This book explores the involvement of nineteen women in an emancipatory literacy program conducted under the administration of Paulo Freire in Sao Paulo, Brazil. The study presents the classroom experiences of these women and the psychological, cognitive, and behavioral changes they undergo over a three-year period. Their low limited acquisition of literacy and their limited reading and writing practices are explored in the context of their circumscribed environment of poverty, living in families and societies that place definite boundaries and expectations regarding the everyday tasks they must perform. The analysis of the women's individual experiences is linked to a political and structural inquiry into the grassroots groups and the political party implementing the literacy program. In this way, contradictions, ambiguities, and antagonisms within and among social forces regarding literacy for social change are made transparent. Literacy acquisition is shown to be a process fraught with multiple exogenous demands that distance these women from the constant exposure to print required for literacy competence.

This book explores the relations between literacy and "people's power" in the context of Mozambique's project of socialist construction. It probes the tensions between literacy as a tool for grassroots democracy versus literacy as a tool for mobilizing at the base for top-down initiatives.

Animating this book is a twofold question: In what ways are adult and popular educators responding to various harsh economic, political, cultural and environmental conditions? In doing so, are they planting seeds of hope for and imaginings of alternative futures which can connect individuals and communities locally and globally to achieve economic, ecological and social justice? The book illustrates how transformative politics of solidarity often involve actors across vastly different backgrounds. Solidarity is therefore a political relationship that is forged through particular struggles situated in place and time across power differentials. The authors put popular education to work by describing and analysing their strategies and approaches. They do so using accessible language and engaging styles. Popular education is a medium for dreaming, for imagining other futures. It is also essential for countering the wilful spreading of fake news and propagation of ignorance. Pedagogies of solidarity are necessary to building connections amongst people at a time when competitive individualism and alienation are rampant. Forging solidarity with and amongst communities is a means towards that end, and, indeed, an end in itself. “Corporate mines and agribusiness poison the water we drink, the air we breathe and the food we eat. Together with their political proxies they destroy the earth and her peoples – too many are killed because of their military, economic, religious and information wars. How do we stand up for ourselves and the earth that nourishes us against this global system? Forging Solidarity shares inspiring stories that feed our deep connection and power.” – Pregs Govender: Author of Love and Courage: A Story of Insubordination “Forging Solidarity is a critical and timely collective intervention that ponders, prods, pokes, and plays in the most generative ways. In so doing, it invites us to continue deepening our engagements with questions of responsibility and justice in relation to education everywhere.” – Richa Nagar, author of Muddying the Waters: Co-authoring Feminisms across Scholarship and Activism “This book inspires people to realize that not fighting against socio-economic injustices is to side with oppressors.” – Ntombi Nyathi, Programme Director of Training for Transformation

The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field. A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles Developed by an international panel of editors and authors drawn from senior academia Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files

Taking as a starting point the taken-for-granted assumption that literacy affects women's lives in very important ways, the author provides much needed evidence from research in a rural community in Sub-Saharan Africa, that show the value of literacy in increasing the life chances of women. The book concludes with macro and micro level policy options that are necessary for critical (re)construction of women's lives in the region and elsewhere.