Studies in the Education of Adults

期刊简介：Studies in the Education of Adults is an international, peer-reviewed journal that provides a critical and interdisciplinary platform for exploring adult education as a field of thought, action, and struggle. Committed to principles of equity, social justice, and democratic transformation, the journal engages with adult learning as a deeply political and situated practice, shaped by the interplay of global forces and everyday lived experiences. We welcome original contributions that interrogate the shifting configurations of adult education across diverse spaces—universities, workplaces, unions, prisons, social movements, digital platforms, and cultural institutions. Beyond institutional sites, the journal places strong emphasis on learning that emerges in communal settings, collaborative environments, and communities of practice—whether in neighbourhood initiatives, activist networks, mutual aid formations, or informal peer collectives. We are especially interested in how such spaces cultivate democratic agency, reciprocity, and collective knowledge production. The journal recognises that adult education is inextricably linked to wider social, political, and ecological conditions—including economic precarity, migration, forced displacement, technological disruption, climate collapse, demographic ageing, and the erosion of democratic norms. Within such contexts, adult learning is understood as both a response to crisis and a horizon for imagining alternative futures. We are particularly keen to invite contributions that expand the field's engagement with older adult learning and education and ageing, beyond solely intergenerational framings or gerontological perspectives, and to bring this work into closer dialogue with critical adult education. Additionally, the journal continues its longstanding commitment to literacy studies, including situated literacies, critical perspectives on large-scale assessments, and engagement with the broader politics of reading, writing, and meaning-making in adult life. We invite work that critically explores how power circulates and is contested in adult learning, particularly through the intersectional dynamics of class, gender, ethno-cultural background, dis/ability, migration, and generational difference. These categories are approached not as isolated variables, but as structuring relations that shape educational access, identity formation, and pedagogical engagement. The journal values critical feminist, decolonial, participatory, and post-structural approaches that resist reductionism, and foreground voice, relationality, and praxis. We particularly welcome articles that: Advance theoretical and methodological innovation rooted in critical traditions; Engage substantively with international literature and debates in adult education; Critically examine policy formations, pedagogical norms, and institutional logics; Address the pedagogical and political significance of collective learning, collaboration, and community-based practices; Draw from and contribute to interdiciplinary perspectives, including critical pedagogy, feminist theory, cultural and postcolonial studies, political economy, and critical sociology; Employ research approaches that are situated, relfexive; and attentive to power, language, and positionality; Speak to Global readership, while rooted in specific sociopolitical and historical contexts; Use accessible yet rigorous academic language and uphold clarity of expression Advance theoretical and methodological innovation rooted in critical traditions; Engage substantively with international literature and debates in adult education; Critically examine policy formations, pedagogical norms, and institutional logics; Address the pedagogical and political significance of collective learning, collaboration, and community-based practices; Draw from and contribute to interdiciplinary perspectives, including critical pedagogy, feminist theory, cultural and postcolonial studies, political economy, and critical sociology; Employ research approaches