 Introduction  2 Art as Experience  3 Final Thoughts  4 Releasing the Imagination  5 Final Thoughts 5 The Perspective of Frankfurt School  1 Introduction  2 The Critique of Culture Industry  3 A Case Study: Philadelphia  4 Art and Emancipation  5 A Widespread Discourse  6 Final Thoughts 6 The Legacy of Freire and Gramsci 1 Introduction 2 The Aesthetic Dimension in Freire’s Work 3 Gramsci’s Conception of Popular Art 4 Final Thoughts 7 Alternative Approaches  1 Introduction  2 Emancipatory Museum Education  3 Challenging Issues  4 Cultural Studies, Critical Literacy, Critical Pedagogy  5 Giroux’s View on Popular Films  6 Using Entertainment Media  7 Discussion Part 2: The Transformative Learning through Aesthetic Experience (tlae) Method Introduction to Part 2 8 The Theoretical Foundations and Principles of the Method  1 Introduction  2 Aesthetic Experience Is an Important Component of Emancipatory Education  3 TLAE Is Associated with Learning for Change  4 Both Adolescents and Adults Can Be Involved  5 Meaningful Artworks are Addressed to a Wide Range of Learners  6 TLAE Is Potentially Connected with All the Subject Matters  7 TLAE Can Be Implemented by a Large Number of Educators  8 The Educators Function as “Cultural Activists”  9 Final Thoughts 9 The Stages of TLAE Method  1 Introduction  2 First Stage: Determining the Need for Transformative Learning  3 Second Stage: Participants Express Their Ideas  4 Third Stage: Constructing a Transformational Strategy  5 Fourth Stage: Identifying Works of Art and Educational Techniques  6 Fifth Stage: Exploring the Artworks and Critical Questions  7 Sixth Stage: Critically Reflecting on Assumptions  8 Seventh Stage: Defijining and Applying Next Steps 10 Examples of Implementation  1 First Example: Transforming Prisoners’ Views  2 Second Example: Challenging Racism in Elementray School  3 Third Example: Transforming Student Teachers’ Assumptions: A Long-Term Research 11 Inferences Drawn from Application  1 Introduction  2 Learners’ Attitude toward TLAE  3 Can TLAE Contribute to Perspective Transformation?  4 The Educators’ View on TLAE  5 Becoming Transformative Educators  6 Suggestions for the Implementation of TLAE 12 Concluding Reflections Appendix 1: The Use of Films, Literature and Music References Name Index Subject Index Artworks Index

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Book SynopsisWe live in a socio-cultural reality which is dominated by an entrepreneurial and instrumental rationality, as well as by a discriminative and populist mentality. Questioning the validity of taken-for-granted sovereign perspectives is thus of vital importance. Our contact with art can serve as a pathway through which we might be empowered to identify false life values and develop the disposition and ability to challenge them. The learning potential of aesthetic experience is, however, barely exploited within educational systems. In addition, although major scholars have contributed to a deeper understanding of the liberating dimension of processing important artworks, there has been surprisingly little discussion in the relevant literature focusing on educational practice. Exploring Art for Perspective Transformation provides a comprehensive analysis and synthesis of theoretical views pertaining to the emancipatory process of exploring art. Moreover, it presents the educational method Transformative Learning through Aesthetic Experience (TLAE), with reference to particular examples of implementation. TLAE is addressed to adult educators and school teachers regardless of the subject they teach and their theoretical background on aesthetics. It involves engaging learners in exploring works from fine arts, literature, theatre, cinema and music with a view to promoting critical reflection on one’s potentially problematic perspectives.Trade Review“It is really a well written and presented book. I like it as it does exactly what it sets out to do in every respect. I think every idea it expresses is clear and accurate. The originality of the book lies in the methodology section that rests on the theory section.” – Ted Fleming, Adjunct Associate Professor, Teachers College, Columbia University, New York “This excellent book covers the literature in a hugely important field thoroughly & is written in a highly accessible fashion. I think this will be essential reading for the next generation.” – Viv Golding, Honorary Associate Professor, School of Museum Studies, University of Leicester "This is a beautifully written book that was difficult to put down. It's readability and accessibility make it a timely and thoughtful contribution during these uncertain times when all of us – researchers, scholar-practitioners, and educator activists – are seeking ways to generate the conditions that support learning processes that sustain transformation." – Aliki Nicolaides, Associate Professor of Adult Learning, University of Georgia, and Director of the International Transformative Learning Association “In illuminating the essence and significance of transformative learning theory, Kokkos highlights the potential contribution of arts and esthetic experience to perspective transformation and critical thinking. Importantly, this book amply demonstrates that specialized knowledge is not a prerequisite for using art as a springboard to development of critical awareness, nor is arts-based education limited to older students and esthetic coursework, but rather, 'the use of art as an impetus for reflection can be relevant to all possible topics and, as a result, to all subject matters.'” – Kathleen Taylor, Admissions Committee Chair, Doctorate in Educational Leadership, Kalmanovitz School of Education, Saint Mary’s College of California, Facilitating Learning with the Adult Brain in MindTable of ContentsPreface Acknowledgments List of Figures and Tables About the Author Part 1: Theoretical Review Introduction of Part 1 1 The Distinctive Nature of Learning for Change  1 Introduction  2 Assimilative and Accommodative Learning  3 What Form Is Transformed?  4 Transformation of the Identity  5 Single-Loop and Double-Loop Learning  6 Τhe Struggle for Hegemony  7 Banking and Problem-Posing Education  8 Critical Pedagogy  9 Transformation Theory  10 Transformative Learning Theoretical Field  11 Concluding Remarks 2 Cognitive Theory of Art  1 Introduction  2 Art and Growth of Mind  3 Ways of Employing Art  4 Cognitive School and Learning for Change  5 Final Thoughts 3 Aristotle’s Poetics  1 Introduction  2 Mimesis and Learning  3 Defijining Tragedy  4 Interpretations of Catharsis  5 The Plot  6 “Like Ourselves”  7 The Function of Fear and Pity  8 Learning, Catharsis, Perspective Transformation  9 The Form of the Tragedy  10 Criticism to Entertaining Art  11 Final Thoughts 4 The Views of John Dewey and Maxine Greene  1 Introduction  2 Art as Experience  3 Final Thoughts  4 Releasing the Imagination  5 Final Thoughts 5 The Perspective of Frankfurt School  1 Introduction  2 The Critique of Culture Industry  3 A Case Study: Philadelphia  4 Art and Emancipation  5 A Widespread Discourse  6 Final Thoughts 6 The Legacy of Freire and Gramsci 1 Introduction 2 The Aesthetic Dimension in Freire’s Work 3 Gramsci’s Conception of Popular Art 4 Final Thoughts 7 Alternative Approaches  1 Introduction  2 Emancipatory Museum Education  3 Challenging Issues  4 Cultural Studies, Critical Literacy, Critical Pedagogy  5 Giroux’s View on Popular Films  6 Using Entertainment Media  7 Discussion Part 2: The Transformative Learning through Aesthetic Experience (tlae) Method Introduction to Part 2 8 The Theoretical Foundations and Principles of the Method  1 Introduction  2 Aesthetic Experience Is an Important Component of Emancipatory Education  3 TLAE Is Associated with Learning for Change  4 Both Adolescents and Adults Can Be Involved  5 Meaningful Artworks are Addressed to a Wide Range of Learners  6 TLAE Is Potentially Connected with All the Subject Matters  7 TLAE Can Be Implemented by a Large Number of Educators  8 The Educators Function as “Cultural Activists”  9 Final Thoughts 9 The Stages of TLAE Method  1 Introduction  2 First Stage: Determining the Need for Transformative Learning  3 Second Stage: Participants Express Their Ideas  4 Third Stage: Constructing a Transformational Strategy  5 Fourth Stage: Identifying Works of Art and Educational Techniques  6 Fifth Stage: Exploring the Artworks and Critical Questions  7 Sixth Stage: Critically Reflecting on Assumptions  8 Seventh Stage: Defijining and Applying Next Steps 10 Examples of Implementation  1 First Example: Transforming Prisoners’ Views  2 Second Example: Challenging Racism in Elementray School  3 Third Example: Transforming Student Teachers’ Assumptions: A Long-Term Research 11 Inferences Drawn from Application  1 Introduction  2 Learners’ Attitude toward TLAE  3 Can TLAE Contribute to Perspective Transformation?  4 The Educators’ View on TLAE  5 Becoming Transformative Educators  6 Suggestions for the Implementation of TLAE 12 Concluding Reflections Appendix 1: The Use of Films, Literature and Music References Name Index Subject Index Artworks Index

