With contributions from leading experts in the field, The Jossey-Bass Reader on Contemporary Issues in Adult Education collects in one volume the best previously published literature on the issues and trends affecting adult education today. The volume includes influential pieces from foundational authors in the profession such as Eduard C. Lindeman, Alain Locke, and Paulo Freire, as well as current work from authors around the world, including Laura L. Bierema, John M. Dirkx, Cecilia Amaluisa Fiallos, Peter Jarvis, Michael Newman, and Shirley Walters. In five sections, the book's thirty chapters delve into a wide range of compelling topics including: (1) social justice, democracy, and activism; (2) diversity and marginalization; (3) human resource development; (4) lifelong learning; (5) ethical issues; (6) the meaning and role of emotions; (7) globalization and non-Western perspectives; (8) the role of mass media, popular culture, and "social learning"; (9) technology; and (10) health, welfare, and environment. Each piece is framed within its larger context by the editors, and each section is accompanied by helpful reflection and discussion questions. Part One, Defining a Field of Practice: The Foundations of Adult Education, contains: (1) For Those Who Need to Be Learners (Eduard C. Lindeman); (2) The Negro in America (Alain Locke); (3) Pedagogy of the Oppressed (Paulo Freire); (4) Building a Knowledge Base in U.S. Academic Adult Education (1945-1970) (Andre P. Grace); (5) Adult Education at the Margins: A Literature Review (Michelle Glowacki-Dudka and Lora B. Helvie-Mason); (6) African Americans in Adult Education: The Harlem Renaissance Revisited (Juanita Johnson-Bailey); and (7) Ethical Issues and Codes of Ethics: Views of Adult Education Practitioners in Canada and the United States (Wanda Gordon and Thomas J. Sork). Part Two, Positioning Adult Education in a Global Context, contains: (8) Rediscovering Adult Education in a World of Lifelong Learning (Peter Jarvis); (9) Research and Policy in Lifelong Learning (Colin Griffin); (10) Social Movements, Class, and Adult Education (Shirley Walters); (11) Social Change Education: Context Matters (Kathryn Choules); (12) Adult Education and the Empowerment of the Individual in a Global Society (Cecilia Amaluisa Fiallos); and (13) Active and Inclusive Citizenship for Women: Democratic Considerations for Fostering Lifelong Education (Patricia A. Gouthro). Part Three, Adult Education's Constituencies and Program Areas: Competing Interests?, contains: (14) Social Class and Adult Education (Tom Nesbit); (15) Poverty Reduction and Adult Education: Beyond Basic Education (Ruud van der Veen and Julia Preece); (16) Aligning Health Promotion and Adult Education for Healthier Communities (Barbara J. Daley); (17) Critiquing Human Resource Development's Dominant Masculine Rationality and Evaluating Its Impact (Laura L. Bierema); (18) Organizational Learning Communities and the Dark Side of the Learning Organization (Phillip H. Owenby); and (19) Negotiating Democratically for Educational and Political Outcomes (Ronald M. Cervero and Arthur L. Wilson). Part Four, The Changing Landscape of Adult Learning, contains: (20) Reflection Disempowered (Michael Newman); (21) A Theory in Progress (Patricia Cranton); (22) "Social Learning" for/in Adult Education?: A Discursive Review of What it Means for Learning to be "Social" (Kim L. Niewolny and Arthur L. Wilson); (23) The Meaning and Role of Emotions in Adult Learning (John M. Dirkx); (24) Adult Education and the Mass Media in the Age of Globalization (Talmadge C. Guy); (25) Non-Western Perspectives on Learning and Knowing (Sharan B. Merriam and Young Sek Kim). Part Five, New Discourses Shaping Contemporary Adult Education, contains: (26) Attending to the Theoretical Landscape in Adult Education (Valerie-Lee Chapman); (27) Popular Culture, Cultural Resistance, and Anticonsumption Activism: An Exploration of Culture Jamming as Critical Adult Education (Jennifer A. Sandlin); (28) Toward a Postmodern Pedagogy (Deborah Kilgore); (29) Activism as Practice: Some Queer Considerations (Robert J. Hill); and (30) Using Freirean Pedagogy of Just Ire to Inform Critical Social Learning in Arts-Informed Community Education for Sexual Minorities (Andre P. Grace and Kristopher Wells). A preface, a name index and a subject index are also included.