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This paper focuses on the relationship between adult education and the State within the context of hegemonic globalization and the all pervasive neoliberal ideology. It draws from a variety of sources and provides an overview of discussions concerning the State giving pride of place to the Historical Materialist tradition in the area. Using a gramscian perspective, it argues that contrary to the widespread mantra that the state has receded into the background in this era of globalization, we argue that the State remains ever so present in this context and, if anything, remains central to the Neoliberal project. (DIPF/Orig.)

Chapter 1: Introduction -- Chapter 2: Feminist organizations: leading and learning -- Chapter 3: Adult health learning: for women, with women -- Chapter 4: Arts and adult education -- Chapter 5: Network feminism and social movement learning -- Chapter 6: Religion, women, and adult education -- Chapter 7: Researching for and with the community of women -- Chapter 8: Critical feminist pedagogy -- Chapter 9: Social transformative learning and women -- Chapter 10: Power, resistance and informal learning -- Chapter 11: The nexus of policy, practice, and payment -- Chapter 12: Adult education and the community: making the feminist connections.

Theoretical developments in the field of transformative learning have progressed significantly over the past two decades, yet little attention has been paid to women's experiences of transformative learning and to the issues of race, class and gender in this learning. We explore the apparent hesitation at both the personal and political ends of the transformative learning spectrum, and help to create alliances and strengthen the theory.

We explore our academic labour on a State of the Field Review on Gender and Adult Learning for a government funded educational body. Using poststructuralism as our theoretical background, and a critically reflexive framework as our method, we examine the research process.