A discursive study of Canadian women who had started businesses identified five themes about women and entrepreneurship: (1) business plans as the "right" way; (2) profit/growth as success measures; (3) women as misplaced in the masculine business frontier; (4) success in business as liberation; and (5) effect on women's "other" work of…

Describes the contemporary context of collaborative research and explores the experiences of a partnership between the University of Technology-Sydney (Australia) and the New South Wales Department of Education and Training. Concludes that collaboration should not be idealized, building relationships is an ongoing process, and reflexive processes…

Includes a review by Malcolm of the new Handbook of Adult and Continuing Education and proceedings of a symposium on the handbook from the Standing Conference on University Teaching and Research in the Education of Adults (31st, London, England, July 2001). Addresses issues of knowledge production in the education of adults. (Contains 23…

Grounded theory was used to design a content analysis of peer reviewer comments on qualitative research. Six themes emerged: What is the purpose of the study? How does it build on previous research? How thorough is the methodology? How are the findings presented? What are the contributions, implications, significance? and Is the paper well…

Questionnaires were completed by 37 participants in a South African life skills program before, directly after, and 3 months after completion. Factor analysis revealed a shift in empowerment as participants moved from micro-level focus on self to macro-level focus on external issues. Growth in critical thinking, confidence, and control also…

Because dominant values marginalize experiences of some groups, social "inclusion" can be a process of normalizing people to the economic status quo. Marginalized social groups can contribute to social capital by taking control of the inclusion process, involving teachers from similar backgrounds, and drawing on learners' viewpoints in curricula.…

Findings of a study of 10 graduate student sin an online course conducted via computer conferencing included (1) the need to familiarize participants with software and ensure access; (2) differences in online and face-to-face communication and participation; and (3) the need for careful structuring and attention to detail in online courses.…

Women experience exclusion from citizenship in significant ways. The New Right's education agenda promotes lifelong learning and citizenship within the context of the free market. But lifelong learning can promote a more inclusive view of citizenship by challenging social and cultural reproduction processes, taking a liberatory perspective, and…

Underlying the discourse of lifelong learning are varying agendas and contested concepts. Even in programs designed to facilitate capacity building in community regeneration, some groups remain excluded. Social capital can be both a beneficial force and a means of reproducing inequality. (SK)

The Landless People's Movement in Brazil seeks agrarian reform and social justice. Its adult education, leadership, and technical training programs use principles of popular education. Its strengths are a radical political culture, open-ended educational inquiry, and linking of education to a tangible benefit: land reform. (SK)

Views adult learner resistance through the perspectives of three feminist poststructuralist pedagogies: (1) pedagogy of the unconscious (learners refusing to acknowledge systematic oppression); (2) pedagogy of the unthought (the notion that identity is not innate or fixed); and (3) pedagogy for critical literacy (deconstruction and reconstruction…

Adults with limited financial literacy skills must cope with understanding the interrelationship among wages, social security, and welfare systems. Radical adult education can help them make informed decisions about the financial consequences of moving from welfare to work. (SK)

Three personal stories illustrate how dominant narratives deny women's voices: (1) women silenced the literacies of the changing workplace; (2) writing workshops in which older women describe age stereotypes; and (3) a courtroom in which a rape victim is silenced. Ways to intervene in prevailing literacy practices must stem from policy as well as…

Although postmodern perspectives can be incorporated into the teaching of history to adults, they require greater awareness of epistemological issues and less concern with disciplinary boundaries. Teaching history requires critical engagement with postmodern thinking, enabling adult learners to act as peer reviewers of the output of historians.…

The philosophy underlying assessment in a New Zealand adult education program rests on four assumptions: (1) assessment is integral to life and learning; (2) assessment involves power relations; (3) adult learning culture involves self-direction, critical reflection, and transformation; and (4) assessment should be valid, fair, and appropriate.…