Stephen D. Brookfield is currently Distinguished Professor at the University of St. Thomas in Minneapolis-St. Paul, Minnesota. He also serves as consultant to the adult education doctoral program at National Louis University in Chicago. Prior to moving to Minnesota, he spent ten years as Professor in the Department of Higher and Adult Education at Teachers College, Columbia University, where he is still Adjunct Professor. He received his B.A. degree (1970) from Coventry University in modern studies, his M.A. degree (1974) from the University of Reading in sociology, and his Ph.D. degree (1980) from the University of Leicester in adult education. He also holds a postgraduate diploma (1971) from the University of London, Chelsea College, in modern social and cultural studies and a postgraduate diploma (1977) from the University of Nottingham in adult education. In 1991 he was awarded an honorary doctor of letters degree from the University System of New Hampshire for his contributions to understanding adult learning. In 2003 he was awarded an honorary doctorate from Concordia University for his contributions to adult education practice. Stephen began his teaching career in 1970 and has held appointments at colleges of further, technical, adult and higher education in the United Kingdom, and at universities in Canada (University of British Columbia) and the United States (Columbia University, Teachers College and the University of St. Thomas). In 1989 he was Visiting Fellow at the Institute for Technical and Adult Teacher Education in what is now the University of Technology, Sydney, Australia. In 2002 he was Visiting Professor at Harvard University Graduate School of Education. In 2003-2004 he was the Helen Le Baron Hilton Chair at Iowa State University. He has run numerous workshops on teaching, adult learning and critical thinking around the world and delivered many keynote addresses at regional, national and international education conferences. In 2001 he received the Leadership Award from the Association for Continuing Higher Education (ACHE) for extraordinary contributions to the general field of continuing education on a national and international level. He is a three time winner of the Cyril O. Houle World Award for Literature in Adult Education: in 1986 for his book Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices (1986), in 1989 for Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting (1987), and in 1996 for Becoming a Critically Reflective Teacher (1995). Understanding and Facilitating Adult Learning also won the 1986 Imogene E. Okes Award for Outstanding Research in Adult Education. These awards were all presented by the American Association for Adult and Continuing Education. His other books include Adult Learners, Adult Education and the Community (1984), Self-Directed Learning: From Theory to Practice (1985), Learning Democracy: Eduard Lindeman on Adult Education and Social Change (1987), Training Educators of Adults: The Theory and Practice of Graduate Adult Education (1988), and The Skillful Teacher: On Technique, Trust and Responsiveness in the Classroom (1990).
cation conferences. In 2001 he received the Leadership Award from the Association for Continuing Higher Education (ACHE) for extraordinary contributions to the general field of continuing education on a national and international level. He is a three time winner of the Cyril O. Houle World Award for Literature in Adult Education: in 1986 for his book Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices (1986), in 1989 for Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting (1987), and in 1996 for Becoming a Critically Reflective Teacher (1995). Understanding and Facilitating Adult Learning also won the 1986 Imogene E. Okes Award for Outstanding Research in Adult Education. These awards were all presented by the American Association for Adult and Continuing Education. His other books include Adult Learners, Adult Education and the Community (1984), Self-Directed Learning: From Theory to Practice (1985), Learning Democracy: Eduard Lindeman on Adult Education and Social Change (1987), Training Educators of Adults: The Theory and Practice of Graduate Adult Education (1988), and The Skillful Teacher: On Technique, Trust and Responsiveness in the Classroom (1990).

Preface

The Author

Chapter (1) Exploring the Meaning of Critical Theory for Adult Learning

Chapter (2) The Learning Tasks of Critical Theory

Chapter (3) Challenging Ideology

Chapter (4) Contesting Hegemony

Chapter (5) Unmasking Power

Chapter (6) Overcoming Alienation

Chapter (7) Learning Liberation

Chapter (8) Reclaiming Reason

Chapter (9) Learning Democracy

Chapter (10) Racializing Criticality

Chapter (11) Gendering Criticality

Chapter (12) Teaching Criticality

References

Name Index

Subject Index