The author discusses the applicability of and the need for Freirian pedagogy in the rehabilitation of former inmates. She discusses her applications of this approach at My Brother's Place, a halfway house for chronic offenders. A discussion of special learning issues is included. (CH)

Reviews development issues in Thailand and the response of nonformal education. Concentrates on the potential of qualitative evaluation in creating more responsive policies and programs. Draws on experiences with 43 Thai participants in an earlier workshop, "Evaluation in Nonformal Education in Thailand." (CH)

The author presents a biography of Antonio Gramsci and discusses the influence of Karl Marx on Gramsci's key ideas concerning mode of production, superstructure, hegemony, consciousness, praxis, and intellectuals. Gramsci's emphasis on adult education for socialism is discussed. (CH)

The authors present the essential aspects composing the framework of transformative education. They discuss the general ends it promotes, the psychosocial theory upon which it is based, and the processes through which transformations are realized. Critical questions and educational virtues that serve as guidelines for implementation of…

The author examines the views of John Dewey and Eduard Lindeman and how these men have influenced the debate towards cultural liberation from educational hegemony as seen in the works of more contemporary educational philosophers. (CH)

Reports results from an analysis of news coverage of adult education between February 1 and April 30, 1985. Results indicate that certain facets of adult education achieved greater prominence than the rest, specifically those with which the government was preoccupied. News items about adult education tended to be very brief but quite positive. (CH)

Argues that the purpose of history is to explain how current educational practices derive from past experiences; current practices are selectively and hegemonically constructed from past practices; and history enables analysis of those selective cultural traditions that inform current practices and exposure of prejudices and illusions. (SK)

In interviews with 44 older learners and 11 teachers, reciprocity emerged as central to teacher-learner relationships. Responses identified the affective and cognitive dimensions of what is given by teachers and learners and what is expected and received by them. (SK)

Despite strong rhetoric supporting the emancipatory role of adult education, tutors in access to higher education courses for adults tend to contradict this in practice. Gramsci's theory of cultural hegemony shows how subcultures such as these tutors create mental maps from conflicting ideologies (social purpose, individualism, economics) that…

Economic globalization deprives countries of control of their own destinies, with devastating consequences. This doctrine justifies inequality and should be resisted by adult educators who are being asked to educate and train people to compete in the global marketplace rather than work for social justice. (SK)

Examines the state of literacy, modernization of the labor market, and control of adult education in Spain since the end of the Franco era in 1975. (SK)

Information technology courses are offered at 11 accessible locations for adults with disabilities in England's East Midlands. Some modules earn credit toward a university certificate. Many trainees have developed community businesses, enhanced self-esteem, and expanded career ambitions. (SK)

The ideology of blaming people for their poverty prevails through a discourse of derision. Community educators can work in ways that emphasize either social control or liberation. They must critically analyze poverty initiatives in order to develop an alternative discourse that gives voice to communities labeled as the "underclass." (SK)

Andragogy's concern with process is at odds with the competence movement's emphasis on outcomes. Accreditation of prior learning, a system of assessing and certifying competence acquired through experience, has some similarities with andragogy. Learner reflection and identification of learning in many different contexts can bridge the gap. (SK)

An implicit or explicit curriculum exists wherever teaching and learning occur, in any teaching relationship. A model of educational processes that includes the image of an educated person, model of the learner, and conceptions of context and discipline provides a mechanism that clarifies the concept of lifelong learning. (SK)