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This collection of 20 papers is aimed at researchers, research students, and research supervisors interested in qualitative research into facilitated adult learning in the workplace, formal education programs, professional development, and community settings. "Introduction" (Willis) provides a summary of the papers. "Qualitative Inquiry: Meaning and Menace for Educational Researchers" (Garman) introduces two kinds of knowledge and identifies three communities of discourse inside approaches to qualitative research. The papers that follow are grouped in four loose clusters. Five papers in the first group have a commonality around social elements in adult learning, education, and research: "On Becoming a Meditator: Reflections on Adult Learning and Social Context" (McIntyre); "Bread and Sex: Learning in Brazilian Women's Organizations" (Foley); "Learning Centers and Community Houses: Twelve More Years" (Neville); "Ethics of Ethics Committees" (Crotty); and "Contribution of Dr. Rudolf Steiner to Adult Education: Australian Perspective" (Stehlik). These three papers in the second group are concerned with elements of interpretation in various forms of qualitative research: "Multi-Storied Approach to the Analysis and Interpretation of Interview Transcript Data" (Grant); "Archetypal Investigation of the Experience of Infertility in Women: Observations Drawn from a Ph.D. in Progress" (Fiske); and "Enquiry into Writing in the Process of Transformation" (Coates). These five papers in the third group deal with the theory and practice of phenomenology: "Difficulties of Using Phenomenology: Novice Researcher's Experience" (Ehrich); "Representation and Interpretation in Phenomenological Research" (Willis); "Capturing the Experience of the Clinical Nurse Specialist through Phenomenology" (Borbasi); "Hidden Spaces of Adult Literacy Education: Phenomenological Study of Personal Transformation" (Campbell); and Doing Phenomenology" (Crotty). These six papers in the last section focus on elements of qualitative research practice: "Visible Politics: Postgraduate Study and Adult Education Research" (Shore); "John Thomas, the Meno, and Research" (Claydon); "At Sea Beginning to Do Qualitative Research from and for Whom does Knowing and the Known Emanate?" (Arnold); "Reflections on the Role of an Evaluator" (Harris); "Course Design as Action Research" (Mulligan); and"Autobiography, Experiential Learning, and Discourse in Context: A Thesis in Evolution" (Waterhouse). An index is appended. (YLB)

The 14 papers in this volume address planning and administration of higher education within an international context. Papers are grouped into general studies, regional studies, and national and institutional studies. Included papers are: (1) "Management of Global and Educational Change: Challenges for Higher Education and Graduate Studies" (Gustavo Lopez Ospina); (2) "Accountability for More Efficiency and Effectiveness in Higher Education" (Klaus Huffner); (3) "Training for Planning and Management: Improved Management Systems in Higher Education in Developing Countries" (Kevin M. Lillis); (4) Improving Effectiveness of Higher Education Institutions: Studies of the Management of Change" (International Institute for Educational Planning); (5) "Higher Education: What Procedures for Evaluation?" (William B. Dockrell); (6) "Planning and Management of Higher Education in Latin America and the Caribbean: An Introductory Study" (Jose F. Silvio); (7) "Management and Administration of Higher Education in a Market Economy" (8) "Some Issues and Trends Relevant for Planning and Management of Higher Education in Arab Countries" (Al Awd Galeleldin); (9) "University Governance, Autonomy and Accountability in Brazil: A Couple of Challenges for the Decade" (Jacques Velloso); (10) "Management of Innovation and Change in Higher Education in Developing Countries; Experiences from Tanzania" (I. M. Omari); (11) "Planning and Management of Education in a Period of Crisis: The Example of Higher Education in Rwanda" (Joseph Kalinganire); (12) "Planning and Management for Excellence and Efficiency in Higher Education in India" (T. V. Rao); (13) "Higher Education in Czechoslovakia: Problems and Prospects of Management" (Jana Hendrichova and Ian Kouckij); and (14) "Planning and Managing for Excellence and Efficiency in Higher Education in Britain" (John Eggleston). (Some individual papers contain references.) (DB)

