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This timely book features rich examples of students and teachers, defined as learning partners, disrupting hierarchy in education by collaborating on social change projects. At the book's core is Paulo Freire's theorization of students and teachers working together toward co-liberation. Co-written by learning partners, each chapter in this collection highlights a social change project that puts Freire's theories into action. Projects span a range of academic disciplines and geographical locations from K-12, university/college, and nonformal educational contexts. Appropriate as both a textbook and a primer on collaborative social change-making, "Disrupting Hierarchy in Education" offers inspiration and models of community-engaged learning programs from across the globe. Topics include community education, public writing, using media for popular education, adolescent and youth development, climate change education, peace and justice leadership development, revolutionary nonviolence, literacy teacher education, citizenship education, development of Latin American studies, palliative care, reflections on identity and subjectivity, antiracism education, trauma-informed pedagogy, wellness, and art curation. Book Features: (1) Real-world examples of teaching and learning for social justice in ways that disrupt traditional educational hierarchy; (2) Chapters co-written by diverse learning partners: educators (e.g. elementary school teachers and professors), undergraduate and graduate students, youth advocates, artists, curators, and founders and leaders of NGOs; (3) Projects that cover a wide terrain, including K-12 settings, university/college, wellness, arts, media, and popular education; (4) Examples from across the globe, including the United States, Brazil, South Africa, the United Kingdom, and Jamaica; and (5) Discussion questions and/or suggested activities at the end of each chapter. [Foreword written by Antonia Darder. Afterword written by Monisha Bajaj.]

In this collection of writing and reflection, readers are invited to reclaim the connection between curriculum studies and the work of educators in schools and society. As the curriculum field has grown more complex and theoretical, our schools have become more corporatized, standardized, and dehumanized. This volume focuses on curriculum theory's power to assist practitioners in creating positive change. Chapters highlight the work of seven influential curriculum studies scholars: Maxine Greene, Gloria Ladson-Billings, Janet Miller, William Pinar, William Schubert, William Watkins, and Carter G. Woodson. After introducing and contextualizing the work of each featured theorist, the text includes chapters by scholar-practitioners working as K-12 teachers, teacher educators, and community educators who have been influenced by the theorist's ideas. These essays illustrate how curriculum studies scholarship influences practice in a variety of places; explore the ways that curriculum studies theorizing can be an intervention against technical pedagogical or curricular approaches; and focus on the importance of "conversations" between theory and practice. Book Features: (1) Presents a historical overview of curriculum studies by recounting a brief history of the field from the 1800s through the present; (2) Provides a beginner-friendly introduction to seven highly influential theorists in the field of curriculum studies; (3) Pairs the ideas of key curriculum scholars with practitioners who illustrate how curriculum studies theories influence their practice; (4) Concludes with a chapter that highlights key themes and calls for increased focus on curriculum work in schools; and (5) Includes an appendix of curriculum studies resources, including key journals, conferences, organizations, and suggestions for future reading.

"Research Messages 2021" highlights the diverse range of research activities undertaken over the past year by the National Centre for Vocational Education Research (NCVER). In 2021, research was shaped both by the VET (vocational education and training) reform agenda, and issues emerging from the pandemic. The 2021 national VET research agenda was overseen by the Australian and State and Territory governments and informed NCVER's research focus and the types of investigations that are priorities for the nation. Research published during the year encompassed a range of themes and topics categorised under four broad areas.: (1) COVID-19 pandemic; (2) VET delivery and practice; (3) VET student engagement and outcomes; and (4) industry and VET. [For the previous year, "Research Messages 2020," see ED620533.]

Graduate medical education (GME) continues its decades-long evolution. Evidence-based approaches are increasingly transforming the way we educate, evaluate, and promote GME trainees. Key to this transformation is our ability to recognize that "medical education" constitutes a true lifelong continuum, beginning with pre-medical education, then proceeding to medical school, residency (and potentially subsequent fellowship) training, and then finally the so-called maintenance of certification that continues throughout one's entire professional career. This book explores a broad range of important topics, including the novel concept of "coping intelligence," the important role of "work-life integration," professional coaching and mentorship, professional development and career-long learning, patient-provider relationship, the impact of the COVID-19 pandemic on medical education, as well as the introduction of modern technologies to ameliorate the effects of social distancing. The book further discusses two important aspects of GME program management: the process of establishing new GME programs as well as the highly intricate process of merging residency programs. Different aspects and perspectives are incorporated, including those of residents, faculty, and program leadership. The book ends with chapters on diversity, equity and inclusion, and the importance of community-based medical education. [This book was co-edited by Michael S. Firstenberg, Thomas Papadimos, and James P. Orlando.]

This book presents the Transformational Indigenous Praxis Model (TIPM), an innovative framework for promoting critical consciousness toward decolonization efforts among educators. The TIPM challenges readers to examine how even the most well-intentioned educators are complicit in reproducing ethnic stereotypes, racist actions, deficit-based ideology, and recolonization. Drawing from decades of collaboration with teachers and school leaders serving Indigenous children and communities, this volume will help educators better support the development of their students' critical thinking skills. Representing a holistic balance, the text is organized in four sections: Birth-Grade 12 and Community Education, Teacher Education, Higher Education, and Educational Leadership. "Unsettling Settler-Colonial Education" centers the needs of teachers, children, families, and communities that are currently engaged in public education and who deserve an improved experience today, while also committing to more positive Indigenous futurities. This book: (1) Introduces the TIPM as a structure that supports educators in decolonizing and indigenizing their practices; (2) Provides examples of how pathway-making across a variety of settings takes shape on the TIPM continuum; (3) Highlights a diverse group of authors who are making major contributions to the transformation agendas of Indigenous knowledge and ways of knowing; (4) Includes a brief summary of the TIPM dimensions with examples of the challenges that educators face as they expand their critical consciousness toward decolonization; (5) Follows Native oral traditions by sharing lessons, research, and personal lived experience. Identifies the deficit-based ideological underpinnings that frame Indigenous students' school experiences; (6) Employs a metaphor of wave jumping to illustrate how educators working to decolonize their practice can gain forward momentum with time and energy even while facing resistance; and (7) Provides a methodology to promote healing and cultural restoration of Indigenous peoples. [Foreword written by Tiffany S. Lee. Afterword written by Michael Yellow Bird.]

The case stories presented in this publication focus on young people from vulnerable communities that the Asia South Pacific Association for Basic and Adult Education (ASPBAE) members are actively engaged with and who have been mobilized in ASPBAE programs for youth leadership and capacity development. Their narratives showcase the successes of empowered youth in rising to the daunting challenges presented by their environments. Following a foreword by Arne Carlsen, Director of the UNESCO Institute for Lifelong Learning, and an introduction by Maria Lourdes Almazan Khan, Secretary-General of the ASPBAE, the self-authored narratives include: (1) Sketches from the Life of an Inspired Bangladeshi Rural Youth (Fahima Prity); (2) Earning and Empowered (Shanti Devi); (3) Changing Rural Landscape through Community Video (Subhash Maule); (4) Living Her Dreams (Sifa Humaeroh); (5) "Ko Wai Au? Ko Au He Tao Rangatira!" Who Am I? I Am a Young Warrior! (Brooklyn Emery); (6) Returning to My Roots (Carol Doyanan); and (7) A Role Model for Timorese Youth (Fonseca Goveia Leite). The case studies presented are a showcase of the innovative programs utilized by youth organisations. The programs provide positive role models, mentors, and counselors from among the community elders and leaders. Just as important is the emotional support that the youth found in the programs. Peers played a critical role through shared experiences and a common language. These programs amplified their voices. In doing so, the programs empowered them--together with their communities--to become responsible citizens and agents for change. [Language editing for this document was done by Damian Harrison. Editorial assistance was provided by Daria Sukharchuk and Puneet Toor.]

