The text of this publication explores how the adult literacy drive and the promotion of sustainable development can be brought together, while a counter argument is presented that a more integral approach to literacy and sustainable development should be developed. The book offers signposts for researchers, policy-makers and practitioners within the education field.

This book ‘Adult Education and Quality of Life’ addresses the relevance of adult education in the context of quality of life. Quality of life is defined in the framework of three components - empowerment, sustainable livelihood and life skill, which have not been studied explicitly. Consequently, the review in this book provides the foundation for the conceptualization of the theoretical framework and conceptual meaning of all three parameters. This book also provides theories and conceptual meaning of Adult Education and Quality of Life. As this book is extracted from the author's research work, therefore, later part of this book describes the research design, method of procedure of research tool construction, data collection, analysis and interpretation. The methodology followed during the research study includes survey research of two selected areas .i.e. urban and rural areas of the Ajmer District in Rajasthan. The research study envisages the benefits drawn by individual learners and all members of the community in the selected areas. In addition to field surveys, policy documents of the National Literacy Mission, reports of the Government were also studied to understand the provision of Adult Education in the State of Rajasthan. Policy implications and recommendations for future researches are also illustrated in this book. The result of this research study indicates as literacy is the first step for achieving anything in life. This research work has signified that Adult Education has improved the Quality of Life of Neo-literates, especially for women. It is instrumental in bringing changes in less-tangible factors, such as personal dignity, freedom and the extent of participation in society, highlighted in this book.

This text discusses the complexities that surround literacy in the modern world. It examines prevailing definitions and views of literacy and evaluates these against the technological skills and knowledge demands of the information society. Within a world increasingly concerned about sustainable development, the book highlights the importance of multiliteracies and adequate levels of communicative competence in facilitating effective participation in the democractic process.

This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children ́s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education.

With its growing recognition in education, the importance of Integral Theory is slowly entering mainstream academia through interdisciplinary and transdisciplinary research. Addressing the theory’s complexity is important for researchers to learn how to apply it in their classrooms and promote a more inclusive educational environment. Integral Theory and Transdisciplinary Action Research in Education provides emerging research exploring the theoretical and practical aspects of the Integral Theory model and its applications within educational contexts. With a diverse array of research problems approached through an inclusive theory framework and featuring coverage on a broad range of topics such as graduate student research, inclusion culture, and organizational learning processes, this publication is ideally designed for graduate students, educators, academicians, researchers, scholars, educational administrators, and policymakers seeking current research on the utility and promise of Integral Theory as a meta-framework for methodological pluralism and transdisciplinary research.

The aim of the thesis is to explore what being and becoming a teacher of Literacy Education and Second Language Learning for Adults (LESLLA) mean. The study, which applies situated learning theory combined with some Bourdieuan concepts as thinking tools, seeks to depict how the professional identity of LESLLA teachers can be understood from their memberships in different communities of practice. The empirical study is based on observational data and on semi-structured interviews, which have been analysed thematically. The results show that the LESLLA teachers construct professional identity in regard to the particular nature of the learners, i.e. that the learners are simultaneously adult emergent readers and second language learners establishing themselves in a new society. This is, for example, seen in the teachers’ teaching actions and in how they respond to learning opportunities and changes. Likewise, the results illustrate that becoming a LESLLA teacher is an ongoing process in which some periods are particularly critical for learning. It takes place in a number of different communities of which the teaching practices are the most crucial. When it comes to the other communities to which the teachers belong, their significance differs from teacher to teacher. Moreover, power plays a central role in the identity formation. Societal forces, and the position and trajectory of the teacher in different communities in the landscapes of LESLLA teaching and Swedish for Immigrants (SFI) contribute to it. Syftet med den här avhandlingen är att utforska vad det innebär att vara och bli lärare för kortutbildade vuxna inom svenska som andraspråksutbildning. Med hjälp av situerat lärande som övergripande teoretiskt perspektiv, och några av Bourdieus begrepp som kompletterande tankeverktyg, analyseras hur den professionella identiteten för den här lärargruppen kan förstås utifrån deras medlemskap i olika professionella praktikgemenskaper. Denna empiriska studie är baserad på data från observationer och semistrukturerade intervjuer. Resultatet visar att lärare konstruerar sin professionella identitet i relation till sina deltagares särart, d.v.s. kombinationen av att dessa är kortutbildade vuxna som ska lära sig grundläggande litteracitet och ett andraspråk, samtidigt som de etablerar sig i ett nytt samhälle. Detta ses t.ex. i lärarnas undervisning, i hur de tar till vara på möjligheter till lärande och bemöter förändringar. Resultatet illustrerar också att även om vissa perioder betyder mer för deras yrkesidentitet så är denna något som utvecklas hela tiden. Detta sker i många olika praktikgemenskaper parallellt. Undervisningspraktiken är den mest centrala, men i övrigt varierar betydelsen av de olika praktikerna från lärare till lärare. Läraridentiteten formas också av olika maktaspekter. Samhälleliga krafter, liksom ens egen position i de olika gemenskaper som finns inom andraspråks- och vuxenutbildning, bidrar till formandet av den.