Argues that where outside instigators do not attempt to impose middle class values and methods, play groups run by and for working class people can succeed. Indicates that experiencing adult education at the same time as running a play group is important for women's learning and development. (Author/JOW)

Case studies of the University of Leeds' action research projects in the local community illustrate the use of mainstream and other sources of funding to fulfil a social purpose agenda. Recent funding changes may jeopardize community-based adult education, despite rhetoric about universities and their communities. (SK)