The fight for racial justice has been an ongoing battle for African Americans for centuries, a battle that is currently championed by the Black Lives Matter (BLM) movement, the latest civil rights movement in a long fight for Black equality and social justice. To understand the historical contexts and backdrop for the fight for Black lives, this…

This article explores how notions of diaspora, migration, and globalization intersect to inform identities and social realities of those who leave their homeland and resettle in other nations. It calls for expanding the discourse of adult education to incorporate critical studies of the diaspora to make visible the inequality and imbalance of…

This chapter describes social capital theory as a framework for exploring women's networking and social capital resources. It presents the foundational assumptions of the theory, the benefits and risks of social capital engagement, a feminist critique of social capital, and the role of social capital in adult learning.

Social capital connotes concepts such as assets, wealth, resources, and investments. Applying economic-value terminology to relationships highlights the considerable potential benefits and liabilities (social and economical) that have resulted from women's penchant for investment in social networks, whether they are in society, the workplace, the…

This chapter uses the classroom experiences of two black women professors as a lens to examine how transformational theory affects learning and teaching. It also explores the ways in which dimensions of power have an impact on student-teacher interactions.

Individual/cognitive theories of learning disregard learners' sociocultural contexts. Adult educators should adopt broader sociocultural theories that incorporate individual, social, and cultural perspectives and recognize diverse discourse communities as contexts for learning. (Contains 33 references.) (SK)

To create inclusive learning environments that accommodate multiple world views, adult educators must undertake critical reflective analysis of sociocultural identities and assumptions (their own and those of learners) and use this knowledge to take reflective action. (Contains 17 references.) (SK)