Palgrave International Handbook on Adult and Lifelong Education and Learning (eBook)

Marcella Milana is Associate Professor at the University of Verona, Italy. Sue Webb is Professor of Education at Monash University, Australia. John Holford is Robert Peers Professor of Adult Education at the University of Nottingham, UK. Richard Waller is Associate Professor of the Sociology of Education at the University of the West of England, Bristol, UK. Peter Jarvis is Emeritus Professor of Continuing Education at the University of Surrey, UK.

Contents 5
About the Editors 11
List of Figures 13
List of Tables 15
1 Introduction to the Handbook 17
Handbook Overview 21
How to Use This Handbook 23
References 24
Thinking and Rethinking the Field 25
Introduction 25
2 Contemporary Adult and Lifelong Education and Learning: An Epistemological Analysis 29
Abstract 29
Introduction 29
The Epistemological Framework 31
Disciplinary Epistemology 33
Constructivist Epistemology 33
Emancipatory Epistemology 35
Instrumental Epistemology 36
The Epistemologies in Context 37
Critique of Instrumentalism in Adult and Lifelong Education and Learning 41
A New Epistemology? 43
References 46
3 Exercising Clarity with Transformative Learning Theory 51
Abstract 51
Background 52
The Evolution from a Theory to a Metatheory 55
Transformative Learning as a Metatheory: Definition and Criteria 57
The Development of a Conceptual Tool 58
Worldview 60
Self 60
Epistemology 61
Ontology 61
Behaviour 62
Capacity 62
The Typology as a Conceptual Tool 62
Using the Typology: An Example 63
Conclusion 66
References 67
4 Critical Adult Education Theory: Traditions and Influence 69
Abstract 69
Introduction 69
Marxism and Critical Theory 71
Critical Pedagogy 74
Critique as Critical Adult Education Theory 78
Conclusion 84
References 85
5 From Radical Adult Education to Social Movement Learning 91
Abstract 91
Social Movements Today 93
The Politics of the Old and New in Social Movement Theory and Practice 96
The Limits of the Old and the New in Social Movement Theory and Practice 99
Moving Forward from the Old and the New in Social Movement Theory and Research 101
Key Challenges for Social Movement Learning Research 103
References 104
6 Adult Learning and Communicative Rationality 109
Abstract 109
Introduction 109
Learning and Education 110
Learning and Life 114
Learning and Communicative Action 116
The Critical Potential of Experience 119
Conclusion 123
References 124
7 Adult Education and the ‘Learning’ Turn 126
Abstract 126
Introduction 126
From Adult Education Towards a Lifelong Learning Order 127
Understanding Educational Change 128
Analytic Borderlands 130
Researching Contexts 131
Spaces of Governing 132
Remaking TAFE as VET 135
‘Lifelong Learning’: Transdiscursive Entanglements 136
Travelling Ideas 137
‘Adult Education’: Multicultural Entanglements 138
Remaking Educational Knowledge 139
Remaking Educational Governance 139
‘Lifelong Education’: Diachronic Entanglements 140
Disturbing Work 141
Re-imagining Knowledge-Based Regulation 142
Towards Sustainable Lifelong Education 143
References 144
8 Limit Situations. Adult Education and Critical Awareness Raising 147
Abstract 147
Introduction 147
Reading the Wor(l)d 148
Paradoxes of Emancipation 151
The Rise of Neo-Liberal and Neo-Managerialist Discourses 153
Interrupting the Senses 155
Education for Critical Awareness Reconsidered 158
In Conclusion: The Future of Commitment in Adult Education 160
References 162
9 Revisiting Paulo Freire: Adult Education for Emancipation 165
Abstract 165
Introduction 165
A Short Review on Paulo Freire’s Life and Works 167
Key Concepts for Revisiting Paulo Freire 168
Culture 169
Dialogue 170
Literacy ‘Method’ 172
The Oppressor and the Oppressed 175
Conscientisation 176
The Educator 177
Conclusions 178
References 180
10 Learning and Experience: A Psycho-Societal Approach 183
Abstract 183