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Book SynopsisLearner-Centred Education for Adult Migrants in Europe: A Critical Comparative Analysis contributes to the field of Adult Education by investigating the ways in which Learner-Centred Education (LCE) is being enacted, implemented or neglected in specific settings. The book addresses the lack of research on how LCE is used in adult education as a tool for social change across different national contexts. This comparative approach is crucial for exploring the complex global, regional, national and local dynamics that account for varying implementations (or non-implementations) of LCE in different settings, for appreciating the thin or wide differences in practices of implementation, and for assessing the successes, failures and needs for improvement of diverse LCE programmes. The book’s primary focus on migration as a social process, and migrants as active citizens is useful in unravelling the convergences and divergences of different national and urban settings where migrant adult learners live as citizens, or as non-citizens, and how this intersects with their experiences as learners. This research is contextualised in a larger political context. What emerges from the parting reflection is a European scenario marked by ambivalent and contradictory relations with migrants, and an educational intervention that is located somewhere between the assimilationist-integrationist dialectic. The four cases presented (Estonia, Malta, Scotland and Cyprus) generally respond to the learners’ needs on the ground while rarely problematising the ideological stance of the state in relation to the educational plight of migrants. The final chapter introduces and elaborates on a new concept, Emancipatory LCE, to help generate a deeper analysis.Trade Review"This book makes a very important contribution to the growing literature on how learner-centred education plays out in different contexts: in this case, the context of adult education for migrants in four European settings. The four cases (and their ‘cartographies’) are presented vividly. The comparisons are thoughtful and provide models of effective comparative education methods, including how to manage a framework and units of analysis. Accessible and well organised, it is an excellent resource for anyone interested in any of these themes." – Michele Schweisfurth, Professor of Comparative and International Education, University of GlasgowTable of ContentsForeword  Peter Mayo Acknowledgements Notes on Contributors PART 1: Conceptualisation 1 Setting the Context for a Comparative Exploration of Learner-Centred Education (LCE) in Programmes for Adult Migrants in Europe  Maria N. Gravani and Bonnie Slade 2 Learner-Centred Education: Debating Conceptual, Theoretical and Empirical Approaches  Maria N. Gravani and Pavlos Hatzopoulos PART 2: Contextualisation 3 Comparative Cartography of Adult Education for Migrants in the Four Countries  Maria Brown, Maria N. Gravani, Bonnie Slade and Larissa Jõgi 4 Learner-Centred Education and Adult Education for Migrants in Estonia  Larissa Jõgi and Katrin Karu 5 Learner-Centred Education and Adult Education for Migrants in Glasgow  Bonnie Slade and Nicola Dickson 6 Learner-Centred Education and Adult Education for Migrants in Malta  Maria Brown 7 Learner-Centred Education and Adult Education for Migrants in Cyprus  Maria N. Gravani, Pavlos Hatzopoulos and Eleni Papaioannou PART 3: Comparative Analysis & Reflections 8 Learner-Centred Education and Adult Education for Migrants: A Cross-Case Analysis of the Four Cases  Pavlos Hatzopoulos, Maria N. Gravani, Bonnie Slade, Larissa Jõgi and Maria Brown 9 Reading the Migrants’ World through Emancipatory Learner-Centred Education: Parting Reflections on the Micro Pedagogical Contexts  Carmel Borg Index

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Book SynopsisLearner-Centred Education for Adult Migrants in Europe: A Critical Comparative Analysis contributes to the field of Adult Education by investigating the ways in which Learner-Centred Education (LCE) is being enacted, implemented or neglected in specific settings. The book addresses the lack of research on how LCE is used in adult education as a tool for social change across different national contexts. This comparative approach is crucial for exploring the complex global, regional, national and local dynamics that account for varying implementations (or non-implementations) of LCE in different settings, for appreciating the thin or wide differences in practices of implementation, and for assessing the successes, failures and needs for improvement of diverse LCE programmes. The book’s primary focus on migration as a social process, and migrants as active citizens is useful in unravelling the convergences and divergences of different national and urban settings where migrant adult learners live as citizens, or as non-citizens, and how this intersects with their experiences as learners. This research is contextualised in a larger political context. What emerges from the parting reflection is a European scenario marked by ambivalent and contradictory relations with migrants, and an educational intervention that is located somewhere between the assimilationist-integrationist dialectic. The four cases presented (Estonia, Malta, Scotland and Cyprus) generally respond to the learners’ needs on the ground while rarely problematising the ideological stance of the state in relation to the educational plight of migrants. The final chapter introduces and elaborates on a new concept, Emancipatory LCE, to help generate a deeper analysis.Trade Review"This book makes a very important contribution to the growing literature on how learner-centred education plays out in different contexts: in this case, the context of adult education for migrants in four European settings. The four cases (and their ‘cartographies’) are presented vividly. The comparisons are thoughtful and provide models of effective comparative education methods, including how to manage a framework and units of analysis. Accessible and well organised, it is an excellent resource for anyone interested in any of these themes." – Michele Schweisfurth, Professor of Comparative and International Education, University of GlasgowTable of ContentsForeword  Peter Mayo Acknowledgements Notes on Contributors PART 1: Conceptualisation 1 Setting the Context for a Comparative Exploration of Learner-Centred Education (LCE) in Programmes for Adult Migrants in Europe  Maria N. Gravani and Bonnie Slade 2 Learner-Centred Education: Debating Conceptual, Theoretical and Empirical Approaches  Maria N. Gravani and Pavlos Hatzopoulos PART 2: Contextualisation 3 Comparative Cartography of Adult Education for Migrants in the Four Countries  Maria Brown, Maria N. Gravani, Bonnie Slade and Larissa Jõgi 4 Learner-Centred Education and Adult Education for Migrants in Estonia  Larissa Jõgi and Katrin Karu 5 Learner-Centred Education and Adult Education for Migrants in Glasgow  Bonnie Slade and Nicola Dickson 6 Learner-Centred Education and Adult Education for Migrants in Malta  Maria Brown 7 Learner-Centred Education and Adult Education for Migrants in Cyprus  Maria N. Gravani, Pavlos Hatzopoulos and Eleni Papaioannou PART 3: Comparative Analysis & Reflections 8 Learner-Centred Education and Adult Education for Migrants: A Cross-Case Analysis of the Four Cases  Pavlos Hatzopoulos, Maria N. Gravani, Bonnie Slade, Larissa Jõgi and Maria Brown 9 Reading the Migrants’ World through Emancipatory Learner-Centred Education: Parting Reflections on the Micro Pedagogical Contexts  Carmel Borg Index

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Book SynopsisThis book explores how narratives are deeply embodied, engaging heart, soul, as well as mind, through varying adult learner perspectives. Biographical research is not an isolated, individual, solipsistic endeavor but shaped by larger ecological interactions – in families, schools, universities, communities, societies, and networks – that can create or destroy hope. Telling or listening to life stories celebrates complexity, messiness, and the rich potential of learning lives. The narratives in this book highlight the rapid disruption of sustainable ecologies, not only ‘natural’, physical, and biological, but also psychological, economic, relational, political, educational, cultural, and ethical. Yet, despite living in a precarious, and often frightening, liquid world, biographical research can both chronicle and illuminate how resources of hope are created in deeper, aesthetically satisfying ways. Biographical research offers insights, and even signposts, to understand and transcend the darker side of the human condition, alongside its inspirations. Discourses, Dialogue and Diversity in Biographical Research aims to generate insight into people’s fears and anxieties but also their capacity to 'keep on keeping on' and to challenge forces that would diminish their and all our humanity. It provides a sustainable approach to creating sufficient hope in individuals and communities by showing how building meaningful dialogue, grounded in social justice, can create good enough experiences of togetherness across difference. The book illuminates what amounts to an ecology of life, learning and human flourishing in a sometimes tortured, fractious, fragmented, and fragile world, yet one still offering rich resources of hope.Table of ContentsThe European Society for Research on the Education of Adults (Esrea) Acknowledgements Notes on Contributors Introduction: Towards an Ecological Perspective on Learning and the Stories People Tell  Alan Bainbridge, Laura Formenti and Linden West PART 1: Discourses of Ecology and Learning 1 When Lake Erie Is Polluted, We Are Too  Laura Formenti and Linden West 2 Biographical Interviews and the Micro Context of Biographicity: Closely Listening for Meaning, Learning, and Voice  Rob Evans 3 Narrative Regimes: An Alliance between Descriptive Phenomenology and Biography  Hervé Breton 4 Biographical Research at the Boundary: A Careful Listening for the Micro, Meso, and Macro in End-of-Life Care  Kjetil Moen 5 Trying to Capture the Value of the ‘Live’ Conference Using an Ecological Approach  Hazel R. Wright and Marianne Høyen PART 2: Dialogue on Learning Together, and Its Distress 6 Dynamic Ecologies of Person and Place: Dialogic Ethnographies as Public Engagement  Richard D. Sawyer 7 Beyond Truth: A Pragmatist Approach to Narrative Pedagogy in Professional Learning for Healthcare Practitioners  Laura Mazzoli Smith 8 A Key? Conflict, and the Struggle for an Ecology of Dialogue, Learning and Peace among Israeli Jewish and Palestinian Educators  Alan Bainbridge and Linden West PART 3: Diversity as a Content and as a Feature of Biographic Enquiry 9 Understanding Women’s Lives through Critical Feminist Perspectives: Working-Class Women Students in Higher Education  Barbara Merrill 10 Some Reflections on the Meaning, Limits and Challenges of Critical Biographical Research  Fergal Finnegan 11 Storytelling, Culture, and Indigenous Methodology  Adrienne S. Chan 12 Profession Reimagined: Tackling Adult Educators’ Alienation through Multimodal Ways of Knowing  Gaia Del Negro 13 The PhD and Me: A Liminal Space  Paula Stone Conclusion: An Evolution of Ideas: The Transformative Ecological Imagination in Adult Learning, Education, and Research  Alan Bainbridge, Laura Formenti and Linden West Index

