Briton challenges the dominant depoliticized vision of adult education, calling into question the modernist tenets and moral integrity of contemporary adult education practice. By examining his own struggle to escape the confines of modernist thought, the author delivers a succinct yet decisive critique of modern educational practice and challenges educators to reconceptualize their field of endeavor as a postmodern pedagogy of engagement. In refusing to deny its conjectural foundations, to mask its tenuous structure, or to defend its precarious integrity, the book assumes a form that distinguishes it markedly from its modernist counterparts. In favoring commentary over empirical evidence, a multiplicity of voices over a prescriptive narrative, the development of an ethical attitude toward practice over formulaic prescriptions for practice, and inter- over intra-disciplinary sources to substantiate its claims, this work calls into question a whole range of modernist predilections. By repeatedly breaching the narrowly prescribed parameters of adult education's orthodoxy and constantly promoting reflective inquiry, this book reveals how different, yet equally valid, forms of evidence can be drawn upon to develop an ethical postmodern perspective that calls the modern instrumental practice of adult education into question.

What does Canadian popular culture say about the construction and negotiation of Canadian national identity? This third volume of How Canadians Communicate describes the negotiation of popular culture across terrains where national identity is built by producers and audiences, government and industry, history and geography, ethnicities and citizenships. Canada does indeed have a popular culture distinct from other nations. How Canadians Communicate III gathers the country's most inquisitive experts on Canadian popular culture to prove its thesis.