Introduction 183
Learning as a Social and Cultural Process 185
Learning and the Experience of Everyday Life in Capitalism 189
A Methodology for Understanding Subjective Experience 191
The Core of a New Learning Theory: Socialization, Sensory Experience, and Language Games 193
Psycho-Societal Methodology and Critical Social Research 195
Perspectives for Learning Theory 197
References 200
11 Complexity, Adult Biographies and Co-operative Transformation 204
Abstract 204
Adult Learning and Lives: Overcoming Fragmentation 204
Complexity of Life and Learning 209
A Layered Theory of Learning 211
Biographically Oriented Education: From Dichotomy to Composition 213
Biographically Oriented Co-operative Inquiry: Complexity in Action 215
Conclusions 217
References 218
12 Economics and the Political Economy of Adult Education 223
Abstract 223
Introduction 223
A Critical Overview of the Contribution of the Economics of Education to Research and Policy on Adult Education 224
The Foundations for Economists’ Interest in (Adult) Education 224
The Relevance of the Human Capital Framework for Adult Education 225
So What’s Wrong with the Human Capital Framework? 225
A Wider Social Science Approach: The Political Economy of Adult Education 228
Shifts in the OECD Policy Agenda on Adult Education and the Role of Alternative Political Economy Perspectives 229
Recurrent Education: Modernization–Keynesian Framework 229
Lifelong Learning: Neoclassical Framework 230
Skills Strategy: New Political Economy of Skills Framework 232
Some Implications and Challenges for Research on Adult Education 233
The Diversification of Research and Perspectives 233
Reframing Perspectives on the Role of Adult Education in Society 234
References 235
13 The Critical Turn in Human Resources Development 239
Abstract 239
The Importance of Theory to Practice 242
Critical Paradigms Used in HRD 243
A Need for Critical HRD: An Emerging Paradigm 246
Taking a Radical Turn: Critical Race Theory 248
Why Should We Care? 249
References 251
14 Learning and Identity Development at Work 257
Abstract 257
Introduction: Changing Ideas About the Development of Identities at Work 257
Models of Learning for Supporting Identity Development at Work 261
First Representation of Identity Development at Work: ‘Learning as Becoming’ 265
Second Representation of Identity Development at Work: Learning Can Be Represented as Occurring Across Four Domains 267
Relational Development 267
Cognitive Development 268
Practical Development 269
Emotional Development 270
Third Representation of Identity Development at Work: Learning Takes Place in the Context of Opportunity Structures Within Which Individuals Operate 272
Conclusion 273
References 275
15 Lifelong Learning as an Emancipation Process: A Capability Approach 278
Abstract 278
Introduction 278
The Capability Approach and Studies on Education 280
Brief Overview of the Capability Approach 280
Main Studies Applying the Capability Approach to Research in Education 281
Multiple Roles of Education—The Capability Approach as a Way to Go Beyond the Human Capital Approach 282
The Capability Approach and Social Justice in Education 283
Conceptualizing Lifelong Learning Within the Capability Approach Perspective 284
A Conceptual Model of Lifelong Learning Roles 287
The Capability Approach Lens for Empirical Studies on Adult Education 288
Data 288
Inclusion and Fairness in Participation in Adult Education 289
Value of Adult Education 291
Obstacles to Participation in Adult Education 292
In Lieu of a Conclusion: Lifelong Learning—An Emancipating Force or a Form of Social Control? 295
Acknowledgements 296
References 296
16 Knowledge Production as Organisational Learning: The Case of Danish Universities 300
Abstract 300
Introduction 300
Changing Conditions for Work at Danish Universities 302
The Field of Organisational Learning 304
