The complexity of adult learning connects it to almost all other facets of human endeavor. Consequently, the future of adult education depends, to a large extent on who participates and the quality of such participation. Quality participation, when teamed with environments committed to a concern for humanity, launches opportunities for varied distribution of power and is thus a catalyst for individual growth, change, and development. Analyzing who participates in adult learning, why they can or cannot participate, and what happens when they actually do, offers an examination of factors that ultimately contribute to overall participation in adult learning environments.
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