Due to the recent increase in digital education technologies, online education classes have been experiencing a popularity increase among students worldwide. As classroom diversity continues to expand, instructors grapple with strategies to create caring and culturally responsive educational environments to increase student engagement irrespective of their demographic composition. "Care and Culturally Responsive Pedagogy in Online Settings" is a collection of innovative research on the incorporation of culturally sensitive teaching practices in online classrooms and how these methods have had an impact on student learning. Contributed by education experts from the USA, UK, and more, this publication provides comprehensive coverage on topics including faculty teaching, restorative justice, nontraditional students, and more, making it a resource for instructors, researchers, instructional designers, administrators, policymakers, and students seeking current research on online educators incorporating care and culturally responsive pedagogy. This book is divided into three sections, and contains the following chapters: Section 1, "Conceptual and Theoretical Frameworks of Care and Culturally Responsive Pedagogy," contains: (1) Conceptual and Theoretical Frameworks for CRT Pedagogy (Michelle Kilburn, Monica Bixby Radu, Martha Henckell); (2) Supporting Faculty in Culturally Responsive Online Teaching: Transcending Challenges and Seizing Opportunities (Isis Artze-Vega, Patricia Elizabeth Delgado); (3) Strategies and Reflections on Teaching Diversity in Digital Learning Space(s) (Ricardo Montelongo, Paul William Eaton): and (4) Designing Caring and Inclusive Online Classroom Environments for Non-Traditional Learners: A Case Study Exploring the Andragogical Teaching and Learning Model (Nirupama Akella). Section 2, "Planning and Designing Online Courses With Culturally Responsive Teaching and Care in Mind" contains the following chapters: (5) Culturally Responsive Pedagogy, National Culture, and Online Instruction: Leading to Learning (David Starr-Glass); (6) Culturally Responsive Teaching and Inclusion for Online Students with Exceptionalities and other Needs (York Williams); (7) Equitable Means Accessible: Using Universal Design for Learning and Student Development Theory to Inform Online Pedagogy (Kathryn R. Green, Steven Tolman); (8) Toward Culturally Restorative: Teaching Approaches (Mike Re'vell); (9) Globalization and Localization in Online Settings (Lesley S. J. Farmer); and (10) E-Relationships: Using Computer-Mediated Discourse Analysis to Build Ethics of Care in Digital Spaces (Jennifer Rider). Section 3, "Approaches and Strategies for Implementing Care and Culturally Responsive Pedagogy in Online Settings," contains the following chapters: (11) Pedagogy of Authenticity in the Online Learning Environment: An Interdisciplinary Overview (Olga Dietlin, Jeremy S. Loomis, Jenny Preffer); (12) Cultural Diversity in Online Learning: Perceptions of Minority Graduate Students (Alex Kumi-Yeboah, James Dogbey, Guangji Yuan, Samual Amponsah); (13) Strategies to Support Teachers in Designing Culturally Responsive Curricula in Online Learning Environments (Natalie Nussli, Yi Guan, Kevin Oh); (14) Strategies for Teaching Online Higher Education Courses with an Eye towards Retention: Choosing a Culturally Responsive Path (Annette Baron, Kelly McNeal); (15) Supporting Millennials in Adult and Community Education Settings: Reflective Interviews With Caregivers in the Form of Parents and Guardians (Jonathan Bishop); and (16) Care and Cultural Responsiveness of Online College Courses: Preliminary Criteria and Best Practices (Keri L. Heitner, Kenneth C. Sherman, Miranda E. Jennings). Also included is a Compilation of References, About the Contributors, and an Index.

Family literacy is a form of intergenerational learning that is based on the fundamental connection and interaction between the education of children, young people and adults. The family--in its broader sense--builds the foundation for lifelong learning. This book was published to help promote literacy by raising the understanding and awareness of family literacy in Africa. It shows that a variety of experiences with regard to this concept exist in this region and will help to bring the different stakeholders together, enter into dialogue and chart a new course of action. It will inform practitioners, policymakers and funders about a concept the editors believe is effective, even if often more expensive than "traditional" adult literacy programmes with however the added value of not only reaching children and adults but also resulting in more effective and sustainable programmes. Contents of this publication include: (1) Family literacy in Mali: Exploiting the synergy between formal and non-formal education (Souleymane Kante); (2) Family literacy in Namibia (Sinvula Kasokonya and Ivan Scheffers); (3) The Grandmother Project's experience in Senegal: Family literacy materials to promote intergenerational dialogue and learning (Judi Aubel, Bridget Lombardo, Malang Sagna and Fredinand Keny); (4) Intergenerational learning in Senegal: The Tostan experience (Molly Melching); (5) Family literacy in a rural setting: The story of the Family Literacy Project (Snoeks Desmond); (6) Parents, teachers and early literacy: The perceptions of parents and teachers of the roles they should play in developing children's early literacy (Kerryn Dixon and Kelly Lewis); (7) Whose family literacy?: Is there a "right kind of family literacy that is exclusively middle class and eurocentric? (Sandra Land); (8) "Let's Make Books": Implementation in east and southern Africa (Lucy Thornton and Juliana Thornton); (9) Non-formal education--the way to family literacy: Experiences from Uganda (Ronald Ssentuuwa); (10) Early literacy--Focus on Success Programme: An Australian experience (Vivien Bleakley); (11) A Canadian portrait of family literacy: Experiences from the Centre for Family Literacy in Alberta (Maureen Sanders and Ruth Hayden); (12) Family literacy in Malta: An empowering experience for both parents and children (Sandro Spiteri); (13) The Trust of Programmes for Early Childhood, Family and Community Education: Mother-to-Mother Training Programme (Farid Abu Gosh); and (14) Snapshots of programmes from Bahrain, Germany, Guatemala, New Zealand, Romania, Turkey, United States of America, Uganda and Vanuatu. Individual papers contain footnotes and references. [This publication was created with dvv international.]

In December 2001, The United Nations General Assembly unanimously adopted a resolution to establish the United Nations Literacy Decade (UNLD), 2003-2012. The UNLD stresses "Literacy for All: A voice for all, learning for all." The publication records UNLD activities in the Asia and Pacific region during 2003 to 2004 and introduces organizations that have contributed to the UNLD program in literacy and non-formal education. A number of countries in response to UNLD carried out assessment and research, capacity building, and learning programs through community learning centers. UNESCO also established a resource team in the Asia and Pacific to assist governments and NGOs implement "Literacy for All". The success of UNLD rides on the policy makers' willingness to revise their perception of literacy from merely reading, writing and numeracy to the ability to communicate and to learn. Other related issues in the pursuit of "Literacy for All" include attention over program effectiveness, community participation, gender equality, people with disabilities, and speakers of minority languages. The publication includes 3 documents from United Nations General Assembly including: (l) "Draft Proposal and Plan for a United Nations Literacy Decade" dated 20 June 2001; (ll) "United Nations Literacy Decade: Education for All; International Plan for Action; Implementation of General Assembly Resolution 56/116"; and (lll) "Terms of Reference": Formation of UNLD Resource Persons' Team for Implementing and Monitoring the UN Literacy Decade. [This document was published by UNESCO Asia and Pacific Bureau for Education and as part of the Asia-Pacific Programme of Education for All (APPEAL).]

