Disrupting Adult Education and Community Education: Teaching, Learning, and Working in the Periphery (2016) Robert C. Mizzi, Tonette S. Rocco, and Sue Shore, Editors

Disrupting Adult and CommunityEducation is an edited book that aims to challenge the dominant assumptions of how educators and researchers view adult and community education.This publication straddles between the theoretical and the practical very well, while advocating for the disruption of the current state of adult education.Noted by the editors, the purpose of this book is "to examine how people as educators, researchers, and learners take up opportunities for teaching and learning individually and collectively as they are simultaneously positioned by decisions and forces that place them, and the people with whom they work, on the periphery of social and economic decision making" (p.2).To accomplish this goal, the editors intentionally divide the book into four sections.The editors and contributors of this publication successfully allow for readers to feel discomfort, as they disrupt our preconceived notions of what it means to practice adult and community education.Inherently, the authors argue "that while much of the world has changed, enduring patterns of marginality and oppression of sensibilities in quite diverse corners of the globe persist" (p.6), which proves to be a primary motivation for the book.Contributions in Section One, Rethinking Locations of Adult Education Practice, focus on those who find themselves in the periphery of educational policy, procedure, and curriculum, contributors in this section of the book force readers to redefine how they view the periphery and what that means for their practices.Andre Grace (p.17) and Naomi Nichols (p.35) analyze how Neoliberal economics affects LGBTQ and "youth-at-risk" respectively.Joshua Collins, Lincoln Pettaway, Chaundra Whitehead, and Steve Rios (p.51), using a Foucauldian lens, address how incarcerated people with HIV/AIDS in the United States and Jamaica have their community learning opportunities affected by intimidation techniques within the prison system and how those have changed over time (p.51).Shannon Deer and Dominique Chulup (p.65) examine how sex work as an occupation is "constituted as marginality to suit the institutional convenience of education theorists" (p. 7).Finally, Hilary Landorf and Eric Feldman (p.83) look at study abroad programs, international students, and the notion of "global citizenship" while "paying attention to the nature of knowledge and positionality inherent in such programs" (p. 6).It is important to note how all of these contributors drew on a variety of marginalized populations and how in both formal, and informal settings, the current state of adult education continues to perpetuate their oppression and marginalization.

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