Dr. Jacobson's analysis of "hard to serve" is well founded, especially from an academic and theoretical perspective, yet the author is left wanting. Is the solution to merely change the language, the terminology of the legislation, or the terminology used by policy makers as well as practitioners? Are these adults hard to serve or ill…

In this response to Stephen Brookfield's "Why White Instructors Should Explore Their White Racial Identity" (EJ1246146), Shantih Clemans agrees with Brookfield's strong assertion that white teachers need to carefully explore what it means to be white. However, she takes two primary points of departure: (1) she feels Brookfield falls…

Alan B. Knox writes in this article that the systemic lens for his practice perspective is focused on five related issues that have animated his previous engagement as a practitioner and scholar, and that shape his views of alternative futures for educators of adults. They are: (1) creative connections: intentions, diversity; (2) sustained…

The adult basic education field in the United States is now being encouraged to shift to a "career pathways" orientation by policy research organizations, federal and state agencies, community college organizations, business groups, and private foundations. In such an approach, adult basic education programs work with workforce…

Does it matter where the academic home of the study of adult education is? In this paper we share our reflections on the implications of the institutional location of the discipline of adult education within universities in Canada and elsewhere. We speak of the historic tensions between the less structured and often transformational vision of…

On September 22, 2011, Sharan Merriam visited Brock University to give a Distinguished Speaker Lecture. Based on her research about the future of adult education within a global context, Merriam's lecture sets the tone for this special issue on the impact of globalization for adult education and higher education. Subsequently, the authors of this…

Political leaders like to put forward guiding ideas or themes which pull their individual decisions into a broader narrative. For John Major it was Back to Basics, for Tony Blair it was the Third Way and for David Cameron it is the Big Society. While Mr. Blair relied on Lord Giddens to add intellectual weight to his idea, Mr. Cameron's legacy idea…

Today recent polls have indicated that the Canadian public considers the environment and climate change as their top concern (De Souza, 2007), perhaps eclipsed only by recent economic fears. In keeping with the historical responsiveness of adult educators, environmental adult education (EAE) is widespread across North America. However, this area…

The potential of practitioner-led action research (PLAR) to contribute to professional development in adult literacies work is considered from two perspectives. First, a recent initiative in Scotland is examined to illustrate PLAR implemented as professional development. The structural factors needing to be addressed for PLAR to contribute to…

A learning organization supports learning at three levels: (1) individual, through continuous opportunities, inquiry, and dialog; (2) team, through action learning and collaboration; and (3) organizational, through systems that capture learning, empower participants, and link to the environment. Leaders who model and support learning at all three…

Human Resource Development (HRD) includes activities that integrate the occupational and personal development needs of those working in an organization with the mission and goals of that organization. The author offers reasons why it is important to relate adult and continuing education to HRD. (JOW)

Large numbers of part-time adult educators necessitate staff development. Effective staff development should determine needs, define audience, identify clear objectives, match content with needs, and involve participants actively. (SK)

Professional preparation of workplace educators must change to deal with substantial challenges. A three-phase model includes initial professional preparation and exploration at the baccalaureate level, advanced preparation and career exploration (work experience and graduate study), and professional leadership and career redirection. (SK)

Integrating one's career as an adult educator with the other parts of one's life is not an easy task for many adult educators. One reason for the difficulty is that there are many facets to this integration process: time, emotionality, conflict, complexity, change, and situational factors. Individuals need to decide what faces or roles are…

The central dilemma of staff development--training to perform a task versus professional learning and growth--must be addressed by distance education managers. Distance education organizations need to be learning organizations, fostering a culture of learning among students and staff. (SK)