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Book SynopsisThis book explores how narratives are deeply embodied, engaging heart, soul, as well as mind, through varying adult learner perspectives. Biographical research is not an isolated, individual, solipsistic endeavor but shaped by larger ecological interactions – in families, schools, universities, communities, societies, and networks – that can create or destroy hope. Telling or listening to life stories celebrates complexity, messiness, and the rich potential of learning lives. The narratives in this book highlight the rapid disruption of sustainable ecologies, not only ‘natural’, physical, and biological, but also psychological, economic, relational, political, educational, cultural, and ethical. Yet, despite living in a precarious, and often frightening, liquid world, biographical research can both chronicle and illuminate how resources of hope are created in deeper, aesthetically satisfying ways. Biographical research offers insights, and even signposts, to understand and transcend the darker side of the human condition, alongside its inspirations. Discourses, Dialogue and Diversity in Biographical Research aims to generate insight into people’s fears and anxieties but also their capacity to 'keep on keeping on' and to challenge forces that would diminish their and all our humanity. It provides a sustainable approach to creating sufficient hope in individuals and communities by showing how building meaningful dialogue, grounded in social justice, can create good enough experiences of togetherness across difference. The book illuminates what amounts to an ecology of life, learning and human flourishing in a sometimes tortured, fractious, fragmented, and fragile world, yet one still offering rich resources of hope.Table of ContentsThe European Society for Research on the Education of Adults (Esrea) Acknowledgements Notes on Contributors Introduction: Towards an Ecological Perspective on Learning and the Stories People Tell  Alan Bainbridge, Laura Formenti and Linden West PART 1: Discourses of Ecology and Learning 1 When Lake Erie Is Polluted, We Are Too  Laura Formenti and Linden West 2 Biographical Interviews and the Micro Context of Biographicity: Closely Listening for Meaning, Learning, and Voice  Rob Evans 3 Narrative Regimes: An Alliance between Descriptive Phenomenology and Biography  Hervé Breton 4 Biographical Research at the Boundary: A Careful Listening for the Micro, Meso, and Macro in End-of-Life Care  Kjetil Moen 5 Trying to Capture the Value of the ‘Live’ Conference Using an Ecological Approach  Hazel R. Wright and Marianne Høyen PART 2: Dialogue on Learning Together, and Its Distress 6 Dynamic Ecologies of Person and Place: Dialogic Ethnographies as Public Engagement  Richard D. Sawyer 7 Beyond Truth: A Pragmatist Approach to Narrative Pedagogy in Professional Learning for Healthcare Practitioners  Laura Mazzoli Smith 8 A Key? Conflict, and the Struggle for an Ecology of Dialogue, Learning and Peace among Israeli Jewish and Palestinian Educators  Alan Bainbridge and Linden West PART 3: Diversity as a Content and as a Feature of Biographic Enquiry 9 Understanding Women’s Lives through Critical Feminist Perspectives: Working-Class Women Students in Higher Education  Barbara Merrill 10 Some Reflections on the Meaning, Limits and Challenges of Critical Biographical Research  Fergal Finnegan 11 Storytelling, Culture, and Indigenous Methodology  Adrienne S. Chan 12 Profession Reimagined: Tackling Adult Educators’ Alienation through Multimodal Ways of Knowing  Gaia Del Negro 13 The PhD and Me: A Liminal Space  Paula Stone Conclusion: An Evolution of Ideas: The Transformative Ecological Imagination in Adult Learning, Education, and Research  Alan Bainbridge, Laura Formenti and Linden West Index

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Book SynopsisThis fourth edition of the book represents a milestone in the history of the Systems Theory Framework of career development that attests to its continuing influence and contemporary relevance. It emphasises changes in career development theory, practice, and research since its first edition in 1999. At that time, the publication of the STF was described by reviewers as a “groundbreaking departure from traditional counseling texts”, a “landmark work leading to the convergence of career development theories”, and as a “rare book that not only illuminates a field of study but also advances it”. Subsequent commentary attests to the strength of the metatheoretical contribution of the STF and its facilitation of links between theory, research, and practice. This book introduces systems theory and the STF, and comprehensively overviews traditional and contemporary career theory and analyses it through the metatheoretical lens of the STF. It then describes applications of the STF by applying systems thinking, systems mapping and experiential learning. Finally, the contributions and future directions of the STF are highlighted. This book provides a record of almost 30 years of contribution of the STF to career theory, research, and practice.Table of ContentsPreface List of Figures and Tables About the Authors PART 1: Introducing Systems Theory and the Systems Theory Framework of Career Development 1 Introducing Career Development and Systems Theory  1 History of Career Development  2 Terminology  3 Philosophical Underpinnings of Our Understandings of Career  4 Career Development Theory  5 Conclusion 2 Systems Theory  1 The Development of Systems Theory  2 General Systems Theory  3 Major Contributors to Systems Theory  4 Themes in Systems Theory  5 Systems Theory Elements  6 Systems Theory Perspectives in Career Theory  7 Systems Theory and Related Conceptualisations  8 Conclusion 3 The Systems Theory Framework of Career Development  1 Development of the Systems Theory Framework  2 The Systems Theory Framework  3 Advantages of the Systems Theory Framework  4 Limitations of a Systems Theory Perspective  5 Implications of a Systems Theory Perspective  6 Conclusion PART 2: Review of Career Theory 4 Theories Focusing on Content  1 The Work of Frank Parsons  2 Differential Psychology  3 Bordin’s Psychodynamic Model of Career Choice  4 D. Brown’s Values-Based Theory  5 Similarities and Differences between Theories of Content  6 Conclusion 5 Theories Focusing on Process  1 The Work of Ginzberg and Colleagues  2 Super’s Life-Span, Life-Space Approach  3 L. S. Gottfredson’s Circumscription and Compromise Theory  4 Similarities and Differences between Theories  5 Conclusion 6 Theories Focusing on Content and Process  1 Roe’s Theory of Personality Development and Career Choice  2 Law’s Career Learning Theory  3 Krumboltz’s Social Learning Theory of Career Decision-Making (SLTCDM)  4 Social Cognitive Career Theory  5 Cognitive Information Processing Model  6 Developmental-Contextual Approach  7 Similarities and Differences between Theories  8 Conclusion 7 Constructivist, Social Constructionist, and Systems Theories  1 Individualistic Approach  2 Career Construction: A Developmental Theory of Vocational Behaviour  3 A Contextual Action Theory Explanation of Career  4 Chaos Theory of Careers  5 Living Systems Theory of Vocational Behaviour and Development (LSVD)  6 Psychology of Working Theory  7 Similarities and Differences between Theories  8 Conclusion 8 Complex Status of Career Theory  1 The Individual  2 The Context of Career Development  3 Development  4 Philosophical Underpinnings  5 Relationship between Variables  6 Decision-Making  7 Chance  8 Interaction Process  9 Conclusion 9 Theories of Career Development: Social Justice, Culture, and Context  1 Social Justice Agenda in Career Development  2 Sociological Approaches to Career Development  3 Theorising Women’s Career Development  4 Theories Related to Career Development of Women  5 Theories Related to Racial and Ethnic Groups  6 Theories Related to the Career Development of Lesbian, Gay, Bisexual and Transgender Individuals  7 Theories Related to the Career Development of Children and Adolescents  8 Theories Related to Career Development of People with a Disability  9 The Renewed Focus on Social Class in Career Development  10 Conclusion 10 Toward Integration in Career Theory  1 Underlying Worldviews  2 Stages in Integration and Convergence  3 Integrative Frameworks  4 Theorists’ Modification of Theories and New Theories  5 The 1990s Focus on Convergence  6 Advantages and Disadvantages of Convergence  7 Bridging Frameworks  8 The Present Position of Career Theory  9 Conclusion PART 3: Practical Applications of the Systems Theory Framework 11 Applying the STF: Systems Thinking and Systems Mapping  1 Systems Thinking  2 Systems Mapping  3 Applying Systems Thinking and Systems Mapping  4 System of Career Influences at School Leaving Age  5 System of Career Influences 10 Years after Leaving School  6 System of Career Influences 20 Years after Leaving School  7 System of Career Influences 30 Years after Leaving School  8 System of Career Influences 40 Years after Leaving School  9 Linking Theory and Practice: Systems Theory Constructs Applied  10 The Individual as a Learning System  11 Conclusion 12 Applying the STF: Context, Career Services, and Career Learning  1 The Context of Career Services and Career Learning  2 Learning  3 Experiential Learning  4 Learning Systems  5 Conclusion 13 Career Practitioner Training and Supervision: Systems Thinking, Systems Mapping and Learning Systems  1 Career Practitioner Training  2 Creating a Learning System  3 Experiential Learning Viewed from a Systems Theory Perspective  4 Career Practitioner Supervision  5 Conclusion 14 Career Learning in School Systems: Applying the STF, Systems Mapping and Systems Thinking  1 History of Career Guidance in Schools  2 Relationship between Career Learning and Theory  3 Implementing Career Learning in Schools  4 Career Learning in Schools: Applying the Systems Theory Framework, Systems Mapping and Systems Thinking  5 Reflecting on Career Learning in Schools: Applying Systems Thinking  6 Conclusion 15 Career Counselling Systems  1 History of Career Counselling  2 The Systems Theory Framework and Career Counselling  3 The STF Story Telling Approach to Narrative Career Counselling  4 Connectedness  5 Reflection  6 Meaning-Making  7 Learning  8 Agency  9 The STF, Culture and Career Counselling  10 Reflecting on Practice  11 Conclusion 16 Career Assessment: Systems Approaches  1 Overview of Career Assessment  2 The Systems Theory Framework and Career Assessment  3 Conclusion 17 Career Research: Systems Approaches  1 Overview of Career Research  2 The Status Quo Remains  3 Systems Research  4 The Systems Theory Framework and Career Research  5 Conclusion 18 Organisational and Individual Career Systems: New Relationships  1 Historical (Dis)connections of Career Theory  2 The Context for Change  3 Career Responses to Change  4 Changing Careers for Young People: Examplar for Change  5 Critiques of and Supports for the ‘New Career’  6 Integration of Individual and Organisational Approaches to Career Development  7 Theory and Practice: Traditional Organisational Careers to New Careers  8 Conclusion PART 4: Conclusion and Future Directions 19 The Systems Theory Framework: Contributions and Future Directions  1 Part 1: Contributions of the STF  2 Part 2: Future Directions of the STF in Theory, Research and Practice  3 Conclusion References Index

