This groundbreaking book critiques the boundaries of where adult education takes place through a candid examination of teaching, learning, and working practices in the social periphery. Lives in this context are diverse and made through complex practices that take place in the shadows of formal systems: on streetscapes and farms, in vehicles and homes, and through underground networks. Educators may be family members, friends, or colleagues, and the curriculum may be based on needs, interests, histories, and cultural practices. The case studies presented here analyze adult education in the lives of sex workers, LGBTQ activists, undocumented migrants, disabled workers, homeless youth, immigrants, inmates, and others. Focusing on learning at the social margins, this book challenges readers to reconceptualize local, national, and transnational adult education practices in light of neoliberalism and globalization. Following the introduction, Starting Somewhere: Troubling Perspectives of Periphery and Center in Adult and Community Education (Robert C. Mizzi, Sue Shore, and Tonette S. Rocco), this book contains the following chapters: (1) Lifelong Learning as Critical Action for Sexual and Gender Minorities as a Constituency of the Learner Fringe (André P. Grace); (2) Youth Development in Context: Housing Instability, Homelessness, and Youth "Work" (Naomi Nichols); (3) A Synergy of Understanding: Intimidation Technologies and Situated Learning in United States and Jamaican Prisons (Joshua C. Collins, Lincoln D. Pettaway, Chaundra L. Whitehead, and Steve J. Rios); (4) Listen Carefully, Act Thoughtfully: Exploring Sex Work as an Adult Education Context (Shannon Deer and Dominique T. Chlup); (5) Using Democratic Deliberation in an Internationalization Effort in Higher Education (Hilary Landorf and Eric Feldman); (6) Beyond Death Threats, Hard Times, and Clandestine Work: Illuminating Sexual and Gender Minority Resources in a Global Context (Robert C. Mizzi, Robert Hill, and Kim Vance); (7) Invisible Women: Education, Employment, and Citizenship of Women with Disabilities in Bangladesh (Shuchi Karim); (8) Moving Beyond Employability Risks and Redundancies: New Microenterprise and Entrepreneurial Possibilities in Chile (Carlos A. Albornoz and Tonette S. Rocco); (9) Shopping at Pine Creek: Rethinking Both-Ways Education through the Context of Remote Aboriginal Australian Ranger Training (Matthew Campbell and Michael Christie); (10) Vocational Teacher Education in Australia and the Problem of Racialized Hope (Sue Shore); (11) Unauthorized Migrant Workers: (L)Earning a Life in Canada (Susan M. Brigham); (12) Shifting the Margins: Learning, Knowledge Production, and Social Action in Migrant and Immigrant Worker Organizing (Aziz Choudry); (13) Making the Invisible Visible: The Politics of Recognition in Recognizing Immigrant's International Credentials and Work Experience (Shibao Guo); (14) How Welcome Are We?: Immigrants as Targets of Uncivil Behavior (Fabiana Brunetta and Thomas G. Reio, Jr.); (15) The Sputnik Moment in the Twenty-First Century: America, China, and the Workforce of the Future (Peter Kell and Marilyn Kell); (16) Radical International Adult Education: A Pedagogy of Solidarity (Bob Boughton); (17) From Generation to Generation: Teaching Adults to Teach about the Holocaust (Mark J. Webber with Michael Brown); (18) Study Abroad Programs, International Students, and Global Citizenship: Colonial-Colonizer Relations in Global Higher Education (Korbla P. Puplampu and Lindsay Wodinski); and (19) Teaching, Learning, and Working in the Periphery: Provocations for Researchers and Practitioners (Sue Shore, Robert C. Mizzi, and Tonette S. Rocco). An index is included. [Foreword by John Field.]