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The following papers are included: "Values in the Arts and Education" (Jones); "Conditions of Art Confrontations" (Wijdenes, Haanstra); "Arts, Aesthetics and Values in Adult Education" (Greene); "Arts for All" (Milton); "Importance of Culture as Mirrored in the Arts" (Debra); "Arthur Lismer, Canada's Artist/Adult Educator" (Barer-Stein); "Cultural Development or Cultural Stasis" (Jones); "'Aesthetization' of Adult Education" (van Gent); "Between Utility and Uniqueness" (Haanstra); "Adult Education & Contemporary Art" (Elias); "Emperor's Spectacles" (Everitt); "Audible Voices" (Fisk); "Arts and Adult Education in Fife" (McConnell); "Cultural Career of the Citizen" (van der Hoeven); "Adult Education and the Visual Arts in the Netherlands" (van Gent); "Adult Art Education as a Subversive Activity" (Yeomans); "What If Grandma Moses Attended Night School?" (Edelson); "Art, Education, and Ordinary Canadians" (Mullen); "Arts, Access and Adult Continuing Education" (Davies); "Behind the Screen" (Calvano); "Research Works of CEDE [European Centre of Education] in the Field" (Branchesi); "Visual Aids for Music Listeners" (Davison); "Never Too Late" (De Clercq); "Artists in Educational and Social Fields?" (Fuchs); "Arts Activities in Prisons" (Peaker, Vincent); "'Dialogare' (to Hold a Conversation) with the Arts" (Branchesi); "Arts & Social Action" (England); "Art of Popular Education" (Moller); "Omanut Laam (1)" (Alter); "Omanut Laam (2)" (Alter); "Educational Innovations in AETV [Adult Education Television] Programmes for National Development" (Rajamani); "Museum Adult Education and the Challenges of Western Society" (Dufresne-Tasse, Wetizi-Fairchild, Lepage); "Education artistique et l'apprentisage de l'adulte au musee" (Dufresne-Tasse); "English Abstract: Artistic Education and Adult Education/Schooling in the Museum" (Dufresne-Tasse); "Museum Programming in a Multi-cultural Society" (Solinger); "Multiculturalism, New Audiences and Programs at the National Gallery of Art, Washington, D.C." (Russell); and "Introduction to the Ministry of the Flemish Community's 'School en Museum' Service" (Laureys). (MN)

This volume contains selected papers submitted to the 17th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The 17th BCES Conference theme is "Glocal Education in Practice: Teaching, Researching, and Citizenship." Some selected papers submitted to the pre-conference International Symposium on "30 Years since the Fall of the Berlin Wall" are also included in this volume. The book includes 34 papers written by 69 authors from 20 countries. The volume starts with an introductory piece by the keynote speaker Ewelina Niemczyk. The other 34 papers are divided into 7 parts: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; (6) Research Education & Research Practice; and (7) Thirty Years Since the Fall of the Berlin Wall: Educational Reforms Worldwide. Glocal education is the main term in this volume discussed from theoretical, methodological and empirical points of view. Most papers directly or circuitously refer to glocal education in teaching, learning, researching, and citizenship. Different profound and well defended opinions on glocal education can be seen in the volume. After viewing all papers in this volume, readers will likely consider it a valuable source for interesting studies on various educational problems in the light of globalization, localization, internationalization, and glocalization. [For Volume 16 proceedings, see ED586117.]

This book contains four papers, each a chapter, that share in the discourse of Paulo Freire and provide varying perspectives on the ways to advance social transformation and achieve a politically literate citizenry as a democratic enterprise. The following four papers are included: "Exploring the Limits of Participatory Democracy: Prudent and Decisive Use of Authority in Adult Education" (Ian Baptiste); "Adult Learning and American Political Debate: Achieving Political Literacy Today" (Ronald Aronson and Karen McDevitt); "A Delicate Balancing Act: Adult Education in South Africa" (James B. Stewart); and "Democratization and Adult Education in Africa" (Kassu Gebremariam). An introduction by the editor, Daphne Ntiri, provides an overview of the papers and the viewpoints of the research. Each paper contains a list of references. (KC)

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)

A selection of papers presented at an international conference on the role of language in economic and social development includes: "Changing Paradigms: The Project Approach" (John McGovern); "Team Development of ELT Projects: A Case Study" (William M. Martin, Lynn P. Balabanis); "The Roles of Insiders and Outsiders in Evaluating English Language Programmes and Projects" (Cyril J. Weir); "Problematising Stakeholders: Who Are the Holders and What Are the Stakes?" (Hywel Coleman); "Power and Sustainability in Language-Related Development Projects" (Harvey Smith; "Counterpart Training and Sustainability: Effecting an Exchange of Skills" (Andrea Flew); "Managing Self-Access in Development: Three Perspectives" (Margaretha Kafudji, Patrice North, Denise Finney); "Ensuring Sustainability of Language Centres After Development Projects" (Nangsari Ahmad, Patrick L. Adlam); "A Modular Training Framework: An Appropriate Response to the Issues of Relevance and Home Environment Application in a Teacher Education Project?" (David Lochmohr Prescott); "Dialogue Journals and Negotiating Innovations: Appropriate Technology Reconsidered" (Jonathan Shaw); "'They've Got a Problem with English': Perceptions of the Difficulties of International Postgraduate Students" (Marian May, Annie Bartlett); "How Critical Is Critical Thinking? A Generic Issue for Language in Development" (Brigid Ballard); "Empowering Women Language Teachers in Cambodia" (Kath Copley); "Politics in the Classroom: Teacher-Training in Cambodia" (Psyche Kennett); "Reaching the Critical Mass: Planning Voter Education in South Africa" (Sarah Slabbert); and "The Politics of Development: The Languages of Industrialization" (Chaiskran Hiranpruk). Most papers contain references. (MSE)

This book examines literacy for sustainable development in the age of information. It begins by discussing the relationship between literacy and hegemony, social policy, national language policy, colonial relations, and postcolonial realities. Also discussed in the introduction are views and definitions of literacy and considerations in mapping a typology of literacy. Part 1 explores the theoretical frameworks of literacy and the disparate ways literacy has featured in academic discourse. Part 2, which focuses on older literacy discourses and practices within the framework of the nation-state, contains chapters devoted to the following issues: (1) literacy as a social practice in terms of its relationship with institutions, political systems, structures, and processes within the nation-state; (2) historical links between literacy and social development; and (3) lessons from the mass literacy campaigns that featured in the drive for modernization in the 1970s. Part 3, which considers the impact of globalization on literacy concepts and definitions, addresses the following topics: (1) technological and cultural transformations; (2) changing definitions of "text" within the information society; (3) conceptualizing literacy, knowledge, and power in the information society; and (4) moving toward "communicative competence" for democratic participation in the information society. (Ten tables/figures are included. The bibliography lists 317 references.) (MN)