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Book SynopsisThis fourth edition of the book represents a milestone in the history of the Systems Theory Framework of career development that attests to its continuing influence and contemporary relevance. It emphasises changes in career development theory, practice, and research since its first edition in 1999. At that time, the publication of the STF was described by reviewers as a “groundbreaking departure from traditional counseling texts”, a “landmark work leading to the convergence of career development theories”, and as a “rare book that not only illuminates a field of study but also advances it”. Subsequent commentary attests to the strength of the metatheoretical contribution of the STF and its facilitation of links between theory, research, and practice. This book introduces systems theory and the STF, and comprehensively overviews traditional and contemporary career theory and analyses it through the metatheoretical lens of the STF. It then describes applications of the STF by applying systems thinking, systems mapping and experiential learning. Finally, the contributions and future directions of the STF are highlighted. This book provides a record of almost 30 years of contribution of the STF to career theory, research, and practice.Table of ContentsPreface List of Figures and Tables About the Authors PART 1: Introducing Systems Theory and the Systems Theory Framework of Career Development 1 Introducing Career Development and Systems Theory  1 History of Career Development  2 Terminology  3 Philosophical Underpinnings of Our Understandings of Career  4 Career Development Theory  5 Conclusion 2 Systems Theory  1 The Development of Systems Theory  2 General Systems Theory  3 Major Contributors to Systems Theory  4 Themes in Systems Theory  5 Systems Theory Elements  6 Systems Theory Perspectives in Career Theory  7 Systems Theory and Related Conceptualisations  8 Conclusion 3 The Systems Theory Framework of Career Development  1 Development of the Systems Theory Framework  2 The Systems Theory Framework  3 Advantages of the Systems Theory Framework  4 Limitations of a Systems Theory Perspective  5 Implications of a Systems Theory Perspective  6 Conclusion PART 2: Review of Career Theory 4 Theories Focusing on Content  1 The Work of Frank Parsons  2 Differential Psychology  3 Bordin’s Psychodynamic Model of Career Choice  4 D. Brown’s Values-Based Theory  5 Similarities and Differences between Theories of Content  6 Conclusion 5 Theories Focusing on Process  1 The Work of Ginzberg and Colleagues  2 Super’s Life-Span, Life-Space Approach  3 L. S. Gottfredson’s Circumscription and Compromise Theory  4 Similarities and Differences between Theories  5 Conclusion 6 Theories Focusing on Content and Process  1 Roe’s Theory of Personality Development and Career Choice  2 Law’s Career Learning Theory  3 Krumboltz’s Social Learning Theory of Career Decision-Making (SLTCDM)  4 Social Cognitive Career Theory  5 Cognitive Information Processing Model  6 Developmental-Contextual Approach  7 Similarities and Differences between Theories  8 Conclusion 7 Constructivist, Social Constructionist, and Systems Theories  1 Individualistic Approach  2 Career Construction: A Developmental Theory of Vocational Behaviour  3 A Contextual Action Theory Explanation of Career  4 Chaos Theory of Careers  5 Living Systems Theory of Vocational Behaviour and Development (LSVD)  6 Psychology of Working Theory  7 Similarities and Differences between Theories  8 Conclusion 8 Complex Status of Career Theory  1 The Individual  2 The Context of Career Development  3 Development  4 Philosophical Underpinnings  5 Relationship between Variables  6 Decision-Making  7 Chance  8 Interaction Process  9 Conclusion 9 Theories of Career Development: Social Justice, Culture, and Context  1 Social Justice Agenda in Career Development  2 Sociological Approaches to Career Development  3 Theorising Women’s Career Development  4 Theories Related to Career Development of Women  5 Theories Related to Racial and Ethnic Groups  6 Theories Related to the Career Development of Lesbian, Gay, Bisexual and Transgender Individuals  7 Theories Related to the Career Development of Children and Adolescents  8 Theories Related to Career Development of People with a Disability  9 The Renewed Focus on Social Class in Career Development  10 Conclusion 10 Toward Integration in Career Theory  1 Underlying Worldviews  2 Stages in Integration and Convergence  3 Integrative Frameworks  4 Theorists’ Modification of Theories and New Theories  5 The 1990s Focus on Convergence  6 Advantages and Disadvantages of Convergence  7 Bridging Frameworks  8 The Present Position of Career Theory  9 Conclusion PART 3: Practical Applications of the Systems Theory Framework 11 Applying the STF: Systems Thinking and Systems Mapping  1 Systems Thinking  2 Systems Mapping  3 Applying Systems Thinking and Systems Mapping  4 System of Career Influences at School Leaving Age  5 System of Career Influences 10 Years after Leaving School  6 System of Career Influences 20 Years after Leaving School  7 System of Career Influences 30 Years after Leaving School  8 System of Career Influences 40 Years after Leaving School  9 Linking Theory and Practice: Systems Theory Constructs Applied  10 The Individual as a Learning System  11 Conclusion 12 Applying the STF: Context, Career Services, and Career Learning  1 The Context of Career Services and Career Learning  2 Learning  3 Experiential Learning  4 Learning Systems  5 Conclusion 13 Career Practitioner Training and Supervision: Systems Thinking, Systems Mapping and Learning Systems  1 Career Practitioner Training  2 Creating a Learning System  3 Experiential Learning Viewed from a Systems Theory Perspective  4 Career Practitioner Supervision  5 Conclusion 14 Career Learning in School Systems: Applying the STF, Systems Mapping and Systems Thinking  1 History of Career Guidance in Schools  2 Relationship between Career Learning and Theory  3 Implementing Career Learning in Schools  4 Career Learning in Schools: Applying the Systems Theory Framework, Systems Mapping and Systems Thinking  5 Reflecting on Career Learning in Schools: Applying Systems Thinking  6 Conclusion 15 Career Counselling Systems  1 History of Career Counselling  2 The Systems Theory Framework and Career Counselling  3 The STF Story Telling Approach to Narrative Career Counselling  4 Connectedness  5 Reflection  6 Meaning-Making  7 Learning  8 Agency  9 The STF, Culture and Career Counselling  10 Reflecting on Practice  11 Conclusion 16 Career Assessment: Systems Approaches  1 Overview of Career Assessment  2 The Systems Theory Framework and Career Assessment  3 Conclusion 17 Career Research: Systems Approaches  1 Overview of Career Research  2 The Status Quo Remains  3 Systems Research  4 The Systems Theory Framework and Career Research  5 Conclusion 18 Organisational and Individual Career Systems: New Relationships  1 Historical (Dis)connections of Career Theory  2 The Context for Change  3 Career Responses to Change  4 Changing Careers for Young People: Examplar for Change  5 Critiques of and Supports for the ‘New Career’  6 Integration of Individual and Organisational Approaches to Career Development  7 Theory and Practice: Traditional Organisational Careers to New Careers  8 Conclusion PART 4: Conclusion and Future Directions 19 The Systems Theory Framework: Contributions and Future Directions  1 Part 1: Contributions of the STF  2 Part 2: Future Directions of the STF in Theory, Research and Practice  3 Conclusion References Index

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Book SynopsisThis book examines themes from adult students in higher education: dispositional characteristics, situational barriers to academic success, and how institutional policy and procedures create obstacles for these non-traditional learners. While much has been written in the peer-reviewed literature about adult students, a commonly missing perspective is that of the students. In this book, adult learners write about their own conditions and contexts, bringing to light the gaps in institutional support for this growing community. The rich narratives, case studies, and comprehensive reviews within chapters highlight the unique implications faced by this student population, and provide first-hand accounts on which institutions can acknowledge, value, and facilitate change for an evolved, equitable, and elevated educational experience. Contributors are: Lucas Allen, Sandra Becker, Keith Burn, Adele Chadwick, Kathleen Clarke, Daniel Cleminson, Geremy Collom, Amy De Jaeger, Natalie Dewing, Lori Doan, Eli Duykers, Susan E. Elliott-Johns, Angelina Evans, Melanie Extance, Margaret Greenfields, Leahann Hendrickse, Troy Hill, Sophie Karanicolas, Rahul Kumar, Cobi Ladner, Beth Loveys, Dorothy Missingham, Barbara A.Nicolls, Katia Olsen, Sarah O'Shea, Julie Podrebarac, Carmen Rodríguez de France, Rebecca Rochon, Selina Sharma, Nicola Simmons, Matthew Slater, Sherrie Smith, Cathy Snelling, Cathy Stone, Ashleigh Taylor, Preeti Vayada, Monica Wice and Sinead Wright.Table of ContentsList of Figures and Tables Notes on Contributors 1 Introduction: Hearing Voices  Nicola Simmons Part 1: Dispositional Barriers and Student Identity 2 Hedonic and Eudiamonic Approaches to Adult Learning  Lori A. Doan and Amy E. De Jaeger 3 Gifting as a Construct for Older Adults’ Participation in the Academy  Sandra Becker 4 Being a Mature-Aged Student Partner: Joy, Alienation, and Disappointment  Preeti Vayada 5 Learning and Teaching with Adults: Contexts for Pedagogy and Critical Reflexivity  Susan E. Elliott-Johns 6 Finding My Voice: A Conversation about Indigenous Adult Education  Katia Olsen and Carmen Rodríguez de France 7 Bringing Our Mohawk People Home  Troy Hill Part 2: Situational Barriers 8 On Being Successful in UK Tertiary Education: A Lifelong Learner’s Perspective  Barbara Anne Nicolls 9 Adults’ Experiences of Returning to and Succeeding in Higher Education: Three Case Studies  Keith Burn 10 Women with Caring Responsibilities: Is There a Genuine Place for them at University?  Cathy Stone and Sarah O’Shea 11 Higher Education as an Additional Mid-Life Transition: Motivations and Challenges of Older Female Students  Adele Chadwick 12 Gypsies, Travellers, and Roma in UK Higher Education: A View from inside the Academy  Sherrie Smith, Margaret Greenfields and Rebecca Rochon 13 Voices from Down Under: Analysing the Learning Experience of Adults in an Australian Academy  Catherine Snelling, Dorothy Missingham, Sophie Karanicolas, Beth R. Loveys, Lucas Allen, Daniel Cleminson, Geremy Collom, Natalie Dewing, Eli Duykers, Imogen McNamara, Matthew Slater, Ashleigh Taylor and Sinead Wright Part 3: Institutional Factors 14 Questioning Third Age Learners in Ontario Universities: A Numeric and Policy Analysis  Rahul Kumar 15 Student Services for Adult Learners: Reviewing a Sample of Ontario Universities  Angelina Evans and Kathleen Clarke 16 The Untapped Opportunity of Older Adult Students on Campus  Cobi Ladner 17 Should Higher Education Care about Baby Boomer Students?  Monica Wice 18 Supporting Mature Students: Individualization and Learning Outcomes  Selina Sharma 19 My Adult Learning Journey: Conceptualizing the Past and Reorienting for the Future Together  Melanie Extance 20 Considering the Flip Side of Online Distance Education to Inspire Self-directed Learning for Non-traditional Students  Leahann Hendrickse 21 Conclusion: Building Change  Julie Podrebarac

