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As we share this Fall 2025 issue of the Canadian Journal for the Study of Adult Education, we find ourselves reflecting on the tensions, possibilities, and everyday practices that continue to define adult education in a moment marked by global displacement, ideological polarization, ecological urgency, and ongoing questions of social justice. As always, the journal’s vitality rests not only on scholarly contribution but also on collective commitments to care, reflexivity, and to the diverse learning worlds that adults inhabit. This issue showcases those commitments through research and reflection stretching across communities and sectors.

Intersectional analysis of women's experiences and learning rarely consider rurality at the crossroads of social experiences and identities. Various factors, such as assumptions about rural areas as hesitant toward feminism and the homogeneity and \"gemeinschaft\" ideologies of rurality, may contribute to the lack of analysis of rural identities. Rurality encompasses the imagined and experienced conditions of being rural. Starting with rural women's lived experiences, this examination of an ethnographic doctoral study explores the intersections of rurality and gender in women's learning in community involvement in southern Manitoba. Drawing from the data, attention is given to rural women's discussions of opportunities, rural lifestyles, patriarchy, and connecting pertaining to community involvement.

In this interview with the editors-in-chief of the Canadian Journal for the Study of Adult Education, Professor Stephen Brookfield reflects on what it means to be an anti-racist adult educator.

Feminist analysis of women's learning and education rarely considers rurality. Various factors such as assumptions about rural areas as hesitant towards feminism may contribute to this. However, while many organisations, associations and initiatives in rural areas may not identify themselves as feminist their operating values reflect the feminist goal of gender equality. Drawing from my doctoral research on rural women's learning in community, literature and my experiences designing and facilitating women's learning programs in rural Manitoba this article critically examines the intersection of rurality and feminism in women's learning.

Peace and Conflict Studies (PCS) includes scholars and practitioners throughout the world working in peace studies, conflict analysis and resolution, conflict management, appropriate dispute resolution, and peace and justice studies. They come to the PCS field with a diversity of ideas, approaches, disciplinary roots, and topic areas, which speaks to the complexity, breadth, and depth needed to apply and take account of conflict dynamics and the goal of peace. Yet, a number of key concerns and dilemmas continue to challenge the field. Critical Issues in Peace and Conflict Studies: Theory, Practice, and Pedagogy, edited by Thomas Matyók, Jessica Senehi, and Sean Byrne, is a collection of essays that explores a number of these issues, providing a means by which academics, students, and practitioners can develop various methods to confront the complexity of contemporary conflicts. Critical Issues in Peace and Conflict Studies discusses the emerging field of PCS, and suggests a framework for the future development of the field and the education of its practitioners and academics. The book has a wide audience targeting students at the undergraduate, graduate, and post-graduate levels. It also extends to those working in and leading community conflict resolution efforts as well as humanitarian aid workers.

Book Review of:ADULT EDUCATION IN CHAGING TIMES: POLICIES, PHILOSOPHIES AND PROFESSINALISM.Marion Bowl. NIACE, Leicester, 2014, 190 pages.  

Book Review of: ADULT EDUCATION IN CHAGING TIMES: POLICIES, PHILOSOPHIES AND PROFESSINALISM. Marion Bowl. NIACE, Leicester, 2014, 190 pages.