In this chapter, the editor reflects on the contributions of each chapter envisioning what social justice adult education, grounded in critical frameworks for democratic social change and social movement learning, could look like.

This chapter explores the journey of a former adult literacy worker into the academy. She reflects on her commitment to social justice education and implications for doctoral studies.

In this chapter, the editors review the contributions of each chapter to a vision for doctoral education viewed through the lens of the best practices of adult education.

In the concluding chapter of this volume, the author critically reflects on the important implications outlined by other authors, and through raising questions, invites us to envision and work toward a more compassionate and humane world.

The Open Book, an adult literacy program in Brooklyn, from 1985-2002, remains, for many of the students and staff involved, a defining experience in their lives, a time that allowed them to see different possibilities, for themselves and society. In an attempt to preserve the field's collective historical memory, the authors in this chapter…

Every human enterprise is governed, including graduate programs in adult education. To govern is to conduct the policies, actions, and affairs of that enterprise. But who governs a graduate classroom, how will the apparatus of government be formed, and whose interests will that government serve? These questions are at the core of any program…