This publication contains a collection of writings by New York City adult learners enrolled in English for Speakers of Other Languages programs. The writings focus on their feelings about and experiences with the World Trade Center attacks of September 11, 2001. Some of the titles include: "Why?"; "Sad Feeling"; "A Day of Remembrance"; "I Want to Wake Up"; "War on America"; "A Fatal 911"; "Life After September 11th"; "How the World Trade Center Tragedy Affected Me"; and "I Still Feel Bad." (SM)

In this report, the role of women's community education in combating poverty and disadvantage in Ireland over the past 10 years was examined, and future directions for policy and practice were suggested. The following data collection approaches were used: literature and policy document reviews; case studies involving regional workshops with participants and providers of women's community-based education in five areas across Ireland and a survey of the 91 workshop participants; structured interviews with key policymakers; and consultation with a research advisory group. The study confirmed that thousands of disadvantaged Irish women benefit from community-based educational opportunities each year. Underresourcing of appropriate support services and a lack of personal confidence and experience linked to women's traditional domestic roles/responsibilities and wider cultural attitudes were identified as the main barriers to women's participation in community education. The eight study recommendations included calls for providing the core funding required to give women's community-based education the continuity and security essential for service delivery and to develop comprehensive systems of supports for women learners and for women's community education groups and networks. Appendixes contain a list of project research team members and selected field work materials, including the interview questions, paper questionnaire, and focus group questions. (Contains 60 references.)(MN)

This volume of conference papers examines issues and approaches in the revitalization of American Indian and other indigenous languages. Sections discuss obstacles and opportunities for language revitalization, language revitalization efforts and approaches, the role of writing in language revitalization, and using technology in language revitalization. Following an introduction, "Some Basics of Indigenous Language Revitalization" (Jon Reyhner), the 11 papers are: (1) "Some Rare and Radical Ideas for Keeping Indigenous Languages Alive" (Richard Littlebear); (2) "Running the Gauntlet of an Indigenous Language Program" (Steve Greymorning); (3) "Sm'algyax Language Renewal: Prospects and Options" (Daniel S. Rubin); (4) "Reversing Language Shift: Can Kwak'wala Be Revived?" (Stan J. Anonby); (5) "Using TPR-Storytelling To Develop Fluency and Literacy in Native American Languages" (Gina P. Cantoni); (6) "Documenting and Maintaining Native American Languages for the 21st Century: The Indiana University Model" (Douglas R. Parks, Julia Kushner, Wallace Hooper, Francis Flavin, Delilah Yellow Bird, Selena Ditmar); (7) "The Place of Writing In Preserving an Oral Language" (Ruth Bennett, Pam Mattz, Silish Jackson, Harold Campbell); (8) "Indigenous Language Codification: Cultural Effects" (Brian Bielenberg); (9) "Enhancing Language Material Availability Using Computers" (Mizuki Miyashita, Laura A. Moll); (10) "The New Mass Media and the Shaping of Amazigh Identity" (Amar Almasude); and (11) "Self-Publishing Indigenous Language Materials" (Robert N. St. Clair, John Busch, B. Joanne Webb). Contains references in most papers, author profiles, and a poem, "Repatriated Bones, Unrepatriated Spirits" (Richard Littlebear). (SV)

This fifth journal edition focuses on the didactics of adult education in Israel. Following a "Preface" (Meir Peretz) discussing the didactics of adult education, three major fields are examined: Learning for Adults; Hebrew Language and Culture for Immigrants; and Special Populations (adults with learning disabilities, senior citizens, and parents). Eighteen papers are included, organized in five sections. Two papers are included in the "General Views of Adult Education" section: "The Effects of Social, Technological and Personal Changes on the Learning Habits of Adults" (Rachel Tokatli) and "Adult Education: Learning and Knowledge" (Israel Katz). One paper is featured in the "Didactics of Adult Education" section: "Didactics of Adult Education at a Crossroads: Reflections" (Paul Kirmayer). Two papers make up the subsection on "Learning for Adults": "Can Adults Have a Second Chance?" (Ora Grebelsky); "Art in Tehila: Moments of Creativity" (Chaya Meiri-Minerby, Naomi Casuto, Leah Tzur). The subsection on "Hebrew Language and Culture for Immigrants" includes "'Roots' and 'Treetops' What Kind of Hebrew Should Be Taught and Learned in the Hebrew Language Ulpan?" (Riva S. Perlmutter); "Jewish Music as a Mirror of History" (Zeev Nusimovici); and "Jewish and Israeli Identity Among Immigrants" (Moshe Adorian). The "Special Populations" subsection includes "Learning Disabilities in the Adult World" (Israel Winkler); "Is There a Need for an Alternative to the Group in Parent Training?" (Rina Cohen); and "Facilitating Older Adult Learning" (Pnina Lampert Tzabari). The Happenings and Publications section includes five papers: "Encounter between Israelis, Palestinians and Citizens of Arab Countries" (Ephraim Lapid); "Learning to Live Together in the Middle East--A Personal Perspective" (Ruth Blum); "An Adult Education Course for Participants from Developing Countries" (Moshe Adorian); "In Memorium Shulamit Katznelson" (Editors); and a report on 11 publications published in 1998-99 by the Israeli Ministry of Education "Publications: The Cream of the Crop" (Yehudit Orensztajn). (KC)

This fourth journal edition, oriented towards the topic of adult education and the community in Israel, focuses on these two major themes: the different approaches to analyzing and understanding the community, its populations, and its connection to adult education; and educational institutions and cultural entities within the community. Seventeen papers are included, organized in five parts. Part I, New Directions in Adult Education, includes "New Directions in Continuing Education: Towards the 21st Century" (Peter Jarvis) and "Judaism as a model for the Creation of a Learning Society" (Jonathan Mirvis). Part II, Adult Education and the Community: Approaches and Populations, contains the following five papers: "An Andragogic-Developmental Model in Community Work" (Rachel Tokatli); "Schools for Community Activists: A Report of the First Decade's Experience" (Alan S. York and Hank Havassy); "The Contribution of Adult Education in the Family in the Community" (Rina Cohen); "Basic Education for Immigrant Adults Hagoshrim Project" (Yaffa Schuster); and "Returning from the Dark" (Graciella Spector). These six papers make up Part III, Educational Institutions and Cultural Creativity within the Community: "The Community School--Education via Partnerships" (Yardena Harpaz); "The Popular University--The Classic Model vs. the Community Model" (Paul Kirmayer); "'Tehila' in the Community" (Ora Grabelsky); "Nine Principles in Creating a Community Play" (Yossi Alfi); "The Community Is on Both Sides of the Lens" (Ze' ev Zahavi); and "Regional Radio" (Yossi Alfi). Part IV, Happenings, includes these three papers: "Hamburg Statement: Adult Education in Israel" (Meir Peretz); "From Hamburg to Israel: What Must Be Done and What Can Be Done in Adult Education" (Eitan Israeli); and "Learning to Live Together--Middle East Educators' Meetings" (Magi Koren). Part V, Publications, lists 13 publications produced by the Israeli Ministry of Publications, Culture, and Sport in 1997-98. (KC)

This book contains eight case studies of critical literacy in action in Victoria, Australia. The following papers are included: "Preface" (John Dewar Wilson); "Introduction" (Delia Bradshaw); "Making the Time and Space for Critical Literacy: Why Bother?" (Barbara Comber); "Questioning Text: Critical Literacy in an ALBE Classroom" (Fran O'Neill); "Critical Literacy and Numeracy in the Print Industry" (Helena Spyrou, Ivan Parrett); "Fairy Stories and Critical Literacy" (Clara Brack); "Developing Critical Writing Practices in a Community Education Setting" (Barbara Kamler); "'We Have To Learn to Say Things Very Clearly...'" (Michele Lucas); "Modelling Critical Literacy in Teacher Education" (Beverley Campbell); and "'Despite All My Rage, I'm Still a Rat in a Cage'" (Ray Misson). Among the topics discussed in the individual papers are the following: relationship between language use and power; workplace-related functional literacy; literacy as social practice; use of community texts; classroom literacy practice; critical questioning and writing; development of political and collective purposes for writing; interaction of students and teachers in literacy classrooms; techniques for encouraging students to "read between the lines"; conceptual development; text and context; critical writing. (MN)

