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    Co-published with 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.

    Introduction. Advancing Adult and Continuing Education Through Critical Conversations and Diverse Perspectives—Robert C. Mizzi, Tonette S. Rocco, M Cecil Smith, Lisa R. Merriweather, and Joshua D. Hawley Part One. Foundations 1. Philosophical Foundations of Adult and Continuing Education—Leodis Scott, Robert C. Mizzi and Lisa R. Merriweather2. History of Adult and Continuing Education—Amy D. Rose 3. Interdisciplinarity in Adult and Continuing Education—Royce Ann Collins 4. Public Policy and Adult and Continuing Education—Elizabeth A. Roumell and Larry G. Martin 5. Lifelong Learning—Marcie Boucouvalas 6. Internationalization of Adult and Continuing Education—Mary V. Alfred and Shibao Guo Part Two. Understanding Adult Learning 7. Adult Learning—Colleen Kawalilak and Janet Groen 8. Adult Development—Thomas G. Reio Jr. 9. Motivation—Margery B. Ginsberg and Raymond J. Wlodkowski 10. Access, Participation, and Support of Adult Learners—David Deggs and Ellen Boeren 11. Mentoring in Adult and Continuing Education—Geleana D. Alston and Catherine A. Hansman Part Three. Teaching Practices and Administrative Leadership 12. Organization and Administration of Adult and Continuing Education Programs—Susan M. Yelich Biniecki and Steven W. Schmidt 13. Program Planning in an Era of “Wicked Problems”—Thomas J. Sork 14. Assessment and Evaluation in Adult and Continuing Education—Lilian H. Hill 15. Teaching Perspectives—Stephen D. Brookfield 16. Pedagogy and Andragogy. Intersection for Learning—Jerry Bowling and John A. Henschke 17. Adult Learning Through Everyday Engagement With Popular Culture—Kaela Jubas, Jennifer A. Sandlin, Robin Redmon Wright, and Jake Burdick 18. Digital Technologies for Teaching and Learning—Elisabeth E. Bennett and Rochell R. McWhorter Part Four. Formal and Informal Learning Contexts 19. The Cost of a Dollars and Cents Rationale for Adult Basic Education Policy—Alisa Belzer and Jeounghee Kim 20. English as a Second Language—Christy Rhodes and Clea A. Schmidt 21. Family Literacy—Esther Prins, Carol Clymer, Anna Kaiper-Marquez, and Blair Willson Toso 22. Prison Education—Dominique T. Chlup 23. Workforce Development. Past, Present, and Future—Ellen Scully-Russ and Ximena Vidal De Col 24. Military Education. Evolution and Future Directions—Sarah Cote Hampson and Nancy Taber 25. International Development Education—Jill Zarestky, Maren Elfert, and Daniel Schugurensky 26. Health Professions Education and Adult and Continuing Education. Working Collaboratively to Foster Educator Development—Barbara J. Daley and Ronald M. Cervero 27. Continuing Professional Education—Maureen Coady 28. Adult Learners In Higher Education—Matt Bergman 29. Human Resource Development and Workplace Learning—Henriette Lundgren and Rob F. Poell 30. Labor Education Programs. Radical Beginnings, McCarthyist Backlash, and the Rise of Neoliberal Education—Corey Dolgon and Reuben Roth 31. Adult Education for Human Florishing. A Religious and Spiritual Framework—Davin Carr-Chellman, Michael Kroth, and Carol Rogers-Shaw 32. Cultural Institutions—Robin S. Grenier 33. Adult Environmental Education—Pierre Walter 34. Education to Change the World. Learning Within/Through Social Movements—Jude Walker and Shauna Butterwick 35. Peace-Building and Conflict Resolution Education—Robin Neustaeter and Jessica Senehi Part Five. Contemporary Issues 36. Decolonizing Adult Education—Cindy Hanson and JoAnn Jaffe 37. Adult Education, Welfare, and New Evidence on Helping Low-Income Adults Improve Their Skills—Julie Strawn 38. Activism in/and Struggle. Teaching for a Different World—Dianne Ramdeholl and Rusa Jeremic 39. Sexual Diversity and Allyship in Adult and Continuing Education—Mitsunori Misawa and Craig M. McGill 40. Gender and Its Multiple Forms—Laura L. Bierema and André P. Grace 41. Adult Education and Disability—Jovita M. Ross-Gordon and Greg Procknow 42. Older Adults. Learning and Identity—Kathy D. Lohr, Brian Findsen, and Vivian W. Mott 43. Adult Education and Race. A Critical Race Theory Analysis—Lorenzo Bowman and Jeremy Bohonos 44. Working Class, Social Class, and Literacy Classism—Jeff Zacharakis, Margaret Becker Patterson, and Allan Quigley 45. Whiteness and Privilege—Elaine Manglitz and Stephen D. Brookfield 46. Migration and Migrant Education—Hongxia Shan and Shibao Guo Conclusion. Reflecting on Struggles, Achievements, and Cautions In Complex Times—M Cecil Smith, Robert C. Mizzi, Joshua D. Hawley, Tonette S. Rocco, and Lisa R. Merriweather Epilogue—Considerations of COVID-19 Pandemic and Black Lives Matter—Joshua D. Hawley, Lisa R. Merriweather, M Cecil Smith, Robert C. Mizzi, and Tonette S. Rocco Editors Contributors Name Index Subject Index