This set of four publications examines contemporary power relations between persons of European and African descent in Brazil, South Africa, and the United States. Using a comparative and multidisciplinary approach, these publications focus on three democracies with large multiracial and multiethnic populations. "Overview Report," which details findings by the Southern Education Foundation's Comparative Human Relations Initiative, features first-person profiles of outstanding Brazilians, South Africans, and individuals from the United States who are involved in the struggle against racism and reflections of members of the working and advisory groups. "Three Nations at the Crossroads" contains in-depth portraits and accessible historical reviews of the three countries by Charles V. Hamilton, Ira Glasser, Wilmot James, Jeffrey Lever, Colin Bundy, Abdias do Nascimento, Elisa Larkin Nascimento, and Nelson do Valle Silva. "In Their Own Voices" is a topically organized reader featuring articles, quotes, and excerpts from speeches by participants in meetings sponsored by the Initiative. These participants include journalists, educators, and policymakers. "Color Collage" contains occasional papers on issues related to racism and inequality. Each volume contains references. A brochure describing the reports is appended. (SLD)

This book contains a review of the 1994 Fulbright-Hays Seminars Abroad Program along with lesson plans from 13 of the participants. The curriculum projects contained in this book include: (1) "The Brazilian Cinema: A Critical Appreciation of An Industry in Turmoil" (Aaron Braun); (2) "Reflections on the Relationship between Brazilian Communities and the Environment" (John G. Clark); (3) "A Program for Freshmen Library Orientation on the Country of Brazil" (Susan B. Coppola); (4) "Brasil" (Brian Fitzpatrick); (5) "The Photography of Workers in Brazil" (Howard M. Fraser); (6) "A Photographic Assessment Reflecting the Degradation of the Atlantic Rainforest of the Serra do Mar, Cubatao, Sao Paulo, Brazil" (Gordon F. Kells); (7) "Project Report" (Nancy Mandlove); (8) "One Man, One City, Problems and Solutions: Jaime Lerner and the Curitiba Program for the Environment" (David McCullough); (9) "Measuring Quality of Life in Brazil" (Rachel A. Nugent); (10) "Using the Fundamental Themes of Geography to Examine Brazil" (Linda Reeves); (11) "Bahian Babbling about Brazil: A Curriculum Unit on 'Brazil and Biodiversity'" (Curtis L. Thompson); (12) "Think Globally-Act Locally: Environmental Issues in Brazilian Society" (Ruth E. Tottle); and (13) "Selected Sites of Environmental Concern in Brazil: An Overview" (Shirley M. Valencia). Most papers contain references. (EH)

This document contains 11 papers about the potential for progressive educational practice in the United Kingdom and elsewhere. "Editorial" (Mae Shaw, Jane Thompson, Liam Bane) discusses the tradition of common purpose in education and the need to tackle social exclusion, educate for active citizenship, and promote lifelong learning and adult and community education. "Returning to the Northern City" (Jane Thompson) discusses current social, economic, and political conditions in the working class neighborhood where she grew up in Northern England. "Contesting Citizenship" (Ian Martin) explores competing traditions of citizenship, learning democracy, linking the local and the global, and stretching the policy discourse. "Making Connections" (Ursula Coleman) considers the nature and purpose of adult education in the Irish context during the first decade of the 21st century. "Learning for Active Citizenship" (Jane Pillinger) explains how growing concerns about the demise of democratic participation in political and civil life has led to new adult education initiatives across Europe. "The Emancipation of Hope" (Paul Nolan) focuses on adult learning and peace building in Northern Ireland and considers the issues of learning and unlearning, community, workplace, and women's groups. "Scotland's Parliament, Civil Society, and Popular Education" (Eurig Scandrett) examines community educators' response to recent constitutional changes in Scotland, with special attention to land reform, gay rights, and the ambiguity of civil society. "The POWER Story" (Margaret Martin) reports on a partnership of two women's organizations and two educational institutions in Ireland. "Inclusive Rhetoric, Exclusive Reality" (Usha Brown) considers the impact of British government policies to reduce poverty. "Reclaiming a Progressive Tradition: A View from South Africa" (Jonathan Grossman) explores changes, continuities, and challenges facing the progressive tradition in South Africa. "Popular Education and the Landless People's Movement in Brazil" (Liam Kane) traces the development of Brazil's Landless People's Movement and discusses its lessons for the United Kingdom. The Scandrett paper contains a substantial bibliography. (MN)

