The Landless Workers' Movement (MST) is recognized as Brazil's most successful social movement. Although its goal is agrarian reform, the MST has been the subject of significant educational scholarship due to the emphasis it places on education reform, and formal and informal education. The MST's pedagogy has been extensively analysed. However,…

In this paper we address a perceived gap in the workplace learning literature, for there is very little writing which successfully integrates the issues of individual learners into predominantly social theories of learning. The paper draws upon data from four linked research projects to address this problem. Following an analysis of the…

Auto-photography and photo elicitation are techniques that can help teachers articulate often subconscious beliefs about teaching. In auto-photography, participants, not researchers, take the pictures. Photo elicitation uses photographs to stimulate the interviewing process. Issues include research collaboration, mutual visual context,…

Focuses on tensions between two perspectives: a global political consensus on lifelong learning as reorganization of the education system and a phenomenology of lifelong learning that depicts education as a biographical process. Presents research needs focused on social learning. (Contains 93 references.) (SK)

Uncritical acceptance of globalization and postindustrialism leads to acceptance of lifelong learning policy as a neutral reaction to inevitable technological transformation. A structural theory of power is needed in adult education in order to reclaim lifelong learning as a force for empowerment and social change. (Contains 59 references.) (SK)

A literature review indicates that policymakers have forged an apparent consensus on skill training among business, labor and individuals, with the presumption of mutual benefit. However, reforms have shifted control over and benefits from training to private capital, lessening the value of skill development for individuals' bargaining power in…

Reflects on the cultural politics of knowledge production since World War II, in which the techno-scientific knowledge base was used to dominate cultural time and space. Examines the status of liberal education and adult education research as a source of productive knowledge, as well as the selection of which knowledge is valued. (SK)

Habermas' work has influenced Mezirow's perspective transformation theory as well as schools of thought in critical thinking and critical theory. However, some interpretations of Habermas do not demonstrate familiarity with his work nor critiques outside of education, posing challenges to adult education grounded in his theories. (SK)

The author reviews selected research and literature related to women in Zambia. Topics include (1) socialization of girls in schools, (2) training needs of women in rural areas, (3) involvement of women in the informal sector in urban areas, and (4) status of women as shown through a study of government structure. (Author/CH)

This literature review shows that independent learning and self-improvement were promoted in early nineteenth-century Canada. However, learner autonomy in the working classes faltered in the face of lack of resources and political opposition. (SK)

Addresses the nature of a "multicultural society" by exploring the works of Gramsci, who wrote about immigration from early twentieth-century Italy and about the "collective memory" of culture shared by immigrants, which should be integrated into a new modern form of civil society. (SK)

Adults do not learn science in the same way as either children or scientists. A separate theory of adult learning of science for scientific literacy is needed as the basis for the development of methodologies. (SK)

A new wave of racism in Europe is influenced by (1) rising nationalist sentiment; (2) government policies restricting immigration and asylum; (3) the transnational policies of the European Community; and (4) the politics and social change of the "new world disorder." (SK)

A review of women's status in Europe concludes that the integration of women into the labor market, rise in their education/training levels, and wider availability of child care are not enough to enable equal access to power. Adult education can help ensure wider opportunities and freedom of choice for women. (SK)

Adult continuing education's response to European unemployment is characterized as a move from marginality to expansion (1980-85) and from expansion to encapsualization or institutionalization (1985-91). The rapidly changing context may mark the future as a search for collective action. (SK)