This week we are highlighting the article from ProLiteracy’s Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy in which Christine Smith, of the University of Massachusetts, reviews the new textbook for graduate students on adult education Foundations of Adult and Continuing Education, by Jovita M. Ross-Gordon, Amy D. Rose, and Carol E. Kasworm (2017).
An excerpt of “Review of Foundations of Adult and Continuing Education” is highlighted below.
Faculty of adult and continuing education (ACE), take notice: there’s a new textbook in town. While there are plenty of textbooks for graduate students on adult education, adult learning, and continuing education theory and practice, the new Foundations of Adult and Continuing Education by Ross-Gordon, Rose, and Kasworm (2017) takes a slightly different tack. The authors have designed it as a textbook about the field of adult education as a profession. Their purpose is to acquaint “practitioners and emerging scholars alike with the historical and contemporary context of the field and its place in society” (p. vii). Rather than start with adult learning theories, the book’s first four (out of 12) chapters focus instead on contemporary definitions, forms, and types of adult education; the changing nature of participation and participants in ACE; the development and role of an adult educator as a teacher, administrator, mentor, and professional in the field; and the ACE profession and field, historically, present-day, and trends for the future. Since the book’s focus is adult education in the United States, it may be most useful for those graduate students who intend to work in the United States while still providing background on the field for those whose goal is to work in the adult education profession in other countries.