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Book SynopsisThis book examines themes from adult students in higher education: dispositional characteristics, situational barriers to academic success, and how institutional policy and procedures create obstacles for these non-traditional learners. While much has been written in the peer-reviewed literature about adult students, a commonly missing perspective is that of the students. In this book, adult learners write about their own conditions and contexts, bringing to light the gaps in institutional support for this growing community. The rich narratives, case studies, and comprehensive reviews within chapters highlight the unique implications faced by this student population, and provide first-hand accounts on which institutions can acknowledge, value, and facilitate change for an evolved, equitable, and elevated educational experience. Contributors are: Lucas Allen, Sandra Becker, Keith Burn, Adele Chadwick, Kathleen Clarke, Daniel Cleminson, Geremy Collom, Amy De Jaeger, Natalie Dewing, Lori Doan, Eli Duykers, Susan E. Elliott-Johns, Angelina Evans, Melanie Extance, Margaret Greenfields, Leahann Hendrickse, Troy Hill, Sophie Karanicolas, Rahul Kumar, Cobi Ladner, Beth Loveys, Dorothy Missingham, Barbara A.Nicolls, Katia Olsen, Sarah O'Shea, Julie Podrebarac, Carmen Rodríguez de France, Rebecca Rochon, Selina Sharma, Nicola Simmons, Matthew Slater, Sherrie Smith, Cathy Snelling, Cathy Stone, Ashleigh Taylor, Preeti Vayada, Monica Wice and Sinead Wright.Table of ContentsList of Figures and Tables Notes on Contributors 1 Introduction: Hearing Voices  Nicola Simmons Part 1: Dispositional Barriers and Student Identity 2 Hedonic and Eudiamonic Approaches to Adult Learning  Lori A. Doan and Amy E. De Jaeger 3 Gifting as a Construct for Older Adults’ Participation in the Academy  Sandra Becker 4 Being a Mature-Aged Student Partner: Joy, Alienation, and Disappointment  Preeti Vayada 5 Learning and Teaching with Adults: Contexts for Pedagogy and Critical Reflexivity  Susan E. Elliott-Johns 6 Finding My Voice: A Conversation about Indigenous Adult Education  Katia Olsen and Carmen Rodríguez de France 7 Bringing Our Mohawk People Home  Troy Hill Part 2: Situational Barriers 8 On Being Successful in UK Tertiary Education: A Lifelong Learner’s Perspective  Barbara Anne Nicolls 9 Adults’ Experiences of Returning to and Succeeding in Higher Education: Three Case Studies  Keith Burn 10 Women with Caring Responsibilities: Is There a Genuine Place for them at University?  Cathy Stone and Sarah O’Shea 11 Higher Education as an Additional Mid-Life Transition: Motivations and Challenges of Older Female Students  Adele Chadwick 12 Gypsies, Travellers, and Roma in UK Higher Education: A View from inside the Academy  Sherrie Smith, Margaret Greenfields and Rebecca Rochon 13 Voices from Down Under: Analysing the Learning Experience of Adults in an Australian Academy  Catherine Snelling, Dorothy Missingham, Sophie Karanicolas, Beth R. Loveys, Lucas Allen, Daniel Cleminson, Geremy Collom, Natalie Dewing, Eli Duykers, Imogen McNamara, Matthew Slater, Ashleigh Taylor and Sinead Wright Part 3: Institutional Factors 14 Questioning Third Age Learners in Ontario Universities: A Numeric and Policy Analysis  Rahul Kumar 15 Student Services for Adult Learners: Reviewing a Sample of Ontario Universities  Angelina Evans and Kathleen Clarke 16 The Untapped Opportunity of Older Adult Students on Campus  Cobi Ladner 17 Should Higher Education Care about Baby Boomer Students?  Monica Wice 18 Supporting Mature Students: Individualization and Learning Outcomes  Selina Sharma 19 My Adult Learning Journey: Conceptualizing the Past and Reorienting for the Future Together  Melanie Extance 20 Considering the Flip Side of Online Distance Education to Inspire Self-directed Learning for Non-traditional Students  Leahann Hendrickse 21 Conclusion: Building Change  Julie Podrebarac

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Book SynopsisWhat responses is adult education providing to the great global problems: climate change and the environment, populism and racism, gender inequality, social and economic inequality? The ESREA Research Network between Local and Global – Adult Learning and Communities and the authors collected here argue for socially engaged community-based research which promotes critical democracy and popular education and drives powerful research methodologies: participatory research, feminist research, ecological research activism, posthumanist research, and more. The first part of the book looks back and forwards to the contribution to adult learning and community development played by participatory research in the making and remaking of community and society. In the second part, the focus shifts to pedagogies of possibility and change, knowledge creation and the transformation of pedagogies of inclusion. The third part, on activism and change, turns its attention to the motivations for activism and their individual and collective forms of expression. The final part considers re-making and 'doing' society and community, in particular during the COVID-19 pandemic. For researchers interested in participatory and emancipatory social research, gender and biography research, or community-university research partnerships, Remaking Communities and Adult Learning presents adult learning as a site of resistance for sustainable and creative andragogic practice.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Acknowledgements List of Figures List of Acronyms Notes on Contributors Introduction: Remaking Communities and Adult Learning  Rob Evans, Ewa Kurantowicz and Emilio Lucio-Villegas PART 1: Popular Education Looking Back, Looking Forward 1 Adult Learning and Mainstream Education Discourse: Revisiting Freire’s Pedagogy of the Oppressed  Licínio C. Lima 2 Resisting Mainstream Lifelong Learning: The Contributions of Popular Education and Participatory Research  Emilio Lucio-Villegas 3 Lifelong Education in Diverse Communities: Reading Ettore Gelpi and Leonardo Zanier on Complex Environments ‘in Transition’  Davide Zoletto 4 Is Active Citizenship a Forgotten Idea in Europe? Educational Interventions in Five European Countries  Monika Noworolnik-Mastalska PART 2: Knowledge Democracy, New Pedagogies, Creative Inclusion 5 Co-Constructing Knowledge and Communities: Community-University Research Partnerships and Participatory Research Training  Walter Lepore, Yashvi Sharma, Budd L. Hall and Rajesh Tandon 6 Women’s and Gender Museums: Feminist Pedagogies for Illumination, Imagination, Provocation, and Collaboration  Darlene E. Clover 7 Living and Learning with Dementia: Implications for Re-Making Community Life  Jocey Quinn PART 3: Social Learning and Activism for Change 8 Regaining Lost Community Knowledge: The Impact of Individual and Collective Biographical Work  Rozalia Ligus 9 Social Learning and Building Solidarity: Learning in the Context of a Natural Disaster  Angela Pilch Ortega 10 The ‘Pulsating Activism’ of Polish Activists: Oscillation Between the Mainstream and the Margins  Anna Bilon-Piórko 11 Learning (for) Civil Disobedience in Poland: Extinction Rebellion as a New Form of Social Movement  Marta Gontarska, Paweł Rudnicki and Piotr Zańko PART 4: Re-Making Community 12 Changes in Community Life  Marjorie Mayo 13 LLearning to Make (and Remake) Society: Social Mediation and Mediators’ Learning Biographies  Rob Evans 14 Social Pedagogy and Community Networks: Global Coexistence in Pandemic Times  José Antonio Caride, Rita Gradaílle and Laura Varela 15 Communities and Adult Learning in the Making and Remade  Rob Evans, Ewa Kurantowicz and Emilio Lucio-Villegas Index

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Book SynopsisWhat responses is adult education providing to the great global problems: climate change and the environment, populism and racism, gender inequality, social and economic inequality? The ESREA Research Network between Local and Global – Adult Learning and Communities and the authors collected here argue for socially engaged community-based research which promotes critical democracy and popular education and drives powerful research methodologies: participatory research, feminist research, ecological research activism, posthumanist research, and more. The first part of the book looks back and forwards to the contribution to adult learning and community development played by participatory research in the making and remaking of community and society. In the second part, the focus shifts to pedagogies of possibility and change, knowledge creation and the transformation of pedagogies of inclusion. The third part, on activism and change, turns its attention to the motivations for activism and their individual and collective forms of expression. The final part considers re-making and 'doing' society and community, in particular during the COVID-19 pandemic. For researchers interested in participatory and emancipatory social research, gender and biography research, or community-university research partnerships, Remaking Communities and Adult Learning presents adult learning as a site of resistance for sustainable and creative andragogic practice.Table of ContentsThe European Society for Research on the Education of Adults (ESREA) Acknowledgements List of Figures List of Acronyms Notes on Contributors Introduction: Remaking Communities and Adult Learning  Rob Evans, Ewa Kurantowicz and Emilio Lucio-Villegas PART 1: Popular Education Looking Back, Looking Forward 1 Adult Learning and Mainstream Education Discourse: Revisiting Freire’s Pedagogy of the Oppressed  Licínio C. Lima 2 Resisting Mainstream Lifelong Learning: The Contributions of Popular Education and Participatory Research  Emilio Lucio-Villegas 3 Lifelong Education in Diverse Communities: Reading Ettore Gelpi and Leonardo Zanier on Complex Environments ‘in Transition’  Davide Zoletto 4 Is Active Citizenship a Forgotten Idea in Europe? Educational Interventions in Five European Countries  Monika Noworolnik-Mastalska PART 2: Knowledge Democracy, New Pedagogies, Creative Inclusion 5 Co-Constructing Knowledge and Communities: Community-University Research Partnerships and Participatory Research Training  Walter Lepore, Yashvi Sharma, Budd L. Hall and Rajesh Tandon 6 Women’s and Gender Museums: Feminist Pedagogies for Illumination, Imagination, Provocation, and Collaboration  Darlene E. Clover 7 Living and Learning with Dementia: Implications for Re-Making Community Life  Jocey Quinn PART 3: Social Learning and Activism for Change 8 Regaining Lost Community Knowledge: The Impact of Individual and Collective Biographical Work  Rozalia Ligus 9 Social Learning and Building Solidarity: Learning in the Context of a Natural Disaster  Angela Pilch Ortega 10 The ‘Pulsating Activism’ of Polish Activists: Oscillation Between the Mainstream and the Margins  Anna Bilon-Piórko 11 Learning (for) Civil Disobedience in Poland: Extinction Rebellion as a New Form of Social Movement  Marta Gontarska, Paweł Rudnicki and Piotr Zańko PART 4: Re-Making Community 12 Changes in Community Life  Marjorie Mayo 13 LLearning to Make (and Remake) Society: Social Mediation and Mediators’ Learning Biographies  Rob Evans 14 Social Pedagogy and Community Networks: Global Coexistence in Pandemic Times  José Antonio Caride, Rita Gradaílle and Laura Varela 15 Communities and Adult Learning in the Making and Remade  Rob Evans, Ewa Kurantowicz and Emilio Lucio-Villegas Index

