From the earliest contributions of Native Americans in the colonial period to the workforce preparation crisis in the 1980s, this book explores the patterns, themes, and changing ideologies of learning and education in adulthood.Harold W. Stubblefield and Patrick Keane detail the broad context of adult learning and its relationship to social, economic, and political movements throughout American history. Giving special attention to issues of race, ethnicity, class, religion, and gAnder, the authors examine the institutions, agencies, and programs that have disseminated knowledge and culture to adults. They describe the ideology of self-improvement and the role of adult education in the struggle against social injustice, economic powerlessness, and segregation. And they show the alternative educational systems--including women's organizations, self-help efforts of African Americans, and education programs created by industrial workers and farmers--created to address interests ignored by the larger society.From the earliest contributions of Native Americans in the colonial period to the workforce preparation crisis in the 1980s, Adult Education in the American Experience explores the patterns, themes, and changing ideologies of learning and education in adulthood.

This history of the adult education movement is liberally seasoned with footnotes and bibliographical references which can lead to other sources for further study, if desired. The book gives an insight into the role of adult education in shaping our national culture.

How do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowles’ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today. Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 9th edition of The Adult Learner has been revised to include: Updates to the book to reflect the very latest advancements in the field. The addition of two new chapters on diversity and inclusion in adult learning, and andragogy and the online adult learner. An updated supporting website. This website for the 9th edition of The Adult Learner will provide basic instructor aids including a PowerPoint presentation for each chapter. Revisions throughout to make it more readable and relevant to your practices. If you are a researcher, practitioner, or student in education, an adult learning practitioner, training manager, or involved in human resource development, this is the definitive book in adult learning you should not be without.

This book presents key concepts, information and principles that should underlie the practice of adult education in African contexts. It assumes that adult educators should have a historical perspective on the current educational context, understand how the colonial experience has impacted on indigenous traditions and be aware of the philosophical underpinnings of adult education activities. The chapters introduce the foundations and history of adult education in Africa; philosophy and adult education; socio-cultural, political and economic environments; opportunities and access for adult learners; gender and development in adult education; adult education as a developing profession; information and communication technology; globalization and adult education; and policies and structures of lifelong learning

The Development of the Mechanics’ Institute Movement in Britain and Beyond questions the prevailing view that mechanics’ institutes made little contribution to adult working-class education from their foundation in the 1820s to 1890. The book traces the historical development of several mechanics’ institutes across Britain and reveals that many institutes supported both male and female working-class membership before state intervention at the end of the nineteenth century resulted in the development of further education for all. This book presents evidence to suggest that the movement remained active and continued to expand until the end of the nineteenth century. Drawing on historical accounts, Walker describes the developments which shaped the movement and emphasises the institutes’ provision for scientific and technical education. He also considers the impact that the British movement had on the overseas development of mechanics’ institutes – particularly in Canada, America, Australia and New Zealand. The book concludes with a discussion of the legacy of the movement and its contribution to twentieth-century adult education. The Development of the Mechanics’ Institute Movement advances the argument that the movement made a substantial contribution to adult education for the working classes and provided a firm foundation for further education in Britain and beyond. It will appeal to academics, researchers and postgraduate students in the areas of education, history and sociology, as well as the philosophy of education, technical and vocational education, and post-compulsory education.

How do educators and activists in today’s struggles for change use historical materials from earlier periods of organizing for political education? How do they create and engage with independent and often informal archives and debates? How do they ultimately connect this historical knowledge with contemporary struggles? Reflections on Knowledge, Learning and Social Movements aims to advance the understanding of relationships between learning, knowledge production, history and social change. In four sections, this unique collection explores: • Engagement with activist/movement archives • Learning and teaching militant histories • Lessons from liberatory and anti-imperialist struggles • Learning from student, youth and education struggles Six chapters foreground insights from the breadth and diversity of South Africa’s rich progressive social movements; while others explore connections between ideas and practices of historical and contemporary struggles in other parts of the world including Argentina, Iran, Britain, Palestine, and the US. Besides its great relevance to scholars and students of Education, Sociology, and History, this innovative title will be of particular interest to adult educators, labour educators, archivists, community workers and others concerned with education for social change.

Definitive Readings in the History, Philosophy, Theories and Practice of Career and Technical Education brings together definitive writings on CTE by leading figures and by contemporary thinkers in the history, philosophy, practice and theories of the field. Filling a much needed void in existing literature, this book equips scholars and practitioners with knowledge, skills, and attitudes to succeed in the field of CTE.

Originally published in 1988 this book examines the work of the first generation adult education theorists and the traditions that their work helped establish. They debated the issues, aims and content of adult education programmes and began to explore the often difficult relationship between social expectations and the potential of education. As well as providing an authoritative history during a period of rapid social change in America, the book confirms that many of the preoccupations of the early thinkers have continued relevance today.