    Tonette S. Rocco, graduated from The Ohio State University and serves as a professor in adult education and human resource development at Florida International University in Miami, Florida. She is a Houle Scholar, a member of the 2016 class of the International Adult and Continuing Education Hall of Fame, 2016 Outstanding HRD Scholar and recipient of more than 25 awards for scholarship, mentoring, and service. Her other books include Challenging the Parameters of Adult Education: John Ohliger and the Quest for Social Democracy (with Grace, Jossey-Bass, 2009); Handbook of Scholarly Writing and Publishing (with Tim Hatcher, Jossey-Bass, 2011); Handbook of HRD (Wiley, 2014; with Chalofsky and Morris) and the Routledge Companion to HRD (2014; with Poell and Roth); Disrupting adult and community education: Teaching, working, and learning in the periphery (SUNY, 2016; with Mizzi and Shore). She is Editor-in-Chief of New Horizons in Adult Education and Human Resource Development.

    M Cecil Smith is a professor in the Department of Learning Sciences and Human Development in the College of Education and Human Sciences at West Virginia University, where he also previously served as Associate Dean for Research and Graduate Education. In addition to publications in several leading journals in education, he has edited books on reading, adult literacy, adult learning and development, and teaching educational psychology. He earned a Ph.D. in educational psychology from the University of Wisconsin-Madison.

    Robert C. Mizzi is an Associate Professor and Canada Research Chair in the Faculty of Education at the University of Manitoba, Canada. He is also former president of the Canadian Association for the Study of Adult Education and the current editor-in-chief of the Canadian Journal for the Study of Adult Education. Robert has worked in over 15 countries as a researcher or educator, has authored over 50 articles on his research, and has published five books. Robert’s research in adult education includes topics relating to sexual and gender diversity, transnational identities and work, and social justice.

    Lisa R. Merriweather is an associate professor of adult education at the University of North Carolina, Charlotte, and Co-founder and Senior Editor of Dialogues in Social Justice: An Adult Education Journal. She received her PhD in Adult Education with a graduate certificate in Qualitative Inquiry from the University of Georgia in 2004. Her research interests include: anti-Black racism and race pedagogy; equity and social justice in adult education; and mentoring in doctoral education. Dr. Merriweather is dedicated to the project of communalism, and is guided by the spirits of Sankofa and Ubuntu that provide the ideological culturally informed grounding for the work in which she engages.

    Joshua D. Hawley is Professor in the John Glenn College of Public Affairs at The Ohio State University. He is also Associate Director for the Center of Human Resource Research and Director of the Ohio Education Research Center. He received his Ed.D. and Ed.M. from the Harvard Graduate School of Education and M.A. and B.A. in History and Asian Studies from the University of Wisconsin - Madison.

    "To sum up, potential readers will probably find everything they want to know about current adult education and continuing learning in this latest edition of the Handbook. In this context, it is worth mentioning that one of the key strengths of this publication is the broad scale of topics it covers. Many of them, which are part of the 'contemporary issues', have never been discussed by foundational literature. Therefore, these chapters can be a source of inspiration for both students and researchers as well as practitioners and stakeholders seeking new fresh approaches to rebuilding lifelong learning programmes or introducing policy innovations. The editorial team did an colossal job in providing an overview of knowledge concerning the complexities of lifelong learning and shedding light on unconscious biases in its background. This Handbook definitely raises awareness of them.

    I found reading the Handbook’s chapters helpful and inspirational. Any scholar or professional who wishes to build a better community through learning will benefit from them."

    Jan Kalenda

    International Review of Education - Journal of Lifelong Learning (IRE)