Colleges and universities are increasingly becoming significant
sites for adult education scholarship-in large part due to
demographic shifts. With fewer U.S. high school graduates on the
horizon, higher education institutions will need to attract
"non-traditional" (i.e., older) adult learners to remain viable,
both financially and politically. There is a need to develop a
better corpus of scholarship on topics as diverse as, what learning
theories are useful for understanding adult learning? How are
higher education institutions changing in response to the surge of
adult students? What academic programs are providing better
learning and employment outcomes for adults in college? Adult
education scholars can offer much to the policy debates taking
place in higher education. A main premise of this handbook is that
adult and continuing education should not simply respond to rapidly
changing social, economic, technological, and political
environments across the globe, but should lead the way in preparing
adults to become informed, globally-connected, critical citizens
who are knowledgeable, skilled, and open and adaptive to change and
uncertainty. The Handbook of Adult and Continuing Education
provides rich information on the contemporary issues and trends
that are of concern to adult and continuing education, of the
programs and resources available to adult learners, and of
opportunities to challenge and critique the structures embedded in
the field that perpetuate inequity and social injustice. Adult
education is a discipline that foresees a better tomorrow, and The
Handbook is designed to engage and inspire readers to assist the
field to seek new paths in uncertain and complex times, ask
questions, and to help the field flourish. The Handbook is divided
into five sections. The first, Foundations situates the field by
describing the developments, core debates, perspectives, and key
principles that form the basis of the field. The second,
Understanding Adult Learning, includes chapters on adult learning,
adult development, motivation, access, participation, and support
of adult learners, and mentoring. Teaching Practices and
Administrative Leadership, the third section, offers chapters on
organization and administration, program planning, assessment and
evaluation, teaching perspectives, andragogy and pedagogy, public
pedagogy, and digital technologies for teaching and learning. The
fourth section is Formal and Informal Learning Contexts. Chapters
cover adult basic, GED, and literacy education, English-as-a-Second
Language Programs, family literacy, prison education, workforce
development, military education, international development
education, health professions education, continuing professional
education, higher education, human resource development and
workplace learning, union and labor education, religious and
spiritual education, cultural institutions, environmental
education, social and political movements, and peace and conflict
education. The concluding Contemporary Issues section discusses
decolonizing adult and continuing education, adult education and
welfare, teaching social activism, lesbian, gay, bisexual, trans,
queer and straight allies, gender and its multiple forms,
disability, older adults and intergenerational identities, race and
ethnicity, working class, whiteness and privilege, and migrants and
migrant education. The editors culminate with consideration of next
steps for adult and continuing education and priorities for the
future.
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