Abstract
The article explores the different meanings of popular adult education that have emerged from specific social–political contexts and historical situations. It especially focuses on Nordic and Latin America popular adult education, which represent two great, but quite different, practices. Additional examples are the Highlander and the Antigonish movements in North America. Although great differences are found, the article argues that popular adult education shares some common dimensions that, taken together, can give a core meaning of the term and demonstrate its potential for educational policy and practice.
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