This book hails from decades of challenging trial-and-error work, abundant reading, and an enduring obligation to ministers, activists, and unsung lay heroes whose legacies matter. As there is little that actually addresses the elusive meanings, if not the dangers inherent in pursuing alleged spoils of “success,” it is kairos time. Seemingly scarce resources and competition to make and maintain ministries in the city challenge those of us in the field, or on the sidelines, to speak, write, and communicate clearly, and convincingly—not only for ourselves and our “people,” past and present, but for those who come along soon to receive the baton or wear the mantle. Concretely narrated, with unique case studies, a cast of dozens contribute their earthy, earnest testimonies and are, at long last, energetically affirmed. Specifically, this work proffers constructive attention to the critical cautions concerning subtle temptations to “succeed,” including: commodification, cooptation, communalism, clientelism, and cowardice—and, not bailing on fierce charity-justice tensions (with benevolence protectively dominant). Narrative analysis and biography-as-theology, social ethics, biblical theology, and recent church history give apt attention to how a compelling case is possible for success, if justice is practiced, given a hopeful realism and perspective of prophetic eschatology.

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.

What, pray tell, does a faithful urban ministry require if not a triadic relationship of prayer, justice, and hope? Could such a theologically conjunctive relationship of prayer, justice, and hope fortify urban ministry and challenge students and practitioners to ponder and practice beyond the box? Frequently, justice is collapsed to charity, hope into wishful thinking or temporarily arrested despair, and prayer a grasp at quick-fix interventions. An urban ministry's steadfast public and prophetic witness longs for the depth and width of this triad. Via three countries' decades of endeavors, one chapter brainstorms urban ministry practices while another's literature survey signals crucial convictions. Amid many, seminal theologians are summoned to ground urban ministry intimations and implications: Niebuhr on justice, Moltmann on hope, and Merton on contemplative prayer. Evident is passion that fuels compassion in the service of justice, hope that engages despair, and prayer that draws from the contemplative center of it all--thankful resources for long haul ministry. The triad presses to illumine a concrete ministry's engagement of relentless, forced option issues yet with significant networks resourcing. Contrast-awareness animates endurance. The summary exegetes the original grace-based serenity prayer. Hence, hope vitally balances realism's temptation to cynicism. Realism saves hope from irrelevancy.

Reconceptualizes local, national, and transnational adult education practices in light of neoliberalism and globalization. This groundbreaking book critiques the boundaries of where adult education takes place through a candid examination of teaching, learning, and working practices in the social periphery. Lives in this context are diverse and made through complex practices that take place in the shadows of formal systems: on streetscapes and farms, in vehicles and homes, and through underground networks. Educators may be family members, friends, or colleagues, and the curriculum may be based on needs, interests, histories, and cultural practices. The case studies presented here analyze adult education in the lives of sex workers, LGBTQ activists, undocumented migrants, disabled workers, homeless youth, immigrants, inmates, and others. Focusing on learning at the social margins, this book challenges readers to reconceptualize local, national, and transnational adult education practices in light of neoliberalism and globalization.

This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research on education and learning in adulthood, this Handbook addresses the inner tensions between adult education, adult learning, lifelong education, and lifelong learning, by using current research and theorizations from disciplinary backgrounds, including philosophy, psychology, biology and neuroscience, anthropology, sociology, history, political science, and economics. It provides an explicit discussion of the differences and tensions between adult and lifelong education and learning, and locates these in different policy and historical contexts, theories and practices. It explores a variety of discipline-based theoretical perspectives, and highlights how these have influenced, and been influenced by, research in the education and learning of adults. The Handbook also explores the inevitable frictions and dilemmas these present, and carefully examines the role of the international dimension in researching education and learning in formal, non-formal and informal contexts, beyond traditional schooling. This state-of-the-art, comprehensive Handbook is the first of its kind to explore adult education, lifelong education and lifelong learning fully as distinct activities on an international scale. It will be an indispensable reference resource for students of education at undergraduate and postgraduate levels, and for academic researchers, professionals and policy-makers concerned with adult and community education, further and vocational education, or work-based training and human resource development.

Canadians have always been obsessed with the idea of their own identities. Stories that tell us who we are provide a reassuring sense of identity for the individual and the nation. Hockey. Maple Leaves. Beavers. But collective stories tend to be haunted by a fear that a shared narrative might be nothing more than an elaborate artifice. This fear has long been a source of gothic inspiration for Canadian writers. A haunted Canadian self returns again and again. Polite. Friendly. Not American. With examples of gothic discourse from Canadian fiction, autobiography, film, poetry, and drama, Justin Edwards analyzes the ghost at the heart of the nation. A major contribution to cultural and literary studies, Gothic Canada unearths two centuries of Canadian gothic writings to reveal uncanny traditions of trauma, repression, and monstrosity.