This unique text provides a valuable route map to the development of thinking in adult education and lifelong learning. It includes more than twenty-five seminal articles from the first two decades of the International Journal of Lifelong Education, written by leading authors in the field from the UK, the USA, Australia and Europe. Compiled to show the development of the field, the articles are divided into four sections: From Ault Education... ...to Lifelong Education ...and Lifelong Learning ...to the Learning Society and Beyond. The specially written Introduction by the editor contextualises the selection and introduces readers to the main issues and current thinking in the field. This is the only text of its kind to demonstrate practice and policy internationally over this period, and as the collection of articles are now available in one easy-access place, this is an excellent resource for students and scholars.

Over the last forty years, the International Journal of Lifelong Education has become a global leader in the field of research on adult education and lifelong learning. Drawing extensively on articles published in the journal, scholars from Africa, Asia, North and South America, Australasia and Europe reflect in two volumes on how the field has evolved over four decades, and on the strengths and weaknesses of its contributions to knowledge. The second of two volumes, this book is based on a collective research project, carried out largely by members of the journal’s editorial advisory board, on what it has published over four decades. The introduction explains the origins development of the journal, the sometimes-passionate debates in the wider field, and the approach and concerns of those who conducted this research. Other chapters explore critical areas of debate (citizenship and its learning, learning and work, and widening participation and higher education); ‘political’ and ‘scientific’ dimensions in intergovernmental organisations’ policy work; inequality and lifelong education; opportunities and tensions created in universities by lifelong learning; and the development of studies of learning in later life since the 1980s. Two concluding chapters examine the influence of Paolo Freire and Jack Mezirow. The two volumes will appeal to researchers, teachers and professionals in lifelong learning and adult education, as well as to those interested in the development of knowledge in fields of science and practice.

Over the last forty years, the International Journal of Lifelong Education has become a global leader in the field of research on adult education and lifelong learning. Drawing extensively on articles published in the journal, scholars from Africa, Asia, North and South America, Australasia and Europe reflect in two volumes on how the field has evolved over four decades, and on the strengths and weaknesses of its contributions to knowledge. The first of two volumes, this book offers rich insights into the nature of lifelong education, its development over the forty years of the journal (and more), and what challenges the field will be called upon to address in the future. Chapters cover global trends that have influenced lifelong education; the nature of the field as reflected in publications, based on detailed quantitative analysis; why connection with radical social movements justifies continuing optimism in the field’s capacity to help make a better world; the nature of ethical practice in the field; neuroscience research’s significance for transformative learning theory; international organisations’ role; the importance of critical social theory; and Paulo Freire’s significance for the field. The two volumes will appeal to researchers, teachers and professionals in lifelong learning and adult education, as well as to those interested in the development of knowledge in fields of science and practice.

This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research on education and learning in adulthood, this Handbook addresses the inner tensions between adult education, adult learning, lifelong education, and lifelong learning, by using current research and theorizations from disciplinary backgrounds, including philosophy, psychology, biology and neuroscience, anthropology, sociology, history, political science, and economics. It provides an explicit discussion of the differences and tensions between adult and lifelong education and learning, and locates these in different policy and historical contexts, theories and practices. It explores a variety of discipline-based theoretical perspectives, and highlights how these have influenced, and been influenced by, research in the education and learning of adults. The Handbook also explores the inevitable frictions and dilemmas these present, and carefully examines the role of the international dimension in researching education and learning in formal, non-formal and informal contexts, beyond traditional schooling. This state-of-the-art, comprehensive Handbook is the first of its kind to explore adult education, lifelong education and lifelong learning fully as distinct activities on an international scale. It will be an indispensable reference resource for students of education at undergraduate and postgraduate levels, and for academic researchers, professionals and policy-makers concerned with adult and community education, further and vocational education, or work-based training and human resource development.