Organisational Learning as Access to Participate in Communities of Practice 305
Tensions and Passions in Knowledge Production 307
Experience, Inquiry and Expertise 309
The Nordic Tradition for Work, Management and Education 312
Organising for Learning Versus Strategic Management 314
References 316
Scale and Movement 320
Introduction 320
17 Assembling Literacy as Global: The Danger of a Single Story 325
Abstract 325
Introduction 325
Counting Literacy: Autonomous, Plural, Global 326
A Lens of Analysis 330
The Literacy Assessment Framework: Reassembling a Global Literacy 333
Defining and Organizing Literacy 334
Electing Literacy Tasks 335
Operationalizing, Legitimizing and Interpreting 336
Assembled Literacy, a Single Story 337
The Dangers of the Single Story for Lifelong Learning: Making Constructive Criticism 340
References 342
18 Conceptualizing Participation in Adult Learning and Education: Equity Issues 346
Abstract 346
Introduction 346
Conceptual Dilemmas in Measuring Participation in ALE 348
International Surveys on Participation in ALE 350
Participation in ALE 352
Inequalities in Participation 355
National Differences in Participation Rates 355
Impact of Personal Characteristics on Participation in ALE 356
Employment-Related Factors 357
Understanding the Logic of Unequal Participation in ALE 359
The World of Work 359
The Effect of Broader Structures and the Role of Public Policy 361
Some Implications for Research 362
References 364
19 Participation in Adult Literacy Programmes and Social Injustices 367
Abstract 367
Introduction 367
Inequality, Policy and Pedagogy 368
Methodology 371
Redistribution and Recognition 372
Experiences of Schooling 372
Experiences of Learning in Literacy Programmes 373
Achieving Participatory Parity? 376
Discussion and Conclusion 377
References 379
20 Lifelong Learning Policy Discourses of International Organisations Since 2000: A Kaleidoscope or Merely Fragments? 383
Abstract 383
Introduction 383
Lifelong Learning 386
Lifelong Learning Policy Discourses During the Post-2000 Period 387
The European Union 387
OECD 390
The World Bank 393
UNESCO 396
Concluding Remarks 398
Acknowledgements 400
21 Transformative Sustainability Education: From Sustainababble to a Civilization Leap 405
Abstract 405
Introduction 405
Climate Basics 407
Is Sustainability Even Possible? Recent Trends 408
Sustainability: Conceptual Contestation 409
Historical Context of Sustainability Education 411
Environmentalism 412
Environmental Education 414
Education for Sustainable Development 416
Sustainability Education in Adult and Lifelong Education and Learning 418
The Polyarchy of Learning Edges in Sustainability Education 420
A Civilization Leap 423
References 424
22 Research Patterns in Comparative and Global Policy Studies on Adult Education 429
Abstract 429
Introduction 429
Comparative and Global Policy Studies: An Intelligible Body of Work 431
Methodological Considerations 432
Pattern 1: Describing Changes and Evolutions Along a Temporal Continuum 434
Pattern 2: Comparing (Horizontally) Policies by Different Actors, Either at a Certain Point in Time or from a Historical Perspective 438
Pattern 3: Juxtaposing (Vertically) Policies by Intergovernmental Organisations with Those of Their Member States, and Assessing Convergence/Divergence 440
Pattern 4: Questioning and Providing Counter-Evidence for Widespread Political Beliefs 443
Conclusion 445
References 445
23 Latin America: Adult and Popular Education in Dialogue 450
Abstract 450
Introduction 451
Adult Education, Popular Culture and Literacy 452
Popular (Adult) Education and Political Action for Liberation 454
Popular Education, Popular Culture, and Adult and Youth Education 456
New Actors, New Thoughts and New Practices 458
Framework of Reference of Popular Education for Public Policies 458
The Struggle for Identity and Emergence of New Social Subjects 460
