Abstract
In this paper we discuss issues in conceptualising the education of poor and marginalised adults in Latin America. Our starting point is the World Education Forum 'Dakar Framework for Action' affirmation that education is the key to sustainable development, peace and stability. We argue that a reconceptualisation of the education of adults, informed by an understandingof adults' everyday and work practices, may help us understand the ways in which education can contribute to these goals. Such an analysis requires both a socio-cognitive and a political dimension in order to take account of the cognitive abilities and agency as citizens of those whom Frantz Fanon memorably called 'the wretched of the earth'.
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