Adult and Lifelong Education explores why politicians, researchers, and practitioners involved in educating post-school young people and adults have quietly abandoned the term ‘education’ in favour of ‘learning’. Bringing together contributions from experienced as well as younger scholars, and from Europe, North America, and Australasia, it draws on global, national, and local perspectives to reveal key features of adult education’s policy environment. At the book’s heart are three main concerns. First, what is the spatial reach of these developments, and what processes of fluidity and fixity emerge? Second, does increased state and international recognition of civil society’s role in adult education and learning help to voice grass-roots learning needs for individuals and communities? Or does it create new patterns of dependency and ‘domestication’? Finally, given the growing culture of monitoring, and the investment – of money, time and attention – which international organizations, national governments, and research institutes around the world are making in gathering information on people’s skills and knowledge, and how they use them, what is happening when literacy, numeracy, and problem-solving abilities are tested? How is this knowledge used – and abused – in various policy environments, and who benefits? The book is an outcome of the work of the European Society for the Research on the Education of Adults (ESREA) Research Network on Policy Studies in Adult Education’s inaugural conference, held at the University of Nottingham in 2012. This book was originally published as a special issue of Globalisation, Societies and Education.

First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

Provides new insights on the lasting impact of famed philosopher and educator Paulo Freire 50 years after the publication of his masterpiece, Pedagogy of the Oppressed, this book brings new perspectives on rethinking and reinventing Brazilian educator and philosopher Paulo Freire. Written by the most premier exponents and experts of Freirean scholarship, it explores the currency of Freire's contribution to social theory, educational reform, and democratic education. It also analyzes the intersections of Freire’s theories with other crucial social theorists such as Gramsci, Gandhi, Habermas, Dewey, Sen, etc. The Wiley Handbook of Paulo Freire studies the history and context of the man as a global public intellectual, moving from Brazil to the rest of the world and back. Each section offers insides on the epistemology of the global south initiated by Freire with his work in Latin America; the connections between class, gender, race, religion, the state and eco-pedagogy in the work of Freire; and the contributions he made to democratic education and educational reform. Presents original theory and analysis of Freire’s life and work Offers unique and comprehensive analysis of the reception and application of Paulo Freire in international education on all continents Provides a complete historical study of Freire’s contributions to education Systematically analyzes the impact of Freire in teachers training, higher education, and lifelong learning The Wiley Handbook of Paulo Freire is an ideal book for courses on international and comparative education, pedagogy, education policy, international development, and Latin America studies.

This book discusses the current state of the art in research on the education and learning of adults, and how such research has been transformed through contemporary policy and research practices. Gathering contributions from leading experts in the field, the book draws on previous research, as well as new findings in order to provide a map of this research field and its contemporary history. The chapters address a number of questions, including: What constitutes this research field? What theories and methodologies dominate within the field? What “invisible colleges” are active in shaping this academic field, in marking out its contours and in transforming its contemporary battle zones? Who is publishing in the field and who is deemed worth citing? What is the relationship between the shift in state policy on adult education and the research that is conducted on the education and learning of adults? How has the research field changed over time in various western countries? What do these meta-reflections of the field tell us about possible future research endeavours? Rather than speaking from within the field, this is a book about the research field. The diversity of the chapters provide a fascinating resource for anyone interested in research on the education and learning of adults.

Peter Jarvis is a towering figure in adult and lifelong education and a leading and original theorist of learning. This book explores the breadth and significance of his work. Sixteen chapters by leading international scholars explain and engage critically with his theorisation of learning, and with his extensive writings on the sociology, politics, ethics and history of adult education, and on professional education, lifelong learning and the learning society. The authors discuss his ideas, their influence and origins. They cover his contribution to learning theory, the recurring ethical themes in his writing, and the implications of his work for areas such as the education of migrants. They explore his global engagement as a scholar not only in different areas of lifelong education, but across the world: much-travelled, Peter Jarvis has supported the growth of adult education as a humane profession – as well as a field of study – in Africa, Asia, North and South America, and Australasia, as well as Europe. They also address the intense humanism of his work, which has been continually informed by theological and ethical concerns: though he taught for three decades at the University of Surrey, where he was Head of the Department of Educational Studies and is now Emeritus Professor, he has been a Minister of the Methodist Church for over half a century. This book was originally published as a special issue of the International Journal of Lifelong Education.