As Conclusion: A Desirable and Necessary Dialogue 462
References 464
24 Europe: Comparing Lifelong Learning Systems 467
Abstract 467
Introduction: Lifelong Learning at the Heart of Societal Diversity and Dynamics of Social Change 467
Comparative Approaches and Typologies of Lifelong Learning Systems 469
Sociology of Education and Training Faced with the Diversity of National Models 469
Typologies of Lifelong Learning from the Socio-economics of Work and Employment 471
The ‘Varieties of Capitalism’ Approach: A Dualistic Vision of Skills and Lifelong Learning 472
The Lifelong Learning Systems of Post-socialist Countries: A Headache for the Comparativist Researcher? 473
Clusters of Countries: Overestimation of National Coherence, Weak Analysis of Changes 474
How to Capture the Hybridisation and Changes of European Lifelong Learning Systems? 475
Five Ideal-Typical Regimes of Lifelong Learning 475
The Evolution of European Lifelong Regimes: What Challenges? 477
Sweden: Predominance of the Universal Regime but for How Long? 478
Germany: Predominant Corporatist Regime but a More Universal Obligatory School 479
Denmark, a Sustainable and Virtuous Compromise: The Good European Student? 481
France: An Uncertain Compromise Between Academic and Corporatist Regimes 482
United Kingdom: A Complex Mix of Academic Elitism, Organised Market and Universal Principles 483
Conclusion 484
References 486
25 The Mediterranean: Adult Education Landmarks 490
Abstract 490
Introduction 490
Why Adult Education in the Mediterranean? 491
The Mediterranean 491
Mediterranean as Construct? 492
Adult Education in the Mediterranean: A Broad Sweep 493
North-West Mediterranean 493
East Mediterranean 497
Northern Mediterranean Synthesis 498
South Mediterranean: The MENA Region and the Case of Israel 499
South Mediterranean: Arab States 500
Literacy 500
State Adult Education Policy and Sponsorship in Arab States 500
Religion and Adult Education in the Southern Mediterranean 502
Southern Mediterranean Synthesis 503
Bridging the Two Sides of the Mediterranean: Migration 503
Conclusion 504
References 507
26 The Southern African Development Community: Challenges and Prospects in Lifelong Learning 511
Abstract 511
Introduction 511
Area of Study 512
The Context 513
Lifelong Learning 515
Lifelong Learning Within the SADC Region 518
Methodology 518
Overview of Lifelong Learning in SADC 519
Challenges in the Area of Lifelong Learning 526
Narrow Conception of Lifelong Learning 526
Absence of a System of Early Childhood Care and Development 528
Underfunding of Lifelong Learning 528
Prospects for Lifelong Learning 529
Conclusion 531
27 Argentina: The Debate Between Lifelong and Popular Education in Adult Education 535
Abstract 535
Introduction 536
Some Methodological Assumptions 536
The Creation of the National Adult Education Department 537
Adult Education and Lifelong Education at DINEA’s Founding Moment 538
Conceptualization 541
Development 541
The Subjects 542
Lifelong Education’s Permanence Within the Democratic Government 544
The ‘Parallel’ Popular Education Progression 545
Conclusion 546
References 550
28 Ghana: The Life and Death of Adult Education and Implications for Current Policy 552
Abstract 552
Introduction 552
Adult Education and Social Movement Theory 555
Old and New Social Movement Dichotomy 557
Learning in Social Movements 559
The Early Beginnings of Adult Education and the Adult Education Movement (1949–1966) 560
The PEA in the Second and Third Republics (1967–1981) 562
The Revolutionary Era (1981–1990) 563
Constitutional Rule and Demands for New Movements (1990s Until Now) 564
The Way Forward and Implications for Lifelong Learning 566
Conclusion 567
References 568
29 Palestine: Philosophical and Methodological Dilemmas for Adult Education 573
Abstract 573
Approaching Adult Education 575
Global and Indigenous Terminology 575
Purpose and Scope of Adult Education 577