The four papers in this volume discuss various facets of the poverty-demography interaction: the rationale for the desired family size of the poor, the problems of attaining such size, the effect of family size/structure on household economy, and the future well-being of the children of the poor. "Mass Poverty, Demography, and Development Strategy: A Selective Survey" (B. Abegaz) is a selective survey of the major economic and demographic characteristics of mass poverty. "Poverty and Household Responses in Rural Bangladesh (Q. M. Khan) explores the linkages between rural poverty and demographic behavior, using 1976-77 data from the Rural Poverty Survey of Bangladesh. "Child Fostering and High Fertility Interrelationships in West Africa" (U. C. Isiugo-Abanihe) examines the interrelationships between socio-cultural and demographic events that arise from the prevalent practice of child fostering, with an emphasis on the practice in Ghana and Nigeria. "Underdevelopment, Urban Growth, and Collective Social Action in Sao Paulo (Brazil)" (C. H. Wood and S. D. McCracken) raises a host of philosophical and substantive issues concerning the nature of the urban labor market in Sao Paulo, Brazil. (BZ)

This volume collects several case studies on the relationship between government and higher education in developing nations in Africa, Asia, and Latin America. In particular these studies ask whether specific forms of government regulation help to solve the crisis of higher education in the developing world better than other forms of regulation. The papers are: "Government and Higher Education in Developing Nations: A Conceptual Framework" (G. Neave and F. van Vught); "Ghana: Relations between Government and Universities" (A. Sawyerr); "Kenya: Management of Higher Education in Developing Countries: The Relationship between the Government and Higher Education" (I. M. Omari); "Tanzania: The State and Higher Education" (J. C. Sivalon and B. Cooksey); "Uganda: Higher Education and the State" (T. O. Eisemon); "People's Republic of China: Autonomy and Accountability: An Analysis of the Changing Relationships between the Government and Universities" (W. Min); "India: Government and Higher Education" (T. Majumdar); "Philippines: The Anatomy of the Government-Higher Education Relationship" (A. Gonzalez); "Singapore: University Autonomy versus State Control: The Singapore Experience" (V. Selvaratnam); "Argentina: The Federal Government and the Universities": (C. Marquis); "Brazil: Higher Education and Government" (S. Schwartzman and L. Klein); "Chile: Government and Higher Education" (J. J. Brunner); "Mexico: Towards State Supervision? Changing Patterns of Governance in Mexican Higher Education" (D. C. Levy); "Conclusion" (G. Neave and F. van Vught). Contains a subject index. Most papers contain references. (JB)

Predicated on the fact that most school and state curricula for upper grades include a study of other cultures and that one method for examining Latin American countries and their culture is through an in-depth study of one specific country, this report details a summer travel seminar for 18 U.S. elementary and secondary school teachers to Brazil, the largest country in South America and one with striking similarities to the United States. The report notes that the teachers were exposed to different aspects of Brazil in a way that was interactive and promoted understanding. In addition to acquiring content knowledge, the teachers learned and practiced the tools of research (how to choose a topic, how to find information at the library, how to take notes, how to conduct research on the computer, how to write a research paper, and how to edit). The report is divided into the following broad sections: (1) Program Agenda (outlines travel and activities throughout the country); (2) Participants (lists names, addresses, and school affiliation); and (3) Curriculum Projects (documents all the research projects, including illustrations). (BT)

Harmonized with UNICEF's efforts to reduce hazardous and exploitative forms of child labor, this compilation of key texts examines the area of child labor and basic education. The articles are organized into four main areas covering ideas, debates, evidence, and case studies. The first part provides some definitions of childhood, work, exploitation and education. The second part provides a review of changes in policy attitudes at an international level and presents some of the classical views in both the compulsory education and fertility debates. The cases of India, China, Java and Nepal are considered. The third part examines cases of children working in rural and urban settings, evidence of the importance of primary education for economic development, the relationship between school and work during childhood, and the different reasons why children may be unable to attend school. The final part of the book presents examples of how basic education for working children has been approached in several parts of the world. Suggestions for further reading and a resource section of relevant books, articles, and other materials that can be obtained from academic sources and international agencies is included. (AA)