This article describes three programs which provide formal student engagement training and leadership opportunity with adult basic education learners.

This chapter reviews the implications of policy as it has affected adult basic education over the last 25 years and problematizes the increasing institutionalization and stability that it has brought to the field.

This chapter offers an update on efforts to provide all adult basic education teachers with access to high-quality professional development.

This chapter discusses how digital storytelling (DST) can be used with adult learners in adult basic education and literacy programming.

This chapter discusses a range of issues that together paint a picture of the impact, potential, and challenges of using digital technologies in adult education.

This chapter identifies directions for future ABE research and suggests how researchers and practitioners can enrich the field's knowledge base.

This chapter explores Black men's reasons for participating in an adult basic education and literacy program through the lens of gender identity.

This chapter considers how transitions to adulthood have been historically represented and presents alternative ways of thinking about transitions to adulthood through the context of adult basic education programs.

This chapter explores the relationship between literacy and health disparities, focusing on the concept of health literacy. Recommendations are provided for ways to bridge the health literacy gap for learners in adult basic education and family literacy programs.

The adult basic education field in the United States has experienced an ebb and flow of interest and investment in "worker education" over the past three decades. Although the rhetoric around workplace basic skills tends to focus on such outcomes as productivity and competitiveness, some proponents of worker basic education see it as a…

Building health literacy skills among adult learners has the potential to contribute to efforts to eliminate health disparities and improve health outcomes. Adults with limited literacy skills are more likely to be underserved by health services and at risk for poorer health. Recognition of the need for stronger health literacy skills and a desire…

This article concludes a volume on emotions and adult learning with a conversation about the book itself. In this article, the authors reflect on the ways in which the preceding articles contribute to a deeper understanding of the role of emotions in adult learning.

Since the 1980s, educators in adult basic education and special education have speculated that a substantial if unknown percentage of adults have specific learning disabilities (LDs) and have sought to identify and address effectively the needs of these learners. Two rarely intersecting bodies of historical literature on LDs provide the background…

What does it mean to provide community-based health education that respects adults of diverse cultures and ways of being in the world? How does one nurture meaningful learning opportunities that awaken possibilities as a catalyst for understanding, conversation, and action? In this article, nurturing place, sharing power, heart listening, talking…

Adult basic education represents a marginalized field that addresses the needs of a largely marginalized population: adults who are viewed through a deficit lens labeling them as being underprepared. This article examines particular challenges and strengths of adult learners in basic education programs (including literacy, English language, and…