Researching and Evaluating Adult Education 579
The History of Adult Education in Palestine 581
Lack of Local Discourse 584
Adherence to Pragmatic Training Approaches 584
Resistance to Change 585
Conclusion 586
References 586
30 China: Adult Education and Learning from Mao to Now 589
Abstract 589
Learning for Revolution 589
Learning for Nation-Building 591
Madame Li Li 593
Foreign Devils 594
1984 Shanghai Symposium on Adult Education 595
Chinese Learning Initiative 596
Critical Issues 598
Contradictions 598
Mediocre Teaching 599
Punishing Innovation 601
Campaign Fatigue 601
Limits on Intellectual Freedom 602
Psychology of Convergence 603
Barren Research 604
Road Ahead 605
References 606
31 Singapore: Trends and Directions in Lifelong Learning 610
Abstract 610
Introduction 610
‘Lifelong Learning’ as Well as ‘Lifelong Education’? 611
Preamble: The Case of Singapore 613
The ‘SkillsFuture’ Initiative 616
The ‘Why’ and ‘What’ 616
The ‘How’ 618
Complexity of Workforce Development: A Cross-Cultural View 619
Multigenerational Flow 621
Conclusion 624
Acknowledgements 625
References 625
32 Timor-Leste: Adult Literacy, Popular Education and Post-conflict Peacebuilding 629
Abstract 629
Colonialism, War and Peace 631
The Road to a Post-colonial Future? 633
South–South Cooperation: Cuba and Timor-Leste 636
The Political Crisis of 2005–2007 637
Los, Hau Bele!: Yo Si Puedo! in Timor-Leste 638
Popular Education, Adult Literacy and Post-conflict Peace-Building 640
Conclusion 642
References 643
33 Transnational Migration, Everyday Pedagogies and Cultural Destabilization 648
Abstract 648
Introduction 648
The Turn to Cultural Values and Identity and the Co-Opting of Lifelong Learning 649
Transnationalism and Intercultural Spaces 653
Towards Meeting the Challenges of Transnationalism 656
Conclusion 660
References 661
34 Researching Transnational Migration and Lifelong Learning 665
Abstract 665
Introduction 665
Theorising Transnationalism and Diaspora 666
Contextualising Transnational Migration 669
Research on Immigrant Adaptation 671
Towards Recognitive Justice in Lifelong Learning 676
Conclusion 679
References 680
35 Reconfiguring the Learning Space: Skilled Immigrants in Canada 685
Abstract 685
Introduction 685
Immigrant Training and Learning: A Review of the Field 686
Immigrant Training and Services 687
Work and Learning 688
Pedagogy of Differences and Practice-Based Ontology 689
Distributed Pedagogy of Differences 690
Turning Differences into Strength-Based Curriculum 691
Engaging Differences to Advance Knowledge and Practices 693
Experimenting with SocioCultural and Sociomaterial Power and Order 696
Conclusions 698
References 700
36 Non-permanent Workers and Their Learning in a Developmental State 705
Abstract 705
Introduction 705
Limitations to Theoretical Conceptions of the Non-permanent Worker, and Their Work and Learning 707
Non-permanent Workers in Singapore 709
Lived Realities of Non-permanent Work in Singapore—a New Way of Being 710
Craft Identity 711
Entrepreneurialism 712
Future in the Present 713
Self-organisation as a Key Tool for Learning and Development of Non-permanent Workers 714
Implications for Elsewhere 715
Conclusion 715
Acknowledgements 716
References 716
37 The Global Spread of the Nordic Folk High School Idea 718
Abstract 718
Introduction 718
Spread Through Migration 721
The Nordic Folk High Schools as Inspiration 722
Tokai: The Folk High School Idea Transformed into a Private University 723
Highlander: The Folk High School Idea and the Struggle for Civil Rights 724
Dissemination Through Persuasion 725
Gonobidyalaya: The Third World in the Nordic Region’s Footsteps? 726
Tanzanian State-Building and Swedish Popular Education 727
Conclusion 729
References 730
Contexts, People and Practices 733
Introduction 733
38 Adult Education Learned Societies: Professionalism and Publications 737
Abstract 737
Introduction 737
