Adult education in China has developed as the nation has developed, taking as its primary focus the work of popularizing basic knowledge of the culture. Adult education is changing in response to increasing need for technical education for workers. (SK)

This interview with Freire ranges over the topics of the culture of silence, conscientization, and class struggle, which form part of his pedagogy of the oppressed. (SK)

Explores purposes of literacy education, ranging from the political imperatives of governments to the goals of literacy campaigns to the reasons why people want to be literate. (SK)

While finding that the need for literacy and coordinated cooperation between developing countries, international organizations, and "donor" agencies is imperative, the author finds that abolishing illiteracy is possible only in the context of eradicating hunger, poverty, and oppression; the priorities are elsewhere. (SK)

Asserts that women have been left out of the development process. Argues that integration of women into the mainstream through education and employment is a myth because it is based upon the male-dominated socioeconomic system that perpetuates oppression and marginalization. (SK)

The Caribbean and other parts of the Third World have been preoccupied with becoming nations, in the accepted international sense. Education has been the prime vehicle through which ideologies such as capitalism, Marxism, colonialism, and nationalism have been promulgated. (SK)

Urges that nutrition educators have a crucial role to play in educating people to influence the economic processes of food production and marketing. Examines the relationship between food patterns, cultural values, and access to food. (SK)

Examines three myths concerning illiteracy: (1) the Third World remains poor because of high illiteracy rates; (2) nations can be rated on a scale that compares relative literacy rates, and (3) what is needed is a reliable definition. Concludes the real issue is not literacy, but equity and justice. (CH)

The author attempts to capture the flavor of the World Assembly of Adult Education held in Buenos Aires in November 1985. Emphasis is on the Work Group on Adult Civic Education and the concept of popular education. (CH)

Attempts to bring Elsey's methodology in "Social Perspectives on Adult Education" to bear on aspects related to adult education policy and development work. Concludes that social theory perspectives help identify policy issues for adult education in Australia as it moves from random provision to a coherent system. (CH)

Indicates that where collectivization is accompanied by (1) state commitment to sex equity, (2) activities of a strong women's union, and (3) willingness to recognize problems and experiment with new forms of organization, the implications of collective agriculture for women are positive and contribute to the liberation of rural women and their…

Reviewing three reports of research on Third World development, the author discusses the benefits, adverse effects, perceptual and political problems of academic research in relationship to the indigenous populations being studied. (SK)

Surveys of 50 village residents in Lesotho and 40 in western Uganda assessed community awareness and understanding of environmental issues and determined attitudes toward environmental management. Issues for social and political action in developing countries were explored. (SK)

The author describes the Theatre for Development program in Africa. This program uses native community theater to teach the public lessons about health, work methods, and other topics that the public is unlikely to pursue actively through the print media. (CH)

Defines participatory research, describes its origins, and outlines the major issues, including the question of the researcher's role, the question of power, and the contribution to social movements. (SK)