Adult education offers the potential to enhance the individual’s sense of agency to direct and improve their future, especially important in times of significant societal unrest with the possibility of leading to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and the ways in which these might inform planning for current and future adult education which is both relevant and emancipatory. The volume aims to capture some of the ‘messiness’ of adult education through analysis of a wide range of its many forms and a focus on the learners themselves, the different kinds of providers and the wider community around them.
Individual chapters offer insights into an environmental community gardening scheme, provision for refugees and asylum seekers, the radical role of volunteers, the impact of discussion groups for older people and the National Community Service scheme for young adults.

The book draws attention to the significance of the Social Development Goals, each of which includes targets linked with adult training, awareness-raising or education. Considering the factors for effective adult education programmes for social change, this volume questions the extent to which it is possible to argue that positive social change results from adult education. Active learning, group learning and education which is practical, flexible and individualised may provide the best routes ahead, along with challenging deficit models of adult education. The wide-ranging case studies demonstrate the importance of recognising and valuing adult learners’ prior knowledge of the adult learners, and the need for alternative approaches to assessment.