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Book SynopsisOur technologically advanced society has generated many rapid changes in higher education in recent years. These changes have been recently exacerbated by the global pandemic COVID-19. Educational institutions around the world have adapted to offering their programs by distance, usually via online computer platforms. While many levels of credentials already existed successfully online, the elite and difficult doctoral degree has remained largely traditional, a bricks-and-mortar program, requiring attendance and perhaps a major lifestyle transition for learners. COVID has changed and will continue to change that. This book explores the world of online learning and online doctoral study post-COVID and in the future. From “should I undertake this learning?” to how to choose a supervisor and manage the online research experience, using her years of experience and insight, the author has compiled a practical guide outlining not only how to successfully undertake online doctoral study but also how to wisely transfer that acquired online acumen beyond graduation, into the academic life. Newly-minted PhDs and EdDocs face a steep learning curve when entering the professorial life in the Ivory Tower of higher education. This down-to-earth, plain language, and often humorous text explores the pedagogical advantages of the online experience and their usefulness to the new academic hire. Current doctoral learners, both traditional and online, as those mulling future educational plans, and doctoral completers surveying higher education opportunities will benefit from the insight and advice in this very frank text.Table of ContentsPreface 1 Introduction: A Foundational Landscape of Academia and Online Doctoral Learning  1 The Importance of Language  2 My Own Relationship to Doctoral Studies and Online Learning  3 A Broader Context  4 Final Words 2 Can I? Should I? Making the Big Commitment  1 Is There a Case for NOT Entering a Doctoral Program?  2 Some Anecdotal Observations from a Long-Time Academic and Lifelong Learner  3 Who Engages in Online Doctoral Study?  4 How Does an Online Degree Differ from a Face-to-Face Degree in These Respects?  5 What the Learners Say  6 What’s the Big Deal?  7 Burning Questions Posed by Doctoral Students as They Consider Entering an Online Program  8 Are You Ready for Online? A Case for Online Readiness  9 Final Words 3 Program Orientation and Residency: What and Why?  1 Program Models and Their Relationship to Orientation  2 The Cohort Model and Its Relationship to Orientation  3 An Example of an On-site Orientation  4 What an Orientation Can’t Do  5 Final Words 4 Learning Online in a Doctoral Program  1 The Language of Distance Education (DE)  2 A Short History of Distance Education  3 Adult Education, Philosophy, and the Beauty of Online Learning  4 Your Presentation of Yourself  5 Synchronous Presentations  6 Asynchronous Presentations  7 Assessment of Online Presence  8 Assessment of Learning Activities  9 Final Words 5 Your Dissertation: The Tour de Force  1 The Nature of Research  2 How Does the Online Doctoral Dissertation Differ from the Traditional Dissertation?  3 Supervisors: Choosing Them, Co-existing, Liking, and Communicating with Them, Being Mentored  4 Shop for Your Supervisor from the Get-Go  5 Getting along with Your Supervisor  6 Enjoying a Mentored Relationship with Your Supervisor  7 Types of Supervisor Relationships: Good, Bad, and Ugly?  8 When the Supervisory Relationship Breaks Down  9 How to Start: Tackling the Dissertation  10 The Long and Winding Road: Writing the Dissertation as an Online Learner  11 Choosing and Using Your Research Sources  12 The Supervisory Dissertation Committee  13 Presenting and Defending Your Dissertation  14 Publishing Your Dissertation: A New Adventure  15 Final Words 6 Stayin’ Alive: Your Emotional Health and Wellness  1 The Hidden and Nuanced Stressors  2 Staying Alive and Well  3 Forming Community Online  4 Helping Learners Help Themselves  5 Helping Hands from Faculty and Administrative Personnel  6 Things Online Teaching Faculty Can Do to Help  7 Things Administrative Personnel Can Do to Help You  8 Final Words 7 Hoops, Gates, Joining the Club, and Then What?  1 Academic Excellence  2 Joining the Club  3 Respect the Club  4 And Then What to Do … 8 From the Trenches: Students’ Reflections on Their Online Doctoral Programs  1 Program Shape and Highlights  2 Other Voices  3 Final Words 9 The Next Step: Finding Your Fit in Academe  1 The Professoriate  2 Focus on Teaching: The Teacher  3 Focus on Administration: The Administrator  4 Focus on Institutional Loyalty: The Soldier/Stalwart  5 Focus on Collegial and Social Connection: The Networker  6 Focus on Institutional Politics: The Politico  7 Focus on Recognition: The Star  8 Focus on Intellectual Productivity: The Dogged Scholar  9 Final Thoughts 10 “The World Is Too Much with Us”: COVID-19 Changes the Game  1 Adjustment of Space and Place  2 Adjustment to Social and Personal Anxiety  3 Adjustment to Post-Pandemic Society  4 The Path Forward: The Digital Scholar  5 But Wait, There’s More  6 Final Words 11 Concluding Thoughts and Some Seasoned Advice  1 What Next? Advice for the New Dr  2 What Next? Advice for the New Academic Hire References Index

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Book SynopsisOur technologically advanced society has generated many rapid changes in higher education in recent years. These changes have been recently exacerbated by the global pandemic COVID-19. Educational institutions around the world have adapted to offering their programs by distance, usually via online computer platforms. While many levels of credentials already existed successfully online, the elite and difficult doctoral degree has remained largely traditional, a bricks-and-mortar program, requiring attendance and perhaps a major lifestyle transition for learners. COVID has changed and will continue to change that. This book explores the world of online learning and online doctoral study post-COVID and in the future. From “should I undertake this learning?” to how to choose a supervisor and manage the online research experience, using her years of experience and insight, the author has compiled a practical guide outlining not only how to successfully undertake online doctoral study but also how to wisely transfer that acquired online acumen beyond graduation, into the academic life. Newly-minted PhDs and EdDocs face a steep learning curve when entering the professorial life in the Ivory Tower of higher education. This down-to-earth, plain language, and often humorous text explores the pedagogical advantages of the online experience and their usefulness to the new academic hire. Current doctoral learners, both traditional and online, as those mulling future educational plans, and doctoral completers surveying higher education opportunities will benefit from the insight and advice in this very frank text.Table of ContentsPreface 1 Introduction: A Foundational Landscape of Academia and Online Doctoral Learning  1 The Importance of Language  2 My Own Relationship to Doctoral Studies and Online Learning  3 A Broader Context  4 Final Words 2 Can I? Should I? Making the Big Commitment  1 Is There a Case for NOT Entering a Doctoral Program?  2 Some Anecdotal Observations from a Long-Time Academic and Lifelong Learner  3 Who Engages in Online Doctoral Study?  4 How Does an Online Degree Differ from a Face-to-Face Degree in These Respects?  5 What the Learners Say  6 What’s the Big Deal?  7 Burning Questions Posed by Doctoral Students as They Consider Entering an Online Program  8 Are You Ready for Online? A Case for Online Readiness  9 Final Words 3 Program Orientation and Residency: What and Why?  1 Program Models and Their Relationship to Orientation  2 The Cohort Model and Its Relationship to Orientation  3 An Example of an On-site Orientation  4 What an Orientation Can’t Do  5 Final Words 4 Learning Online in a Doctoral Program  1 The Language of Distance Education (DE)  2 A Short History of Distance Education  3 Adult Education, Philosophy, and the Beauty of Online Learning  4 Your Presentation of Yourself  5 Synchronous Presentations  6 Asynchronous Presentations  7 Assessment of Online Presence  8 Assessment of Learning Activities  9 Final Words 5 Your Dissertation: The Tour de Force  1 The Nature of Research  2 How Does the Online Doctoral Dissertation Differ from the Traditional Dissertation?  3 Supervisors: Choosing Them, Co-existing, Liking, and Communicating with Them, Being Mentored  4 Shop for Your Supervisor from the Get-Go  5 Getting along with Your Supervisor  6 Enjoying a Mentored Relationship with Your Supervisor  7 Types of Supervisor Relationships: Good, Bad, and Ugly?  8 When the Supervisory Relationship Breaks Down  9 How to Start: Tackling the Dissertation  10 The Long and Winding Road: Writing the Dissertation as an Online Learner  11 Choosing and Using Your Research Sources  12 The Supervisory Dissertation Committee  13 Presenting and Defending Your Dissertation  14 Publishing Your Dissertation: A New Adventure  15 Final Words 6 Stayin’ Alive: Your Emotional Health and Wellness  1 The Hidden and Nuanced Stressors  2 Staying Alive and Well  3 Forming Community Online  4 Helping Learners Help Themselves  5 Helping Hands from Faculty and Administrative Personnel  6 Things Online Teaching Faculty Can Do to Help  7 Things Administrative Personnel Can Do to Help You  8 Final Words 7 Hoops, Gates, Joining the Club, and Then What?  1 Academic Excellence  2 Joining the Club  3 Respect the Club  4 And Then What to Do … 8 From the Trenches: Students’ Reflections on Their Online Doctoral Programs  1 Program Shape and Highlights  2 Other Voices  3 Final Words 9 The Next Step: Finding Your Fit in Academe  1 The Professoriate  2 Focus on Teaching: The Teacher  3 Focus on Administration: The Administrator  4 Focus on Institutional Loyalty: The Soldier/Stalwart  5 Focus on Collegial and Social Connection: The Networker  6 Focus on Institutional Politics: The Politico  7 Focus on Recognition: The Star  8 Focus on Intellectual Productivity: The Dogged Scholar  9 Final Thoughts 10 “The World Is Too Much with Us”: COVID-19 Changes the Game  1 Adjustment of Space and Place  2 Adjustment to Social and Personal Anxiety  3 Adjustment to Post-Pandemic Society  4 The Path Forward: The Digital Scholar  5 But Wait, There’s More  6 Final Words 11 Concluding Thoughts and Some Seasoned Advice  1 What Next? Advice for the New Dr  2 What Next? Advice for the New Academic Hire References Index