This document contains seven previously published papers examining trends in adult education in Japan. "Deepening Democracy" (1992) examines democracy and adult education for special needs groups (women, dropouts, disabled persons, ethnic minorities, and refugees). "Literacy Movement" (1990) traces literacy education in Japan from its beginnings with special emphasis on nongovernmental organization-sponsored activities. In "Education and Culture in the Multi-ethnic Society" (1992), the role, development, and problems of education in a multicultural society are discussed within the context of the structure of Japan's multiethnic society. "Cultural Development, Adult Education, and Local Communities" (1993) presents a global perspective on cultural values in the 1990s and considers adult education in relation to cultural development and social movement. "Future Strategies for Lifelong Learning as Consumption" (1995) suggests strategies for promoting lifelong learning in the 21st century. "Adult Education and Multimedia Society: Living and Learning" (1996) examines the effects of multimedia on business management, office work, lifestyle, and education and reviews Japan's national educational policy on multimedia technology. "Adult Education from Viewpoint of Development Industrial Countries of the Far East" (1993) concludes that adult education should consider not only economic development but also sustainable and cultural development. Fifteen tables/figures are included. Appended is an outline of the Central Council for Education's first report concerning a model for Japanese education in the perspective of the 21st Century "Giving Children Zest for Living and Room to Grow." (MN)

This book contains 13 papers on the socioeconomic development, legal, gender, philosophical, and human rights dimensions of state governance within the context of social, economic, and political processes in Sierra Leone and Kenya. The Political Literacy and Civic Education (PLACE) Project, which was sponsored by the British Overseas Development Administration through the International Community Education Association, is credited with being the book's catalyst. The following papers are included: "Foreword" (S.K. Tororei); "Antecedents of the PLACE Project"; "Conceptualising Civic Education" (S.K. Tororei); "Reflections on Community Education" (Berewa R. Jommo); "Rationale for Political Literacy and Civic Education" (Ekundayo Thompson); "Purpose, Nature, and Scope of Civic Education" (Samuel K. Tororei); "The Development Context of Civic Education" (Ekundayo J.D. Thompson, Margaret Manley); "Civil Society and the Citizen" (Akie Wilson, Joe Sam-King); "Gender, Political Literacy and Civic Education" (Agnes Pessima); "The Constitution of Sierra Leone" (Solomon E. Berewa); "Democracy and the Rights of the Individual" (David G. Thompson); "Political Tolerance--A Prerequisite for Enhanced Democracy in a Multi-Party Environment" (Ahmed Ramadan Dumbuya); "Meaning and Nature of Government" (Walter N. Davies, Peter O. Koroma); "Politics, Political Literacy & Political Participation" (Edward D.A. Turay); "Curriculum for Civic Education" (Ekundayo J.D. Thompson, Joseph Simekha). (MN)

Thirteen marginal Philippine communities were examined in an ethnographic study of the meaning of functional literacy and whether literacy invariably promotes development. The 13 sites were purposely selected to provide a broad sampling from three standpoints: (1) major livelihood and form of economic activity (farming, fishing, urban poor, disaster areas); (2) ethnolinguistic grouping (Luzon, Visayas, Mindanao); and (3) lifestyle or rhythm of life in the community (traditional, transitional, Moslem Filipino minority, lowland Christian majority, urban poor, developmental). The sample functional literacy rate in the study's communities ranged from 34.4% to 79.8%. Special attention was paid to the following topics: community life as a context of literacy practice; community knowledge and the passage to a literate tradition; different practices, meanings, and definitions of functional literacy in different contents; constraints in the relationship between literacy and development; and possibilities for literacy in conceptualizing a school of the people. The study demonstrated that the concepts of literacy and numeracy cannot be separated from their social and cultural settings and that standard measures of literacy used in industrialized countries are often inappropriate in other nations. (Eleven tables/figures are included. The report contains 41 references. Appended is information about the quantitative method and data analysis.) (MN)

The closing of local mines and factories collapsed the economic and social structure of Ivanhoe, Virginia, a small rural town once considered a dying community. This book is a case study that tells how the people of Ivanhoe organized to revitalize their town. It documents the community development process--a process that included hard work, a community consciousness raising experience that was intentionally sensitive to cultural and religious values, and many conflicts. It tells the story of the emergence and education of leaders, especially women, and the pain and joy of their growing and learning. Among these leaders is Maxine Waller, a dominant, charismatic woman who gave the townspeople inspiration and a sense of their capabilities and of their rights as human beings. Part I covers the community development process and includes chapters on historical background, community mobilization, confronting and using power, community education, using culture in community development, leadership and organizational development, and the relationship between insiders and outsiders in participatory research. The chapter on education describes how a community needs survey led to the creation of the community education center--a place for GED classes, literacy tutoring, job training workshops, and community college classes. Part II describes and analyzes Ivanhoe's local theology, focusing on Bible study and reflection sessions, community rituals, the role of women, and the role of the church in community development. An appendix discusses context and methodology and approaches related to participatory research, feminist theory, anthropological ritual studies, and liberation theology. An index is included. (SV)

This book contains the following papers about considerations in developing joint European quality norms for vocational guidance: "Joint Quality Norms in Guidance"; "Careers Guidance in the Information Society" (Frans Meijers); "The Changing Nature of Guidance" (J. Chamberlain); "Quality with Policy: Beyond Calimero?" (Saskia den Broeder); "Ethical Guidelines for Guidance Counsellors. Discussion Paper Draft Version" (Danish National Council for Vocational and Educational Guidance); "Ethics in Careers Guidance" (Frans Meijers); "Internationalisation: Economy and Ecology" (Peter Plant); "Deregulation and Quality" (Frans Meijers); "Quality and Careers Guidance in the UK" (Cliff Spracklen); "Quality Issues for Guidance Counsellors in Ireland: Perspective of the Institute of Guidance Counsellors" (Breeda Coyle); "Quality Management in Vocational Guidance" (Mariet Herle); "ISO [International Standards Organization] 9000 in Vocational Guidance" (Soren Borch); "Quality Improvement and Quality Assurance in Knowledge Intensive Service Organisations" (Eric Mooijman, Ronald Stevens); "Quality Management and ISO Standards in the PMS Centres for Community Education in Flanders" (Anita Faucompret); "Quality Management in a Danish Technical College" (Lisbeth Hojdal); "The Employment Office and ISO Certification" (Frank Witkamp); "Assessing Course Information Material" (Dutch National Careers Guidance Information Centre); "Complaints about Course Information Material"; "A Case Study of Course Information Material--with Transnational Comparison" (John McCarthy); "Quality Norms for Written Information in Denmark" (Ole Dibbern Andersen); "Summary of Contribution to the Enigma Expert Meeting on Quality in Information" (Anne van der Meiden); and "The Enigma [ENhancing the quality of Information and Guidance MAterial] Group." (MN)

This collection of 21 essays reviews the context of developments in adult education in the last 15 years. "Adult Education for Change in the Nineties and Beyond" (Marjorie Mayo) is a critical review of the context for these changes and of the theoretical debates that attempt to analyze and explain them. "Challenging the Postmodern Condition" (Paula Allman, John Wallis) offers a specific challenge to postmodernism in relation to adult learning. "Are We Not More Than Half the Nation?" (Julia Swindells) argues that focus on the relationship between independent working men's movements and adult education has tended either to exclude or distort recognition of the importance of women's education. "Cultural Struggle or Identity Politics" (Tom Steele) argues that the seed of a cultural struggle in Britain after World War II found fertile ground among adult educators. "Radical Adult Education" (Hilda Kean) explores the tradition of working-class reading to examine the way in which socialists and feminists saw education as a mechanism for the development of the self. "Piecing together the Fragments" (Martin Yarnit) focuses on the education of adults as a vital part of the whole national apparatus of education and training. "Competence, Curriculum, and Democracy" (David Alexander, Ian Martin) reflects the authors' experience of the current process of professionalism within the field of adult and community education in Scotland. "Really Useful Knowledge" (Katherine Hughes) describes the history of the Ruskin Learning Project. "All Equal Now?" (Rebecca O'Rourke) reflects on some concerns about the changing context for radical adult education. "Feminism and Women's Education" (Jane Thompson) looks at the contribution of feminism to recognition of "really useful knowledge.""Making Experience Count" (Wilma Fraser) focuses on programs that emphasize reflection on experience. "The Dying of the Light?" (John McIlroy) offers a radical look at trade union education. "Learning in Working Life" (Keith Forrester) outlines difficulties in provision of educational programs by trade unions. "Popular Education and the State" (Keith Jackson) explores the contribution adult education might make "in the community.""Beyond Subversion" (Mae Shaw, Jim Crowther) argues that broad dissatisfaction with the current orthodoxy provides an opportunity for a radical agenda to be reasserted. "Training the Community" (John Grayson) focuses on the field of tenant training. "Seizing the Quality Initiative" (Cilla Ross) identifies ways in which radical adult education practice can be redefined and remade. "Amman Valley Enterprise" (Sonia Reynolds) describes adult education and community revival in the Welsh valleys. "Formal Systems" (Chris Duke) focuses on those who adhere to a radical vision while working within the formal organization. "Adult Learning in the Context of Global, Neo-Liberal Economic Policies" (John Payne) looks at experiences in the London Borough of Wandsworth and in Nicaragua. "Popular Education in Northern Ireland" (Tom Lovett) describes the Ulster People's College. (Each article contains references.) (YLB)