The Australian Context and Its Learned Societies 738
The Current Policy Context for Adult Learning 739
Professional Educators and Researchers in Australian Adult Education 741
Professions and Professional Knowledge 742
Australian Learned Societies and Journals 744
Methods and Analysis of Publications from Two Australian Journals 746
Research Question 1: What Are the Geographical Institutional Affiliations of the First Author? 746
Research Question 2: What Type of Institution Is the First Author from? 747
Research Question 3: What Keywords Are Used? 747
Findings 748
Discussion and Conclusion 750
References 753
39 Adult Education Research: Publication Strategies and Collegial Recognition 756
Abstract 756
Introduction 756
Bibliometric Measurement as Policy Instrument 757
Understanding Research Through Peers 759
What and Who Is Recognized in the Field of Adult Education Research? 760
What Kind of Research Is Recognized by Gatekeepers and Peers? 761
Who Are Recognized by Gatekeepers and Peers? 761
Discussion: On the Art of Strategic Submission(S) 763
Publication Strategies for Early Career Scholars 763
Strategies Regarding Content 764
Strategies Regarding Authorship 765
Critiquing the Publication and Citation Game 766
Maximizing Your International Citations or Being of Relevance (Locally)? 766
Resist the Anglophone Mainstream? 768
Words of Caution 769
References 770
40 Popular Universities: Their Hidden Functions and Contributions 773
Abstract 773
What Is in a Name? 775
Functioning 775
Funding 777
Programme Content 777
Emancipatory Knowledge 778
Intended Beneficiaries 781
Workers 781
Women 781
Indigenous Populations 782
Other Beneficiaries 782
Networks 783
Particular Instances of Popular Universities 785
The Barefoot College in Rajasthan 785
The Cooperative University of Paris6 786
Conclusions 786
References 789
41 The Ideals and Practices of Citizenship in Nordic Study Circles 791
Abstract 791
Introduction 791
Citizenship as ‘Being’ and ‘Acting’ in Nordic Study Circles 793
Contextualizing the Study Circles 794
On the Historical Development of Popular Education 796
Ideals and Aims of Popular Education 797
Current Dilemmas 798
Three Participatory Ethnographic Field Studies in Study Circles 800
The Senior Carpenters’ Study Circle 801
Philosophy Study Circle 802
Basic English Study Circle 803
Being and Acting as a Citizen in Three Different Study Circles 803
Inclusion or Excellence? 805
References 806
42 South African University Engagement: Lifelong Learning and ‘Socially Robust’ Knowledge 810
Abstract 810
Introduction: The Broad Context 810
African Universities and Lifelong Learning 813
Service Learning and Community Engagement as a Contribution to Lifelong Learning in South African Universities 815
The Theoretical Perspectives that Inform Service Learning and Community Engagement 816
The Service Learning Project and Its Research Methodology 819
Findings 821
Dialogue 821
Knowledge Construction 822
Concluding Remarks 825
References 826
43 Learning in Later Adulthood: A Critical Perspective 831
Abstract 831
Understanding Educational Gerontology 832
Who Are Older Adults? 834
Constructing Knowledge Among Seniors 835
The Rise of Critical (Educational) Gerontology 836
Providers and Provision 838
Recent Developments 840
Contemporary Issues 841
ICT Developments 841
Health and Education 841
Learning in the Fourth Age 842
Workplace Learning 843
Intergenerational Learning/Education 843
Concluding Remarks 844
References 845
44 Lifelong Learning for Older Adults: Culture and Confucianism 848
Abstract 848
Introduction 848
Importance of Lifelong Learning in Old Age 850
Eastern–Western Views on Lifelong Learning 851
Cross-Cultural Research on Lifelong Learning 853
The Confucian View of Lifelong Learning 855
Relevance of the Confucian View of Learning to Lifelong Learning by Older Adults 860
Conclusion 862
Acknowledgements 865