that are situated, relfexive; and attentive to power, language, and positionality; Speak to Global readership, while rooted in specific sociopolitical and historical contexts; Use accessible yet rigorous academic language and uphold clarity of expression We also encourage submissions that reflect on or apply relevant theoretical frameworks within the field of adult education, and that strengthen its standing as a distinct and vibrant area of scholarly inquiry. Contributors are invited to engage explicitly with adult education theory to support conceptual depth and field-based relevance. To support the diversification of perspectives and practices, we welcome contributions from researchers, practitioners, educators, and policy actors working across diverse contexts and traditions. We are also open to alternative forms of contribution—including opinion papers, critical essays and reflective think pieces—that align with the journal’s ethos and undergo rigorous editorial and peer review . We strongly encourage authors to cite relevant work previously published in Studies in the Education of Adults , thereby contributing to the journal’s evolving critical dialogue and scholarly continuity. For more information on submitting your paper, please refer to the Instructions for Authors . Book Reviews We will consider books for review that meet the following criteria: Books must have a publication date within the past 12 months. Books must have a demonstrable relevance to the journal’s audience, and aims and scope. Only academic research and relevant textbooks books will be considered. If you would have received a review copy from a publisher and would like to write a review of the book for Studies in the Education of Adults, please contact the reviews editor with the following information: Details of the book you would like to review A brief statement to explain the book’s relevance to the aims and scope of the journal A statement of your suitability as a reviewer and a declaration of any conflict of interest Journal Blog: This focus on social change underpins the ambition of the special issue to provide a space for adult educator practitioners, theorists and activist-researchers to share community activist practices from around the world and provide insight into the ways these have contributed to social change and political transformation in different spaces and communities. And in an effort to encourage that ambition and to promote a range of texts and voices, we have included papers drawing on empirical research as well as stories and blogs about social change and transformation from those participating in community activist struggles. In this issue we include a series of blogs too. These serve a dual purpose. By widening, and extending, the voices of those who speak, we share these examples not only to celebrate examples of practice- but to inspire action in the future. Peer Review Policy:

【译文】《成人教育研究》是一本经过同行评审的国际期刊，为探索成人教育作为一个思想、行动和斗争领域提供了一个重要的跨学科平台。该杂志致力于公平、社会正义和民主转型的原则，将成人学习作为一种深刻的政治和情境实践，受到全球力量和日常生活经验相互作用的影响。我们欢迎质疑不同空间（大学、工作场所、工会、监狱、社会运动、数字平台和文化机构）成人教育配置变化的原创贡献。除了机构场所之外，该杂志还非常重视在公共环境、协作环境和实践社区中出现的学习——无论是在邻里倡议、积极分子网络、互助组织还是非正式的同伴集体中。我们特别感兴趣的是这些空间如何培养民主机构、互惠和集体知识生产。该杂志认识到，成人教育与更广泛的社会、政治和生态条件有着千丝万缕的联系，包括经济不稳定、移民、被迫流离失所、技术破坏、气候崩溃、人口老龄化和民主规范的侵蚀。在这种背景下，成人学习被理解为既是对危机的回应，也是想象替代未来的视野。我们特别热衷于邀请各方做出贡献，以扩大该领域对老年人学习、教育和老龄化的参与，而不仅仅是代际框架或老年学观点，并使这项工作与批判性成人教育进行更密切的对话。此外，该杂志继续其对读写能力研究的长期承诺，包括情境读写能力、大规模评估的批判性观点，以及参与成人生活中阅读、写作和意义创造的更广泛的政治。我们邀请批判性地探讨成人学习中权力如何流通和竞争的作品，特别是通过阶级、性别、民族文化背景、残疾/能力、移民和代际差异的交叉动态。这些类别不是作为孤立的变量来对待，而是作为塑造教育机会、身份形成和教学参与的结构关系。该杂志重视批判性女权主义、非殖民主义、参与性和后结构主义方法，抵制还原论、前景声音、关系性和实践。我们特别欢迎以下文章： 推进植根于批判传统的理论和方法创新；实质性参与成人教育领域的国际文学和辩论；批判性地审视政策制定、教学规范和制度逻辑；解决集体学习、协作和社区实践的教学和政治意义；借鉴并促进跨学科观点，包括批判教育学、女权主义理论、文化和后殖民研究、政治经济学和批判社会学；采用情境化、反思性的研究方法；关注权力、语言和地位；与全球读者对话，同时植根于特定的社会政治和历史背景；使用通俗易懂但严谨的学术语言，坚持清晰的表达 推进植根于批判传统的理论和方法创新；实质性参与成人教育领域的国际文学和辩论；批判性地审视政策制定、教学规范和制度逻辑；解决集体学习、协作和社区实践的教学和政治意义；借鉴并促进跨学科观点，包括批判教育学、女权主义理论、文化和后殖民研究、政治经济学和批判社会学；采用情境化、反思性的研究方法；关注权力、语言和地位；与全球读者对话，同时植根于特定的社会政治和历史背景；使用通俗易懂但严谨的学术语言并坚持表达的清晰度我们还鼓励提交反映或应用成人教育领域相关理论框架的提交材料，并加强其作为独特和独特的地位。