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Book SynopsisBeyond Citizenship focuses on the role of literacy in building a modern nation-state by examining the government provision of adult literacy training in early twentieth-century China. Based on untapped archives and diaries, Di Luo uncovers people’s strategic use of literacy and illiteracy in social interactions and explores the impact of daily experiences on the expansion of state power. Highlighting interpersonal and intergroup relations, Beyond Citizenship suggests a new methodology of studying literacy which foregrounds the agentive role of historical actors and so moves away from a more traditional approach that treats literacy itself as the key factor enabling social change.Table of ContentsAcknowledgments List of Maps, Tables, and Figures A Note on Romanization and Chinese Characters Maps Introduction: Literacy, Identity, and Politics in Everyday China, 1900–1945  1 Modern Education, Nationalism, and State Building  2 Approaching Literacy: Process, Scale-Making, and Sociopolitical Positioning  3 Overview of the Book 1 Mapping Literacy and Illiteracy in the Early Twentieth Century  1 Scaling Literacy in Everyday Life   1.1 Literacy’s Conditional and Variable Importance   1.2 The Tactical Uses of Illiteracy and the Risks Associated with Writing  2 The Rise of the Nation-Building/Modernization Narrative of Literacy   2.1 The Constructed Dichotomy between Literacy and Illiteracy by Modernizers   2.2 “School-Age Children” and “Unschooled Elders”: The Institutionalization of Two-Tiered Literacy   2.3 Language Reform Initiatives: Alternative and Contesting Perspectives  3 Conclusion: Literacy at the Intersection of Daily Practices and the Nation-Building/Modernization Narrative 2 Identity in Morphing: Revolutionaries’ Mass Literacy Programs in 1924–1926  1 To Mingle: The GMD’s Literacy Initiatives in 1924 in Shanghai   1.1 Engaging a Variety of Social Sectors: The Design of Literacy Programs in Shanghai, 1924   1.2 Multiple Images: Adult Students and the Operation of the GMD’s Shanghai Project, 1924  2 Creating an Assertive Voice: The GMD’s Literacy Training in Guangzhou, 1925–1926   2.1 Reconciling Citizenship Training with Local Literacy Practices: Literacy Education in Guangzhou, 1925   2.2 Interdepartmental Negotiations: Implementing Literacy Training in Guangzhou in 1925   2.3 From the Local to the National: The GMD’s Literacy Program in 1926  3 Conclusion: Social Engagement in Adult Literacy Training 3 Monopolizing the Brand: Party-States’ Competition over Adult Literacy Education, 1928–1936  1 The Nationalist Brand and Local Practices   1.1 The Nationalist Brand: From Ideological Alignment to State-Regulated Schooling   1.2 Experimenting with Compulsory Mass Schooling: The Nationalist Literacy Movement in Shanghai in 1935  2 The Communist Brand and Practices   2.1 Comprehending Literacy within Intravillage Power Relations: The CCP’s Configuration in the Early 1930s   2.2 Narrating Revolutionary Stories of Literacy: The CCP’s Discursive Strategies  3 The Myth of Basic Literacy and Common Characters   3.1 Basic Characters and Nationhood: Questionable Commonality  4 Conclusion: Monopolizing the Brand 4 Beyond Nationalism: Mass Education in Wartime Chongqing, 1937–1945  1 Wartime Supplementary Education in Chongqing, 1938–1940   1.1 Learning to Behave—Wartime Literacy Training at Chongqing   1.2 The Game of Numbers: Administering Mass Literacy Training in Chongqing, 1938–1940   1.3 To Live: Mass Literacy Teachers in Exile  2 Shift to Citizens Education, 1940–1945   2.1 From Students to Teachers: Recalibrating the Administrative Focus in Citizens Education, 1940–1945   2.2 Social Categories: The System of School Reports in Chongqing, 1941–1945  3 Conclusion: Beyond Nationalism 5 Beyond Class and Nation: Identity in Motion during Literacy Training in Northwestern Shanxi, 1937–1945  1 Early Experiments with Nationalistic and Class-Oriented Literacy Training   1.1 Conceptualization of Mass Literacy Education in Northwestern Shanxi, 1940   1.2 The Limits of Nationalistic Appeals in Winter Schools in 1940   1.3 Village Election: The Limits to Using a Class Perspective to Restructure Rural Northwestern Shanxi, 1941  2 Shift to the Mass Line and Literacy by Laboring People   2.1 Working out the Mass Line: Rescaling the Purpose of Winter School, 1944   2.2 A New Social Solidarity: the Identity of the Laboring People  3 Conclusion: Beyond Class and Nation 6 Conclusion: Beyond Citizenship  1 From the Desires of Membership to the Flexibility of Scale-Making  2 From a Singular State-Society Dimension to Multiple Societal Dimensions  3 Rights, Relationality, and the Social Self in an Authoritarian State Bibliography Appendix 1: Overlapping Characters in Selected Literacy Primers Appendix 2: Lessons on How to Calculate Agricultural Tax Index

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Book SynopsisWith the view of improving doctoral education, contributors from diverse cultural, political and disciplinary contexts critically analyse challenges and opportunities that impact on the experience of researchers and university staff. Readers are invited to consider their own circumstances and how the presented policies, procedures, values and practices, both common and unique, might either detract from or enhance their performance and well-being. Reflection on lessons learned through the pandemic are incorporated, reinforcing the value of collaboration and mutual respect between researchers and their supporters at all levels, for both the conduct of good science and a fulfilled work life. Contributors are: Britt-Marie Apelgren, Diogo Casanova, Pam Denicolo, Shane Dowle, Dawn Duke, Fabiane Garcia, Martin Gough, Erika Hansson, Gill Houston, Isabel Huet, Sverker Lindblad, Bing Lu, Alistair McCulloch, Marie-Louise Österlind, Julie Reeves, Manuela Schmidt, Matthew Sillence and Gun-Britt Wärvik.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Prologue  Marie-Louise Österlind, Pam Denicolo and Britt-Marie Apelgren PART 1: Challenges and Opportunities for the Key Participants in Doctoral Education 2 Alienation and the Problem of Work in Doctoral Education  Alistair McCulloch 3 Restructuring Doctoral Education in Sweden  Britt-Marie Apelgren, Sverker Lindblad and Gun-Britt Wärvik 4 Challenging Policy Barriers to Doctoral Supervision: Qualifying as a Supervisor and Recruiting Students in Chinese Research Universities  Bing Lu 5 Doctoral Final Examinations: (Ir)Relevance to New Skills and Future Challenges  Pam Denicolo, Dawn Duke and Julie Reeves PART 2: Challenges and Opportunities for the Staff Supporting Doctoral Researchers 6 Re-framing Supervisor Development for Internationalisation and Professionalisation  Pam Denicolo, Julie Reeves, and Dawn Duke 7 The Professional Development of Doctoral Supervisors through an International Lens  Isabel Huet, Diogo Casanova and Fabiane Garcia 8 Towards a Person-Centred Discourse in Doctoral Supervisor Development  Matthew Sillence 9 The Role of Supervisors in Preparing Doctoral Researchers for the Final Examination  Gillian Houston 10 New Beginnings or Same Old Ending for Researcher Development?  Julie Reeves PART 3: Challenges and Opportunities for Doctoral Researchers’ Wellbeing 11 Dimensions of Wellbeing in the Doctoral Research Environment: Implications for Quality  Martin Gough 12 Sustainability of Doctoral Education: A Well-Being Perspective  Manuela Schmidt and Erika Hansson 13 The Role of Liminality and Reflexivity in Transformative Doctoral Learning  Shane Dowle 14 This Could Be Heaven, or This Could Be Hell: Exploring the Complexity Experienced by Swedish Doctoral Researchers from a Workplace Perspective  Marie-Louise Österlind 15 Epilogue: Continuing to Focus on the People Involved in Doctoral Education  Pam Denicolo, Marie-Louise Österlind and Britt-Marie Apelgren Index

