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On September 22, 2011, Sharan Merriam visited Brock University to give a Distinguished Speaker Lecture. Based on her research about the future of adult education within a global context, Merriam's lecture sets the tone for this special issue on the impact of globalization for adult education and higher education. Subsequently, the authors of this article interviewed Merriam seeking to understand her background, how she became a specialist in adult education, her understanding of adult education as a field, and her perspective with respect to globalization and adult education.

Forty percent of Portuguese and Spanish speaking students in Toronto do not complete high school (Brown, 2006). This daunting statistic motivated Pueblito Canada, a Toronto-based Non-Governmental Organization (NGO) committed to Latino-Hispanic children, to initiate collaboration with the local Hispanic Development Council, a community activist agency, and the Toronto Catholic District School Board (TCDSB). The three partners developed a project that engaged Latino-Hispanic students in telling their own stories of schooling. The project's Participatory Action research (PAR) approach encompassed a series of workshops in which participating students learned the techniques of storytelling and then narrated their everyday experiences of schooling. With the support of a videographer, students moved from documenting their stories through workshops focused on their writing to producing digital stories they had authored. This article considers the emancipatory processes that facilitated students' coming to voice. Additionally, the silences that contributed to their subjugation in the school system are problematized. Simultaneously, the participating teachers, moved by these stories as they emerged, engaged in a series of workshops that the Pueblito team called "Becoming Cultural Allies" and developed a curriculum enriching toolkit designed to provide classroom materials that reflected the historical and cultural background of their Latino-Hispanic students.

The present article draws from the biographical narratives of three South African high school female principals which are part of a larger research study in which 26 aspiring and practicing women school leaders were interviewed. Narratives were constructed from in-depth interviews with each participant and analyzed for themes that provided insights into the skills, knowledge, and understanding that contribute to an effective African-centered leadership style that values three key principles of ubuntu: spirituality, interdependence, and unity. Findings indicate these women's narratives are a testimony to their moral and ethical commitments in which social emancipation, compassion, and care for the community's children are firmly rooted at the center of their leadership style. This study answers the call for research that explores context-specific leadership. (Contains 5 notes.)

This paper explores Black students' perspectives and subjectivities in order to understand how power and authority get played out in interactions between teacher and student in the feminist classroom. The [...]

C'est l'histoire de Goodie Tshabalala Mogadime, une educatrice activiste de l'Afrique du Sud qui explore les liens entre son autobiographie, ses experiences de travail dans un contexte d'hegemonie patriarcale des [...]

L'auteure relate les activites de sa mere et de sa grand-mere dans la communaute comme des exemples d'un autre maternage qui confirme la tradition culturelle des femmes noires comme soignantes [...]