The focus of this conference was on programs and experiences in public archaeological education in the Plains states and immediate neighbors. The contents lists the following papers: (1) "Introduction to the Symposium" (William B. Butler); (2) "Archaeological Educational Programs in Colorado" (Kevin D. Black); (3) "Statewide Archaeological Education Programs in Illinois" (Paul Katz; Susana R. Katz; Joyce A. Williams); (4) "Public Programs on Archaeology in Iowa" (Stephen C. Lensink; Leah D. Rogers); (5) "Reaching the Public in Kansas" (William B. Lees; Randall M. Thies); (6) "Archaeological Outreach Programs in Missouri: The Success of Formal Cooperative Agreements" (Greg Fox); (7) "Archaeology and Public Education in Montana" (Dave Schwab); (8) "Public Archaeology in Nebraska" (Anne Wolley Vawser; John R. Bozell); (9) "New Mexico Heritage Preservation Week: Friendly Advice from Those on the Front Lines" (Lynne Sebastian; David W. Cushman); (10) "Archaeology for the Masses in North Dakota" (J. Signe Snortland; Fern E. Swenson); (11) "The Sooners Came Late: Public Archaeology in Oklahoma" (Robert L. Brooks); (12) "Public Education in Archaeology within South Dakota" (Todd Kapler); (13) "Archaeological Education Programs in Texas: Professional and Avocational Archaeologists as Partners" (Pat Mercado-Allinger); (14) "Public Archaeology and Education Programs in Wyoming" (Mark E. Miller; Mary Hopkins); (15) "Learning from the Past: Education Programs of the Saskatchewan Archaeological Society" (Carolyn Thauberger; Tim E. H. Jones); (16) "The Public Education Initiative and the Society for American Archaeology" (Edward Friedman; Phyllis Messenger); and (17) "Federal Archaeological Public Awareness Activities" (Ruthann Knudson). (EH)

This document explores the application of the community education process to restructuring activities at both the state and local level. The monograph contains the following papers: "In the Forefront of Restructuring" (Larry Decker, Valerie Romney); "Building Learning Communities: Realities of Educational Restructuring" (Larry Decker); "The Community Education Ethos: Relationship of Principles to Practice" (Donald Weaver); "Community Education in Educational Reform" (William Hetrick); "Restructuring Schools with the Forgotten Solution: Community Education" (T. R. Anderson, John Jeffrey); "National Education Leaders Speak Out on Community Education" (Larry Decker, Donna Schoeny); "America 2000 and Community Education" (Carl Jensen); "Promises to Keep: Can America 2000 Deliver What American Students Need?" (Susan Hall); "The 'Sleeper' in America 2000" (David Seeley); "Legislative Leadership for Educational Reform" (John Myers); "Community Education and Educational Reform: Where the States Are Now" (Linda Moore); "South Carolina's Total Quality Education: A State Model for Community Education" (Barbara Nielsen, Nancy Dunlap); "Kentucky's Family Resource and Youth Service Centers: An Expanded Role for Community Education" (Ruby Layson); "Community Education: A Foundation for Educational Reform in Ohio" (Sherry Mullett); "Effective Schools and Community Education: A Partnership for Educational Change" (Jacquelyn Rochford); "Community Education: Adapting to the Needs of an Urban Community" (Hugh Rohrer, Dan Cady); "School and Community Working Together: Community Education in Springfield" (Susan Freedman, Peter Negroni); "Community Education in Alabama" (Harry Toothaker); "Community Education Capacity Building: 1991 National Needs Assessment" (Valerie Romney); "The Evolutionary Image versus the Existing State" (S. McCune); "A Call for Action" (Larry Decker, Valerie Romney); and "Epilogue" (James Cooper). The document also includes 64 references and descriptions of the National Coalition for Community Education, National Community Education Association, and National Committee for Citizens in Education. (NLA)

These case studies of the experiences of literacy practitioners and their students from all regions of Canada contain descriptions and reflections that provide a critical and revealing commentary on effective practice in literacy education in Canada. Each case study chapter begins with introductory information that provides a synopsis of who, what, and where. Discussion questions at the end of each case study are intended to provoke further reflection and debate. Section 1 on Foundations of literacy contains three chapters: "Looking at Philosophies for Literacy Education" (Draper); "Understanding the Principles Guiding Our Literacy Practice" (Taylor); and "Learning about Learning" (Barer-Stein). Section 2 consists of four case study chapters on community building: "Training Literacy Practitioners for Community-Based Settings" (Norton); "Community Strengthening" (Goldgrab); "Linking Literacy and Health: A Popular Education Approach" (Norton); and "Outreach" (Goldgrab). In section 3 are five case studies focusing on special needs: "Peer Tutoring in the Classroom" (Goldgrab); "Literacy, Welfare, and Popular Education" (Norton); "Preparing Psychiatric Patients for Independent Living" (Goldgrab); and "Les Pas des Mots" and its English translation, "Promoting the March of Words" (Blais). The six case studies in section 4 are on activating student participation: "Sharing Power and Authority" (Norton); "Les Murs de Papier" and its English translation, "Dialogue with Social Decision-Makers" (Blais); "Activating Student Participation" (Goldgrab); and "S'alphabetiser pour posseder une cle'" and its English translation, "Literacy Training as a Key" (Blais). Section 5 contains five case studies on language and culture: "The Whole Person Approach" (Goldgrab); "Theater as Literacy" (Walker); "The Preservation of Franco-Ontarian Language and Culture" and its French translation, "La preservation de la langue et de la culture franco-ontarienne" (Goldgrab); and "Promoting Language, Literacy, and Culture in an Arctic Community" (Norton). Section 6 consists of four case studies on workplace literacy: "Collaboration in Workplace Literacy" (Darville); "S'alphabetiser en milieu de travail" and its English translation, "Literacy Training in the Workplace" (Blais); and "Collaborative Learning in Times of Change" (Wells). An epilogue is "Continuing the Debate" (Draper). Contains 178 references. (YLB)

The potential of community education for building partnerships that help schools become the active agents for addressing social change is discussed in the five papers that make up this report. The first paper, by Donna Amstutz, presents an overview of the purposes and models of community education. Next, a paper by Monica Beglau discusses forms of parent/school/university partnerships that strengthen the school-community bond. Wyoming's statewide initiatives, the benefits of cooperative planning, and "how to's" for community involvement meetings are also described. Paper number 3, by Donna Whitson, identifies some of the community resources that are available to most school systems and specific resources for Wyoming schools. The fourth paper, by Dick Naumann, discusses methods for encouraging volunteers and the reasons for using them. Strategies to motivate schools to reflect community diversity are provided in the final chapter by Caroline Sherritt. A Wyoming State government reorganization chart is included. (Contains 40 references.) (LMI)

