Explores the growth of positivism and its influence on freemasonry and popular education in France. Discusses its adoption as an educational reform ideology by the Radical Party and, through its conception of class harmony, its influence on the development of the welfare state. (Contains 20 references.) (SK)

Presents a history of four phases of Canadian adult education: (1) agrarian radicalism, 1910-1945; (2) women's organizations and community development sites; (3) adult education and the crisis of democracy, 1929-1945; and (4) community building in Nova Scotia, 1954-1957. (SK)

The former editor of "Convergence" assesses the last quarter century of adult education, highlighting adult education's link with development; Freire, participatory research, and popular education; and the impetus for women's education and other gender issues. (SK)

Elaborates 23 principles and practices for teaching community educators to use a participative, accountable popular education approach. (SK)

Older adults in Sweden lack access to funding for education and training, a gap partly filled by popular education. Study circles, one form of popular education, enable older adults to learn and adapt to the challenges of global society. They promote humanistic rather than economic goals of education. (SK)

Suggests that it is problematic how Freire's critical thinking can be used by privileged people to reaffirm privilege and overlook racism. Asserts that his antioppressive stance has been cleansed and commodified. (SK)

The Romani community has traditionally been excluded from many spaces of participation, in many cases within the labour market and education. In this article, the authors analyse the situation of the Romani community, focusing especially on the reality of Romi who have been the catalysts of profound change for themselves as women and their…

"The Routledge International Handbook of Critical Education" is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further…

Swedish adult education has increased significantly during the last century. A great part of this increase has evolved from work within the popular movements, particularly study circles within the workers' movement and the free church movement. Three different time periods are of interest: 1910-14, 1930-39, and 1970-79. During the two earlier…

People with low incomes and low literacy skills often have limited access to health care information. Popular education, participatory research techniques, and community-based partnerships between literacy programs and health educators and providers are methods that improve both health and literacy outcomes. (SK)

Development can be either incremental or discontinuous, the latter leading to liberatory action. There is a fundamental dilemma involved. On the one hand, educators are trying to change people, forming unavoidable power relations. At the same time, they cannot fully predict the consequences of their efforts. (SK)

Defines systematization as the process of creating critical knowledge (conscientization), a form of transformative research. Explains how systematization contributes to popular education and presents the form components of the process: identifying limits of research, obtaining data, interpretation, and socialization. (SK)

Presents the story of a community that, with the support of the researcher, endeavored to peel back the layers of debris that had muffled their voices. This constructed debris--social, physical, cultural, and historical--served to reproduce the power of the other through processes of false consciousness. (Author/CCM)

Educators from Scotland and Spain met to exchange ideas about popular education and the role of university departments of adult education. The meeting resulted in formation of the Popular Education Network to continue the international dialog. (SK)

Reviews the cultural and global context of the fifth International Conference on Adult Education; assesses the conference declaration and agenda for the future; and questions whether the recommendations are bold and radical enough to address wider intellectual and ideological issues. (SK)