List of TablesNotes on ContributorsAcknowledgementsSeries Editor ForewordPreface: The Changing World, Jules Robbins (independent researcher, UK) and Alan Rogers (University of East Anglia and University of Nottingham, UK) 1. Being Part of the Social Change: Adult Education and Lessons from History, Sharon Clancy (University of Nottingham, UK) 2. Radical Adult Education Practitioners in the UK: The International League for Social Commitment in Adult Education 1984-94, Alan Tuckett (University of Wolverhampton, UK) 3. Adult Learning and Social Justice: Health, Wellbeing and the Inequalities of Power, Lyn Tett (University of Edinburgh and Huddersfield, UK) 4. Learning English in a Hostile Environment: A Study of Volunteer ESOL Teachers of Refugees and Asylum Seekers in the UK, Lauren Bouttell (University of East Anglia, UK) 5. A Refugee Third Sector Learning Ecology for Social Change: ‘Covert Activism’, Mary-Rose Puttick (Birmingham City University, UK) 6. Discussion Groups with Older People: An Interface of Participatory Ageing and Social Change, Kathleen Lane (University of East Anglia, UK) 7.Tales of Adult Learning, Relationships and Social Change within the National Citizen Service, Natasha Rennolds (University of East Anglia, UK) 8. The Achievements of Informal Adult Reading Group Talk through Vernacular Expression: Challenging the Dominant Discourses of Literary Study, John Gordon (University of East Anglia, UK) 9.Learning through the COVID-19 Pandemic: How the Pandemic Has Affected the Ways in which Adults Experience Learning in the UK, Karen Fairfax-Cholmeley and Clare Meade (freelance consultants, UK) 10. Learning to Live Sustainably?: A Case Study of a Community Gardening Scheme in Norwich, Mahesh Pant (independent researcher, UK) Concluding Reflections, Alan Rogers (University of East Anglia and University of Nottingham, UK) and Jules Robbins (independent researcher, UK) Index

It is wonderful to read such inspiring experiences of adult learning and education in relation to social change. The offered insightful tools of analysis are comprehensive and accessible. This book provides an excellent cutting-edge vision of how and why equitable and inclusive approaches can create opportunities and broaden horizons globally.

This series explores the complex relationship between adult learning and social change. Instead of the common focus on adult literacy as kick-starting development, the series considers how adult learning and literacy can also emerge from processes of social change. Each volume introduces new theoretical and methodological lenses to investigate insights into adult learning and literacy based on original empirical research by the authors. Recognising that Governments from the Global North as well as the Global South have recently signed up to the Sustainable Development Goals, this series brings together research conducted in a wide range of countries, including Malawi, Nepal, China, the Philippines and the UK.ADVISORY BOARDLesley Bartlett (University of Wisconsin, USA)Maria Lucia Castanheira (Federal University of Minas Gerais, Brazil)Mostafa Hasrati (Seneca College, Canada)Li Jiacheng (East China Normal University, China)Judy Kalman (CINVESTAV, Mexico)Simon McGrath (University of Nottingham, UK)Tonic Maruatona (University of Botswana, Botswana)Tony Mays (Commonwealth of Learning)Hendrik Nordvall (Mimer, The Swedish Network for Research on Popular Education, Sweden)Mastin Prinsloo (University of Cape Town, South Africa)Anita Rampal (University of Delhi, India)Bonnie Slade (University of Glasgow, UK)