This article examines practical problems encountered in mentoring adult learners in higher education through stories of ethical dilemmas. Each incident illustrates the power that mentors possess and the ethical challenges of using this power to help or hurt proteges. Each example addresses an aspect of such power; the power to remove oneself as a…

To better understand the world of adult learners, we must remove ourselves from our ivory towers, classrooms, and offices and engage in the practice of adult education programs in urban settings.

Adult learners have limited power, privilege, and advocacy in higher education settings. Adult educators should resist hegemonic policies and develop practices grounded in democratic principles. (Contains 35 references.) (SK)

Reviews issues in the theme articles on adult education politics: professional identity, adult education's position in colleges of education, purposes and policies of literacy education, and democratic practices in higher education. (SK)

Explains the importance of understanding the centrality of social context to learning. Describes forms of situated learning in practice: cognitive apprenticeships and communities of practice. (Contains 28 references.) (SK)

Addresses the challenges of cross-gender and same-gender mentoring for women, as well as the issues of family demands, race, and whether mentoring is elitist. (SK)