This volume contains papers of interest to Texas Association for Community Service and Continuing Education (TACSCE) members. The editorial, "Planning to Fail" (Silvia Lesko), emphasizes the importance of strategic planning. A perspective paper, titled "Continuing Education as a Vehicle for Economic Development and/or Recovery" (Phillip Speegle), looks at the role of continuing education in the next decade. "The Humanities in Texas Continuing Education" (Mary McIntire) is the President's Award paper. Based on a survey of 67 TACSCE institutions (32 responses), it takes the position that humanities programs are worth doing; public humanities programming is alive and well, though not necessarily in university and college continuing education; humanities programming can succeed in urban and rural areas; and TACSCE should assume a leadership role in humanities public programming in Texas. The runner-up President's Award paper is "An Exploratory Study of Nonparticipation by Older Adults in Organized Educational Activities" (Allan Pevoto). It reports a study to identify the reasons for nonparticipation through interviews with 33 older adult nonparticipants. Two major categories are suggested as describing the basis for nonparticipation: a negative self-image and lack of interest in courses offered. "1989 Personnel Profile/Salary Survey and Institutional Profile" (Howard Smith et al.) presents results of a comprehensive survey of 281 institutions regarding continuing education personnel, salaries, and programming. (YLB)

"Gender, Masculinities and Lifelong Learning" reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged? Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors' discuss a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including: (1) The impact of colonisation on the gendering of education and lifelong learning; (2) International surveys on men, women and educational participation; (3) Gender, masculinities and migrants' learning experiences; (4) Boys-only classes as a response to "the problem of underachieving boys"; (5) Men's perspectives on learning to become parents; (6) Community learning, gender and public policy; and (7) Older men's perspectives on (re-)entering post-compulsory education. The book goes on to suggest the implications for practice, research and policy. Importantly, it critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors provide a framework for developing further understanding of the issues involved with gender and lifelong learning. "Gender, Masculinities and Lifelong Learning" will be of interest to any practitioner open to fresh ideas and approaches in teaching and programming connected with gender and education.

In "History and Imagination," elementary school social studies teachers will learn how to help their students break down the walls of their schools, more personally engage with history, and define democratic citizenship. By collaborating together in meaningful investigations into the past and reenacting history, students will become experts who interpret their findings, teach their peers, and relate their experiences to those of older students, neighbors, parents, and grandparents. The byproduct of this collaborative, intergenerational learning is that schools become community learning centers, just like museums and libraries, where families can go together in order to find out more about the topics that interest them. There is an incredible value in the shared and lived experiences of reenacting the past, of meeting people from different places and times: an authority and reality that textbooks cannot rival. By engaging elementary social studies students in living history, whether in the classroom, after school, or in partnership with local historical institutions, teachers are guaranteed to impress upon the students a special, desired understanding of place and time. The following chapters are contained in this book: (1) Historical Reenactment for Children; (2) How Teachers Can Conduct Historical Reenactments in Their Own Schools; (3) Contrasting the French with the British in North America: Establishing Community within a Fifth Grade Historical Reenactment; (4) Pioneer Diversity and Dissenters Day; (5) Community Celebrations and History Participation; (6) Learning from a Community Festival or Reenactment; (7) Historical Reenactment at a Living History Site; (8) Extra-Curricular Social Studies at the Conner Prairie Interpretive Park; (9) Huddleston Farmhouse 1860 Victorian Life Day Camp; (10) Integrating Music and Social Studies in an Extra-Curricular Activity: The Voyageur Ancient Fife and Drum Corps; and (11) Conclusions.

"Occupy Education" is motivated by the sustainability crisis and energized by the drive for social justice that inspired the Occupy movement. Situated within the struggle for sustainability taking place amid looming resource shortages, climate change, economic instability, and ecological breakdown, the book is a timely contribution to community education and action. It opens a whole realm of integrated theory to educators and sustainability activists--and demonstrates how that theory can be moved into practice. "Occupy Education" is an excellent text for courses in sustainability studies, social philosophy, globalization, social justice, food system praxis, sustainability education, political economy, and environmental studies.

"Changing Schools" places educational and social aims at the centre of a discussion of educational change. It draws on 14 case studies to explore school change which is oriented towards social justice and democracy. In an age of global mobility, economic polarization and unprecedented environmental and cultural challenges, the education of all children and young people to higher levels has become a key issue of international policy. Educational reform in such a context requires a serious rethinking and reworking of school and classroom practices. Social justice is integral to the challenge of raising standards, since this requires removing the ongoing influence of poverty on school success. This thoughtful book presents new thinking and practice for bringing about school change, drawn from diverse contexts around the world. It distills and compares the experiences and theories-in-action of engaged teachers, school principals and academics. It seeks to challenge the dominance that human capital theories of school improvement currently hold on policy making. The authors draw on contemporary innovations in practice and theory and also long-standing traditions of alternative thinking and practice. Linking together and articulating other ways of conceiving of and implementing school change, the collection bases its findings on values of equality and global citizenship. It shows how schools can work to make different languages, knowledge, narratives, and truths integral to the mainstream curriculum, everyday pedagogy, assessment and general culture of the school. Changing Schools is directed at all who are concerned with progressive school change and the promotion of democratic citizenship and social justice. It will prove an invaluable source of inspiration for all involved in schools, including teachers, head teachers, policy makers, and those currently studying for school leadership positions. Contents include: (1) Reimagining School Change: The Reasons For and necessity of Hope Pat Thomson (Bob Lingard and Terry Wrigley); (2) Making a Difference through Philosophy (Australia) (Lynne Hinton); (3) Development processes in a laboratory school (Germany) (Susanne Thurn); (4) Curriculum Development and Thematic Learning (Norway) (Bjorn Bolstad); (5) Educating in the Margins, Lessons for the Mainstream (Australia) Glenda McGregor (Martin Mills and Pat Thomson); (6) Reflections of an Aboriginal School Principal: Leading Change in an Aboriginal School (Australia) (Chris Sarra); (7) Pedagogy of the Landless (Brazil) (Roseli Salete Caldart and The Movement of Landless Workers, Brazil); (8) The Promise of Place and Community-based Education (USA) (Gregory A. Smith); (9) Approaching School Change through "Learning Lives" (Norway) (Ola Erstad); (10) Storythread Pedagogy for Environmental Education (Australia) (Ron Tooth and Peter Renshaw); (11) Creative Learning in an Inner-city Primary School (England) (Pat Thomson and Lorna Rose); (12) Talking Honestly in a Challenging Primary School (England) (Lori Beckett and Jill Wood); (13) Weaving the Web of Professional Practice (Australia) (Nicole Mockler and Susan Groundwater-Smith); (14) A fair go for low SES Students (Australia) (Geoff Munns, Leonie Arthur, Margery Hertzberg, Wayne Sawyer and Katina Zammit); (15) Using Critical Mathematics to Understand the Conditions of our Lives (USA) (Eric (Rico) Gutstein); and (16) Resources for Changing Schools: Ideas in and for Practice Terry Wrigley (Pat Thomson and Bob Lingard).