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Book SynopsisWith the view of improving doctoral education, contributors from diverse cultural, political and disciplinary contexts critically analyse challenges and opportunities that impact on the experience of researchers and university staff. Readers are invited to consider their own circumstances and how the presented policies, procedures, values and practices, both common and unique, might either detract from or enhance their performance and well-being. Reflection on lessons learned through the pandemic are incorporated, reinforcing the value of collaboration and mutual respect between researchers and their supporters at all levels, for both the conduct of good science and a fulfilled work life. Contributors are: Britt-Marie Apelgren, Diogo Casanova, Pam Denicolo, Shane Dowle, Dawn Duke, Fabiane Garcia, Martin Gough, Erika Hansson, Gill Houston, Isabel Huet, Sverker Lindblad, Bing Lu, Alistair McCulloch, Marie-Louise Österlind, Julie Reeves, Manuela Schmidt, Matthew Sillence and Gun-Britt Wärvik.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Prologue  Marie-Louise Österlind, Pam Denicolo and Britt-Marie Apelgren PART 1: Challenges and Opportunities for the Key Participants in Doctoral Education 2 Alienation and the Problem of Work in Doctoral Education  Alistair McCulloch 3 Restructuring Doctoral Education in Sweden  Britt-Marie Apelgren, Sverker Lindblad and Gun-Britt Wärvik 4 Challenging Policy Barriers to Doctoral Supervision: Qualifying as a Supervisor and Recruiting Students in Chinese Research Universities  Bing Lu 5 Doctoral Final Examinations: (Ir)Relevance to New Skills and Future Challenges  Pam Denicolo, Dawn Duke and Julie Reeves PART 2: Challenges and Opportunities for the Staff Supporting Doctoral Researchers 6 Re-framing Supervisor Development for Internationalisation and Professionalisation  Pam Denicolo, Julie Reeves, and Dawn Duke 7 The Professional Development of Doctoral Supervisors through an International Lens  Isabel Huet, Diogo Casanova and Fabiane Garcia 8 Towards a Person-Centred Discourse in Doctoral Supervisor Development  Matthew Sillence 9 The Role of Supervisors in Preparing Doctoral Researchers for the Final Examination  Gillian Houston 10 New Beginnings or Same Old Ending for Researcher Development?  Julie Reeves PART 3: Challenges and Opportunities for Doctoral Researchers’ Wellbeing 11 Dimensions of Wellbeing in the Doctoral Research Environment: Implications for Quality  Martin Gough 12 Sustainability of Doctoral Education: A Well-Being Perspective  Manuela Schmidt and Erika Hansson 13 The Role of Liminality and Reflexivity in Transformative Doctoral Learning  Shane Dowle 14 This Could Be Heaven, or This Could Be Hell: Exploring the Complexity Experienced by Swedish Doctoral Researchers from a Workplace Perspective  Marie-Louise Österlind 15 Epilogue: Continuing to Focus on the People Involved in Doctoral Education  Pam Denicolo, Marie-Louise Österlind and Britt-Marie Apelgren Index

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Book SynopsisThe world ecological system is marked by difference throughout. There is social difference with different identities, shifting and transmuting, being forged, and extra-human differences. All these have implications for intra human and human/non-human earth relations. This aspect is not always recognised and valorised. Education, though not an independent variable, still can be mobilised, together with other sources of potential transformation, to redress this situation marked by aggressions, micro and macro, inertia and indifference. It represents a number of immediate challenges for Adult Education. This compendium is intended as a useful resource in this regard. It maps out a kaleidoscope of myriad differences and suggests options for overcoming the various obstacles that stand opposed to those who seek fulfilment in the way they are discursively located. The obstacles are a dent on efforts to living in communion with the rest of the cosmos. The utopian view is that of different species living in harmony with each other. This book emphasises social/ecological justice, intersectionality and relationality as the targets for Adult Education in this relatively still new millennium. Contributors are: Sharifah Salmah Binti Abdullah, Thi Bogossian, Lauren Bouttell, Lidiane Nunes de Castro, Anyela Nathalie Gomez Deantonio, Preeti Dagar, Raquel Galeano Giminez, Ksenija Joksimović, Kainat Khurshid, Robert Livingston, Peter Mayo, Sonia Medel, Yunah Park, Zainab Sa’id Sa’ad, Bonnie Slade, Gameli Kodzo Tordzro, Agnieszka Uflewska and Aisara Yessenova.Table of ContentsNotes on Contributors 1 Introduction  Peter Mayo, Bonnie Slade and Thi Bogossian PART 1: Gender and Sexuality 2 Critical Considerations When Conducting Adult Education Research with Transgender and Gender Non-Binary People: Working towards Reparation of Epistemic Injustice  Ksenija Joksimović 3 Challenging the Rules: Bringing Popular Culture into Adult Education to Tackle Sexuality and Gender Issues  Lidiane Nunes de Castro PART 2: Race, Ethnicity, Migration, and Social Class 4 Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills  Aisara Yessenova 5 How a Universal Basic Income and Adult Education Could Shape One Another  Lauren Bouttell 6 Creating Welcoming Spaces in a ‘Hostile Environment’: Community Education for Refugees and Asylum Seekers in the UK  Lauren Bouttell and Robert Livingston PART 3: Intersectionality and Inclusion 7 Inclusive Adult Education in Paraguay: Spaces for Social Change  Raquel Galeano Giminez 8 Reflections on Interdisciplinary Discourses: Disabilities and Mental Health in Youth and Adult Education  Anyela Nathalie Gomez Deantonio 9 Not All Women! The Significance of Intersectionality in the Domain of Adult Education  Kainat Khurshid and Lidiane Nunes de Castro PART 4: Social Movement Learning 10 Biodiversity and Adult Education: From Poor Cousin to Key Message for Social Change  Thi Bogossian and Yunah Park 11 Peruvian Development and Education Politics: The Impact of LUNDU’s Apúntate contra el racismo Campaign  Sonia Medel PART 5: Beyond Eurocentric Knowledge 12 Charting New Horizons in Lifelong Education: Planet-Centred, Peaceful and Sustainable Paradigms in the Age of AI  Agnieszka Uflewska and Gameli Kodzo Tordzro 13 Socio-Cultural Perspectives of Teaching Women Home Management in Adult and Non-Formal Schools in Kano State: A Case Study  Zainab Sa’id Sa’ad 14 Women’s Education in Arab Countries: Jordan and Algeria  Sharifah Salmah Binti Abdullah 15 Adult Education in a Postcolonial World: Perspectives from the Global South  Preeti Dagar and Kainat Khurshid Index

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Book SynopsisThe world ecological system is marked by difference throughout. There is social difference with different identities, shifting and transmuting, being forged, and extra-human differences. All these have implications for intra human and human/non-human earth relations. This aspect is not always recognised and valorised. Education, though not an independent variable, still can be mobilised, together with other sources of potential transformation, to redress this situation marked by aggressions, micro and macro, inertia and indifference. It represents a number of immediate challenges for Adult Education. This compendium is intended as a useful resource in this regard. It maps out a kaleidoscope of myriad differences and suggests options for overcoming the various obstacles that stand opposed to those who seek fulfilment in the way they are discursively located. The obstacles are a dent on efforts to living in communion with the rest of the cosmos. The utopian view is that of different species living in harmony with each other. This book emphasises social/ecological justice, intersectionality and relationality as the targets for Adult Education in this relatively still new millennium. Contributors are: Sharifah Salmah Binti Abdullah, Thi Bogossian, Lauren Bouttell, Lidiane Nunes de Castro, Anyela Nathalie Gomez Deantonio, Preeti Dagar, Raquel Galeano Giminez, Ksenija Joksimović, Kainat Khurshid, Robert Livingston, Peter Mayo, Sonia Medel, Yunah Park, Zainab Sa’id Sa’ad, Bonnie Slade, Gameli Kodzo Tordzro, Agnieszka Uflewska and Aisara Yessenova.Table of ContentsNotes on Contributors 1 Introduction  Peter Mayo, Bonnie Slade and Thi Bogossian PART 1: Gender and Sexuality 2 Critical Considerations When Conducting Adult Education Research with Transgender and Gender Non-Binary People: Working towards Reparation of Epistemic Injustice  Ksenija Joksimović 3 Challenging the Rules: Bringing Popular Culture into Adult Education to Tackle Sexuality and Gender Issues  Lidiane Nunes de Castro PART 2: Race, Ethnicity, Migration, and Social Class 4 Rooting for the Underdog: Teaching Adult Migrant Learners with Emergent Literacy Skills  Aisara Yessenova 5 How a Universal Basic Income and Adult Education Could Shape One Another  Lauren Bouttell 6 Creating Welcoming Spaces in a ‘Hostile Environment’: Community Education for Refugees and Asylum Seekers in the UK  Lauren Bouttell and Robert Livingston PART 3: Intersectionality and Inclusion 7 Inclusive Adult Education in Paraguay: Spaces for Social Change  Raquel Galeano Giminez 8 Reflections on Interdisciplinary Discourses: Disabilities and Mental Health in Youth and Adult Education  Anyela Nathalie Gomez Deantonio 9 Not All Women! The Significance of Intersectionality in the Domain of Adult Education  Kainat Khurshid and Lidiane Nunes de Castro PART 4: Social Movement Learning 10 Biodiversity and Adult Education: From Poor Cousin to Key Message for Social Change  Thi Bogossian and Yunah Park 11 Peruvian Development and Education Politics: The Impact of LUNDU’s Apúntate contra el racismo Campaign  Sonia Medel PART 5: Beyond Eurocentric Knowledge 12 Charting New Horizons in Lifelong Education: Planet-Centred, Peaceful and Sustainable Paradigms in the Age of AI  Agnieszka Uflewska and Gameli Kodzo Tordzro 13 Socio-Cultural Perspectives of Teaching Women Home Management in Adult and Non-Formal Schools in Kano State: A Case Study  Zainab Sa’id Sa’ad 14 Women’s Education in Arab Countries: Jordan and Algeria  Sharifah Salmah Binti Abdullah 15 Adult Education in a Postcolonial World: Perspectives from the Global South  Preeti Dagar and Kainat Khurshid Index

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