This chapter discusses the sociohistorical and deeply embedded myths and stereotypes that have dominated narratives about Black men and how these shape the educational and professional experiences of Black men.

In this concluding chapter, the editors offer their reflections on the key themes of this volume and implications for future research and practitioners of adult education.

This chapter focuses on how popular culture can be incorporated into adult classrooms to critically examine the ways in which race, class, and gender identities are constructed in the mass media.

Adult education instructors and administrators, who typically are not members of the hip-hop generation, have little or no background, sensitivity, or understanding of the influence and significance of black popular culture and music for young African American and white adult learners. (Contains 1 note.)

Culturally relevant adult education can validate learners' cultural identity and use their cultural knowledge for personal and social transformation. Educators' cultural self-awareness and cultural knowledge about adult learners is best achieved through experiential learning. (SK)

Key themes of articles in this issue are as follows: application of adult learning theories, learner transformation, empowerment, community-based programming, politics of cultural difference, adult educator cultural awareness, and adult educators as political agents. (SK)