With contributions from leading experts in the field, The Jossey-Bass Reader on Contemporary Issues in Adult Education collects in one volume the best previously published literature on the issues and trends affecting adult education today. The volume includes influential pieces from foundational authors in the profession such as Eduard C. Lindeman, Alain Locke, and Paulo Freire, as well as current work from authors around the world, including Laura L. Bierema, John M. Dirkx, Cecilia Amaluisa Fiallos, Peter Jarvis, Michael Newman, and Shirley Walters. In five sections, the book's thirty chapters delve into a wide range of compelling topics including: (1) social justice, democracy, and activism; (2) diversity and marginalization; (3) human resource development; (4) lifelong learning; (5) ethical issues; (6) the meaning and role of emotions; (7) globalization and non-Western perspectives; (8) the role of mass media, popular culture, and "social learning"; (9) technology; and (10) health, welfare, and environment. Each piece is framed within its larger context by the editors, and each section is accompanied by helpful reflection and discussion questions. Part One, Defining a Field of Practice: The Foundations of Adult Education, contains: (1) For Those Who Need to Be Learners (Eduard C. Lindeman); (2) The Negro in America (Alain Locke); (3) Pedagogy of the Oppressed (Paulo Freire); (4) Building a Knowledge Base in U.S. Academic Adult Education (1945-1970) (Andre P. Grace); (5) Adult Education at the Margins: A Literature Review (Michelle Glowacki-Dudka and Lora B. Helvie-Mason); (6) African Americans in Adult Education: The Harlem Renaissance Revisited (Juanita Johnson-Bailey); and (7) Ethical Issues and Codes of Ethics: Views of Adult Education Practitioners in Canada and the United States (Wanda Gordon and Thomas J. Sork). Part Two, Positioning Adult Education in a Global Context, contains: (8) Rediscovering Adult Education in a World of Lifelong Learning (Peter Jarvis); (9) Research and Policy in Lifelong Learning (Colin Griffin); (10) Social Movements, Class, and Adult Education (Shirley Walters); (11) Social Change Education: Context Matters (Kathryn Choules); (12) Adult Education and the Empowerment of the Individual in a Global Society (Cecilia Amaluisa Fiallos); and (13) Active and Inclusive Citizenship for Women: Democratic Considerations for Fostering Lifelong Education (Patricia A. Gouthro). Part Three, Adult Education's Constituencies and Program Areas: Competing Interests?, contains: (14) Social Class and Adult Education (Tom Nesbit); (15) Poverty Reduction and Adult Education: Beyond Basic Education (Ruud van der Veen and Julia Preece); (16) Aligning Health Promotion and Adult Education for Healthier Communities (Barbara J. Daley); (17) Critiquing Human Resource Development's Dominant Masculine Rationality and Evaluating Its Impact (Laura L. Bierema); (18) Organizational Learning Communities and the Dark Side of the Learning Organization (Phillip H. Owenby); and (19) Negotiating Democratically for Educational and Political Outcomes (Ronald M. Cervero and Arthur L. Wilson). Part Four, The Changing Landscape of Adult Learning, contains: (20) Reflection Disempowered (Michael Newman); (21) A Theory in Progress (Patricia Cranton); (22) "Social Learning" for/in Adult Education?: A Discursive Review of What it Means for Learning to be "Social" (Kim L. Niewolny and Arthur L. Wilson); (23) The Meaning and Role of Emotions in Adult Learning (John M. Dirkx); (24) Adult Education and the Mass Media in the Age of Globalization (Talmadge C. Guy); (25) Non-Western Perspectives on Learning and Knowing (Sharan B. Merriam and Young Sek Kim). Part Five, New Discourses Shaping Contemporary Adult Education, contains: (26) Attending to the Theoretical Landscape in Adult Education (Valerie-Lee Chapman); (27) Popular Culture, Cultural Resistance, and Anticonsumption Activism: An Exploration of Culture Jamming as Critical Adult Education (Jennifer A. Sandlin); (28) Toward a Postmodern Pedagogy (Deborah Kilgore); (29) Activism as Practice: Some Queer Considerations (Robert J. Hill); and (30) Using Freirean Pedagogy of Just Ire to Inform Critical Social Learning in Arts-Informed Community Education for Sexual Minorities (Andre P. Grace and Kristopher Wells). A preface, a name index and a subject index are also included.

In a most timely volume addressing many of the connections among current fiscal and employment crises to adult education, Learning for Economic Self-Sufficiency highlights the problems and challenges that low-literate adults encounter in various environments. Moreover, this book presents strategies for addressing the chronic illiteracy among low-income workers. The power of this volume is that the reader gains a holistic view of the complexities of educating a population of low-literate adult learners from various life conditions. From language literacy issues in corrections, the workplace and access to higher education, and migrant workers literacy learning barriers, to technology literacies, and consumerism myths, Learning for Economic Self-Sufficiency goes far deeper than prior volumes in exploring the complex scope of issues faced by low-income, low-literate adults as they seek learning for economic self-sufficiency. The overall objective of the book is to help readers explore economic self-sufficiency for low literate and low-income adults from various contexts and the role of adult and higher education in developing these learners for greater economic independence. Noting that literacy is only a first step to economic, mental, and physical health as well as responsible citizenship, each chapter provides specific case examples and recommendations to educators and trainers of adults for creating learning programs and environments to facilitate the development of a more literate and economically stable population. Contents of this book include: (1) Introductory Chapter--Low-Income, Low-Literate Learners in Adult Education: A Portrait (Mary V. Alfred and Noelle Eason); (2) Promises and Challenges for Institutions of Higher Education in Educating Low-Income Adult Learners (Catherine A. Hansman); (3) The Role of the Community College in Redirecting Careers of Low-Literate, Low-Income, and Low-Skilled Citizens (Liliana Mina, Deryl Davis-Fulmer and Regina Smith); (4) Riches from the Poor: Teaching Humanities in the Margins (Janet Groen and Tara Hyland-Russell); (5) Using Technology to Improve Pedagogy and Empowerment with Low-Literacy Adults (Kathleen P. King); (6) The Connection Between Health Literacy and Adult Literacy in Developing Economic Self-Sufficiency (Lilian H. Hill); (7) Adult Learners in Urban Communities: Challenges and Opportunities for Economic Independence (Larry L. Martin); (8) No Worker Left Behind: Providing Low-Wage Workers Equitable Access to Workplace Learning (Laura L. Bierema); (9) The Role of the Black Church in Developing Congregants for the Workplace (E. Paulette Isaac-Savage); (10) Learning on the Move: Migrant Workers in Adult Education (Aida A. Nevarez-La Torre); (11) Consumption, Gendered Stereotypes, and the Struggle for Respect: Controlling Images of Poor Women as Consumers in Popular, Political, and Adult Education Discourses (Jennifer A. Sandlin); (12) Learning for Self-Sufficiency Among Immigrants in Canada: The Role of Community-Based Adult Education (Shibao Guo); (13) Literacies from the Inside: Learning From and Within a Culture of Corrections (Dominique T. Chlup and Irene C. Baird); and (14) Beyond Education and Training: The Role of Social Capital in Developing Economic Self-Sufficiency (Mary V. Alfred).

