Forty Years of the International Journal of Lifelong Education, Volume I

John Holford is Robert Peers Professor of Adult Education emeritus, University of Nottingham, UK. He was an editor of the International Journal of Lifelong Education 1998-2023. A sociologist by background, his research has explored European lifelong learning, trade union education, adult learning policy, and histories of adult education and labour.Steven Hodge is Director of the Griffith Institute for Educational Research at Griffith University, Australia. His research focuses on curriculum across educational contexts, in particular how state-based curriculum impacts on teacher identity and professional practice. Steven is an editor of the International Journal of Lifelong Education.Marcella Milana is an Associate Professor at the University of Verona, Italy, and an Honorary Professor of Adult Education at the University of Nottingham, UK. She has been editor-in-chief of the International Journal of Lifelong Education since 2023. She researches the politics, policy and governance of adult education and learning.Richard Waller is Professor of Education and Social Justice at the University of the West of England, Bristol, UK, where he has worked since 1995. His research interests, which tend to be in the post-compulsory education sectors, focus on education’s role in reinforcing or challenging existing social inequalities, and on education and identity, particularly social class and gender. He is a former editor of the International Journal of Lifelong Education.Sue Webb is a Professor (adjunct) of Education at Monash University, Australia, Emeritus Professor of Education at the University of Sheffield, UK, a member of the ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (CEART), and a former editor of the International Journal of Lifelong Education. Her research encompasses equity and social justice.

• Introduction – Forty years of the International Journal of Lifelong Education: reflections on a changing field 1. Understanding the evolving context for lifelong education: global trends, 1950 – 2020 2. Exploring the themes of the territory: a topic modelling approach to 40 years of publications in International Journal of Lifelong Education (1982–2021) 3. Learning about climate justice in times of drought and Covid-19 4. Ethical practice in adult lifelong learning: a reflection on its shifting nature and significance for the future 5. Emotions and lifelong learning: synergies between neuroscience research and transformative learning theory 6. Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s 7. Lifelong learning in a globalized world: The need for critical social theory in adult and lifelong education 8. The Wiley Handbook of Paulo Freire: Paulo Freire past, present and future