References 865
45 Disabilities and Adult and Lifelong Education 870
Abstract 870
Mainstream Literature of Adult and Lifelong Education 871
Perspectives from the Field of Disabilities Studies 874
Dominant Discourses in Disabilities Studies 874
Disability and Intersectionalities 876
Evolving Perspectives on Disability in Adult and Lifelong Education 878
My Personal Journey Toward an Integrated Model of Disability 882
?Acknowledgement? 886
References 886
46 Queering Transformative Learning: The Unfolding of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Ally Lives 890
Abstract 890
The LGBTQIA 892
Unfolding of Lives 894
The Need for Transformation 895
The Context of Rights and Practices 899
Global Issues 899
Mobilities and LGBTQIA People 900
The Role of Allies 900
The Fluidity of Identity 901
Future Direction 903
References 905
47 Technologies for Adult and Lifelong Education 908
Abstract 908
Unrealised Promises of Educational Technologies 908
Adult Education and Lifelong Learning 910
Adult Learning Theories 911
Metaphors of Learning 912
Roles of Technologies in Learning 914
Supporting Adult Learning with Educational Technologies 915
Acquisition Approach 916
Learning Goals and Approaches 916
Roles and Affordances of Technologies 917
Learning Design 917
Strengths and Challenges 917
Participation Approach 918
Learning Goals and Approaches 918
Roles and Affordances of Technologies 919
Learning Design 919
Strengths and Challenges 919
Knowledge Creation Approach 920
Teaching and Learning Processes 920
Roles and Affordances of Technologies 920
Learning Design 921
Strengths and Challenges 921
Discussions of the Three Approaches 922
Conclusion 924
References 925
48 The Mainstreaming of Massive Open Online Courses (MOOCs) 929
Abstract 929
Introduction 929
The History of MOOCs 931
The Political Economy of MOOCs 932
The Pedagogy of MOOCs 936
The Relationship of MOOCs to Lifelong Learning 940
Conclusion 941
References 943
49 Lifelong Learning for Africa’s Older Adults: The Role of Open Educational Resources and Indigenous Learning 947
Abstract 947
Introduction 947
Older Adults in Africa 949
Lifelong Learning in Africa: Progressive or Regressive? 952
Indigenous African Learning 952
Non-Formal Education 953
Learning that Unearths Older Adults’ Potential for Development 954
Open Education Resources and Their Challenges for Africa’s Older Adults 954
A Framework for Cost-Free Learning for Africa’s Older Adults 955
Implementation 957
References 958
50 Popular Culture, Adult Learning, and Identity Development 961
Abstract 961
What Exactly is Popular Culture and Why Should We Care? 963
Highlight Reel: A Brief Review of Recent Literature 965
The Convergence of Adult Education and Popular Culture 966
Television, Film, and Print 966
Popular Culture as Pedagogy, an Edited Volume 969
Social Media, Blogging, and Video Games—Everyday Online Learning from Popular Culture 971
Interdisciplinarity, Adult Education, and Popular Culture 973
Conclusion 974
References 976
51 Popular Fictions as Critical Adult Education 980
Abstract 980
Defining Fiction 980
Public Pedagogy 982
Creating Fictions—Teachers and Intentionality 984
In the Author’s Own Words: Barbara Kingsolver 984
In the Author’s Own Words: Joss Whedon 985
In the Author’s Own Words: Suzanne Collins 986
Authorship, Teamwork and Vision 987
Readers and Viewers 988
Critical Analysis as Curriculum Analysis 989
Kingsolver’s Curriculum in the Poisonwood Bible 989
Whedon’s Curriculum in the Cabin the Woods 991
Collins’ Curriculum in the Hunger Games 993
Conclusion 994
References 995
52 Creativity, the Arts, and Transformative Learning 999
Abstract 999
Learning in a Time of Change 1000
Critical Perspectives 1002
Learning Creativity and the Arts 1005
Transformative Learning and the Arts 1006
Creative Learning and Fiction Writing 1009
Implications for Adult Education 1011
References 1012
Index 1015