From 3rd to 5th March 2008 the International Association of Technology, Education and Development organised its International Technology, Education and Development Conference in Valencia, Spain. Over a hundred papers were presented by participants from a great variety of countries. Summarising, this book provides a kaleidoscopic view of work that is done, all over the world in (higher) education, characterised by the key words "Education" and "Development." The editor wishes the reader an enlightening experience. This book contains the following chapters: (1) Professional Prerequisites for Japanese Sea Officers--Professional Training School Requirements (Olivia C. Ogawa); (2) Improving General Cross-Curricular Skills in Attendance and Virtual Environments (Guadalupe Ortiz); (3) Smart Classroom Technology (Ciaran O'Driscoll); (4) Adaptive M-Learning (Ivan Carlos Alcantara de Oliveira and Jose Roberto de A. Amazonas); (5) Dynamic Mathematical Learning Tools: Does It Work For Malaysian Classroom Learners? (Rohani Ahmad Tarmizi, Ahmad Fauzi Mohd Ayub and Kamariah Abu Bakar); (6) On the Return to Geometry in Lecturing Technology (Francisco Mesa, Luis M. Marin and Antonio Gamez); (7) Delivering Synchronous and Asynchronous Educational Material in Conservation Science Using Various Communication Channels (Ioannis A. Kozaris and Evangelia A. Varella); (8) Impact of the New Economy on Business Informatics Education (Pere Tumbas, Otilija Sedlak and Predrag Matkovic); (9) Applying New Educational Methodologies in Overcrowded Groups: Experiences in Basic Mechanics (Marta C. Mora-Aguilar, J. L. Sancho-Bru and J.L. Iserte-Vilar); (10) The Use of SCORM in a Community Based Learning Management System (Luigi Colazzo, Andrea Molinari and Nicola Villa); (11) Product Design Teaching Processes Worldwide Analysis and Comparison for a Future On-line Design Studio (Serena Selva); (12) Longitudinal Analysis of Students' Readiness for b-Learning Courses: Implications for the European Higher Education Area (Jose Manuel Ortega Egea, Maria Victoria Roman Gonzalez, Pedro Eugenio and Gracia Vitoria); (13) Learning and Teaching Strategic Management: a Continuous Improvement (Cesar Camison-Zornoza, Montserrat Boronat-Navarro and Ana Villar-Lopez); (14) A Multidisciplinary Experience in the European Context (Maria Amalia Trillo Holgado, Roberto Espejo Mohedano and Cristina Maria Gamez-Fernandez); (15) ECTS: Teaching Innovation Experience in Business Administration at the Escuela Superior de Ingenieria (College of Engineering) in Cadiz (Angel Cervera Paz, Victor Perez Fernandez and Francisco Rubio Cuenca); (16) Adapting to the EHEA: a Case Study (Miguel Arevalillo-Herraez, Jose Manuel Claver and Alfredo Rosado-Munoz); (17) The Importance of Cooperative Work in the Faculty and in the Classroom (M. G. Montoya, R. Herrada, C. Gil, F. G. Montoya and A. Alias); (18) The Evaluation Carrousel: an Assessment Tool for Interdisciplinary Science Innovation Education (Adri Proveniers and Jan Westra); (19) Common Mistakes in the Application of Continuous Evaluation Methodologies in Spanish Universities (Juan M. Sanchez and Enriqueta Antico); (20) Verbal and Pictorial Stimulus of Package Design in Right-to-Left Languages According to Brain Laterality (Kambiz Heidarzadeh Hanzaee); (21) Research, Development and Technology Transfer (R & D & TT) in the Field of Engineering Materials and Related Technologies (Jaroslav Jerz); (22) How to Develop a University Educational Guide? Some Suggestions for its Graphic Design (Begona Jorda-Albinana, Olga Ampuero-Canellas, Jimena Gonzalez-del-Rio and Jose Armijo); (23) Providing Quality Research Supervision in Contemporary Graduate Schools: Empowering Research Graduates to Perform in the Knowledge Economy (Janet Carton, Steve Jerrams and Anthony Betts); (24) Knowledge in Technology Networks: A Case Study Based Institutional Approach (Michael Steiner, Christian Hartmann and Michael Ploder); (25) Higher Education Systems: Postsecondary Vocational & Technical Education Developments in Comparison (Peter A.J. Englert and Wolf Dieter Grossmann); (26) The Role of Diaspora Entrepreneur in the Advancement of Science and Technology: Knowledge Economy Perspective (Mervat Hatem Sharabati-Shahin); (27) Exploratory Investigation into Preservice Teachers' Career-Goal Contents and Their Relationships with Class Participation Motivation in Higher Education in South Africa (Byron Brown and Ntonghanwah Forcheh); (28) Automatic Classification of Language Learner Sentences into Native-like or Non-Native-like Based on Word Alignment Distribution (Katsunori Kotani, Takehiko Yoshimi, Takeshi Kutsumi and Ichiko Sata); and (29) Analysis of the Students' Socio-Demographic Profile (Oto Tezak).

Adolescents are routinely demonised by politicians and the media.Ross Deuchar's compelling research into the views of some of the toughest--youths who are growing up in socially deprived urban areas of Glasgow in Scotland--reveals the true facts. They talked to him about their lives, gang culture and territorialiity and he passes on their words and analyses what he learned from them. These 16-18 year olds, some of them asylum seekers or from ethnic minority backgrounds, have become disenfranchised by educational failure, unemployment and poverty, but there are also young people who have overcome great challenges. Deuchar shows that many resist or move quickly out of gangs, especially when there are attractive alternatives to engage them and offer them opportunities to build social capital in legitimate fields such as sport and civic participation. Here is a book written for everyone who works with young people from disadvantaged groups, whether in schools or youth organisations. It is especially relevant to academic researchers with an interest in social capital and also to community educationalists and youth leaders, secondary teachers and students who are studying towards qualifications in community education and youth work. The book will also be essential reading for those concerned with community welfare: politicians, the police, community sports development officers and youth coaches.

This article presents a review of three chapters in "Part II, Section E: Internationalizing Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters ["Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination" (Donna Deyhle, Karen Swisher, Tracy Stevens, Ruth Trinidad Galvan. Chapter 16, pp. 329-348); "Globalization and Curriculum" (Kathryn M. Anderson-Levitt. Chapter 17, pp. 349-368); and "Community Education in Developing Countries: The Quiet Revolution in Schooling" (Joseph P. Farrell. Chapter 18, pp. 369-389)] speak in various ways to the critical and creative possibilities within the worldly circumstances of the curriculum field. Chapter 16 discusses the significance of a transnational dialogue that is both for and by the widely scattered indigenous peoples of the world, pointing out that while indigenous peoples have faced common historical experiences of colonization and assimilation, they have experienced these common histories in isolation from one another as they were caught up and absorbed in the projects of modern nation building in the Americas and elsewhere. Chapter 17 provides a critical examination of the uses of international high-stakes testing, challenging claims that competitive excellence in education can be measured on the basis of testing regimes. Chapter 18 returns the reader to the theme of creative possibilities in the internationalization of curriculum inquiry. Carson concludes that these three chapters offer needed critique and chart promising new directions within the internationalization of curriculum studies. (Contains 1 note.)

This article presents a review of three chapters in "Part II, Section E: Internationalizing Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters ["Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination" (Donna Deyhle, Karen Swisher, Tracy Stevens, Ruth Trinidad Galvan. Chapter 16, pp. 329-348); "Globalization and Curriculum" (Kathryn M. Anderson-Levitt. Chapter 17, pp. 349-368); and "Community Education in Developing Countries: The Quiet Revolution in Schooling" (Joseph P. Farrell. Chapter 18, pp. 369-389)] focus on different aspects of internationalizing curriculum, while addressing the need for educational reform from a global perspective. In this review, Wane provides a summary of the three chapters, followed by an overview of decolonization that interweaves the main themes of these chapters with her own schooling experience as a Kenyan educated in boarding schools run by European nuns.

This article presents a review of three chapters in "Part II, Section E: Internationalizing Curriculum" and one chapter in "Part III, Section F: Inquiring into Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters ["Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination" (Donna Deyhle, Karen Swisher, Tracy Stevens, Ruth Trinidad Galvan. Chapter 16, pp. 329-348); "Globalization and Curriculum" (Kathryn M. Anderson-Levitt. Chapter 17, pp. 349-368); "Community Education in Developing Countries: The Quiet Revolution in Schooling" (Joseph P. Farrell. Chapter 18, pp. 369-389); and "The Landscape of Curriculum and Instruction: Diversity and Continuity" (F. Michael Connelly, Shijing Xu, Chapter 26, pp. 514-533)] include, in various ways and to varying degrees, continuous historical perspectives on Indigenous studies, international comparative curriculum, community education in developing countries, and the field of curriculum and instruction in general. They summarize the continuous development of the particular field in the past, presents the current situation and projects and/or makes recommendations for its future advancement. In addition these chapters demonstrate converging or diverging movements in their respective areas of research. The authors point out how their areas of research have come to share more and more commonalities. At the same time, they note the strong tendencies of localization, including adaptation as well as resistance to the converging power of uniformity. In this review, Li introduces the reader to the Daoist lens through which the chapters were read, and then offers her view about the continuous historical perspectives in each chapter. She concludes this essay with a discussion from the Daoist perspective about internationalizing curriculum. (Contains 1 note.)