Socialism & Adult Education - Historical perspectives for a revived lifelong learning

Call for Papers

How important has socialism been to adult education? For most of history, adult education – structured learning, involving organised study and usually teaching – was restricted largely to social and religious elites. During the nineteenth century, however, as the industrial revolution tore apart the bonds of ‘traditional’ economies and societies, propelled migrants to towns and foreign lands, and demanded mastery of new skills, new popular democratic movements arose – most profoundly, the socialist movement.

In Britain, prior to the Elementary Education Act 1870, few working-class people had any formal education; even after that opportunities were limited. In response, a diverse range of non-statutory voluntary adult education organisations emerged. These included the Mutual Improvement Societies, the Young Adult Schools, the Education Settlements, the Mechanics’ Institutes, the Working Men’s College, University Extension, Co-operative Education, the Workers’ Educational Association (WEA), and Independent Working Class Education and the Labour College Movement. Some were deeply linked with socialism – others more tenuously, if at all – but together they made adult education in literacy, technical skills and knowledge, the liberals arts and politics accessible to many adults.

Through the twentieth century, at least until the neo-liberal era, the influence of socialist ideas and movements on adult education was deep. In the 21st century, however, the forces of global capitalism have systematically sought to marginalise socialist (and democratic) thought. As jobs, and much work that rewards the human spirit, are threatened by the advance of Artificial Intelligence, adult education is more and more expected to meet the objectives of “the economy” and the labour market. Wider educational purpose is ignored.

How have we come to this? The marginalisation of socialist perspectives is by no means confined to adult education. Yet so central was adult education to the emergence and growth of socialism – and the reverse is also true – as to pose essential and urgent questions. In what ways did adult education contribute to the development of socialism? Why did socialist perspectives play so central a role in the practice of adult education – and did they enrich or constrain it? What can we learn from examining the part that socialism, and socialists, played in adult education’s rich history?

We aim to revisit the topic of adult education and socialism in Britain in the 21st century through a special issue of the journal Socialist History. It seeks to revive the field of study, and to explore the idea to meet the diverse needs of a multi-cultural society more – rather than less – adult education is needed – and that the adult education needed should be broad rather than narrowly job-related. This is especially relevant to consider in connection with the new Lifelong Learning Entitlement which has the potential to transform how post-18 students fund and approach their studies throughout the course of their lifetimes.

What new research perspectives can academics – and scholar-practitioners and activists – from all disciplines bring to the history of adult education, and to the understanding of socialist approaches to improving economic, social and cultural welfare?

We invite submission of abstracts of approx. 300 words. They may explore any aspect of the interlinked history of adult education and socialism. We welcome contributions relating not only to Britain, but to Europe (western, central and eastern) and other locations around the world. Topics may include (but are not limited to):

• The experience of tutors and students of different forms of adult education
• The politics of adult education
• Organisations that provided adult education
• The impact of adult education on socialist ideology and movements
• Key figures in the adult education movement – tutors, students and organisers
• Gendered perspectives of adult education
• The buildings and spaces of adult education
• The organisation and delivery of adult education
• The content and curriculum of different forms of adult education
• Biographical and autobiographical accounts of adult education
• Local and regional case studies of adult education
• The consuming of adult education
• The role of socialism in colonial adult education
• The financing of adult education initiatives
• State support for adult education
• Local government and adult education provision

Please email abstracts with your affiliation, a short biography and contact information to:
john.holford AT nottingham.ac.uk and p.kumbhat AT staff.newman.ac.uk. 

The deadline for submission of abstracts is Friday 30th October 2026.

We hope to convene a symposium on this theme on Wednesday 7th April 2027 at Birmingham Newman University, where contributors can discuss their draft papers and ideas. The symposium will provide an opportunity to share work in progress, receive feedback, and develop papers to be considered for publication in the Socialist History special issue in autumn 2027. The April symposium will be an in-person event, although authors based outside the UK will have the option of presenting remotely via Microsoft Teams.

My source: Bob Foster, Admin: https://www.raymondwilliamsfoundation.org.uk/

Health Literacy UK (HLUK) Conference 4 March 2027 in Manchester

Communicating and delivering health
and care that people can understand and use

Manchester 2027 – Where Health Literacy Takes Centre Stage

Join Health Literacy UK on 4 March 2027 for an exciting national conference bringing together passionate voices from across healthcare, public health, academia, local government and the voluntary sector. Expect inspiring keynote speakers, practical learning, fresh ideas and powerful conversations focused on making health information and services accessible to all. Whether you’re new to health literacy or leading change in your organisation, this is an event you won’t want to miss.

Hear from leading experts, discover practical approaches to improving health literacy, and connect with colleagues who are committed to reducing health inequalities and creating more inclusive health and care services.

Health Literacy UK (HLUK) invites researchers, practitioners, policymakers, educators, community organisations and students to submit abstracts for presentation at our national conference on 4 March 2027 in Manchester. 

Please see HLUK where additional details are provided and will follow:

https://healthliteracy.org.uk/hluk-conference-4th-march-2027/

n.b. I hope to see you there!

Call for focus group participants: the records of adopted and care-experienced people -

– additional retention guidance for
record-keepers and care professionals

Could you help update retention guidance for record-keepers and care professionals by joining a focus group in November?

Care-experienced and adopted people, archivists & records managers and social workers are invited to participate in an online focus group to shape updated and detailed improvements in retaining care-experienced and adopted people’s records in England and Wales. This has been identified as a critical need by many recent reports including IICSA.

We recently published Guidance on the Records of Adopted and Care-Experienced People (Feb 2024) which sets out best practice, to improve consistency across England and Wales. We are a participative and inclusionary project led by members of the Chief Archivists in Local Government Group (CALGG), independent consultants and academics and professionals working in the records management, data protection and access to records fields, in the charitable and local government sectors. Some of our project members are adopted or care-experienced people.

Focus groups will take place on

Weds 13 Nov 11am-12.30

Mon 18 Nov 2-3.30pm

Thurs 28 Nov 2-3.30pm.

We will meet on Zoom: you will be able to join in your web browser, no zoom account or desktop app/licence is required.

Further information

The Guidance is aimed at people responsible for creating, managing, and providing access to care and adoption records. It includes the viewpoints of care-experienced people and adopted people to give practitioners a greater understanding of their experiences, needs and the challenges they face. The Guidance highlights that all organisations should have an up-to-date policy covering all records relating to children, young people and their families, together with procedures and plans to implement the policy including up-to-date retention schedules. Retention schedules recommend how long to keep different types of records. Each record type should have a retention period based on best practice, legislation, business need or a combination of these. Schedules also include how and when the retention period is triggered, and what should happen at the end of the period: typically either confidential destruction, or being kept permanently.

A retention period of [at] least 125 years from date of birth for case files and preferably 150 years as exemplary practice is recommended in the Guidance. However it also recommends the permanent preservation of these records with an option for people to opt out in the case of their own records.

These recommendations are made because many care-experienced or adopted people reconstruct their personal histories by turning to the records created about them by social workers and care providers. Thousands of requests to view records for this purpose are made each year in England and Wales. The records – a “paper self” - have significant impacts on a care-experienced person throughout their life. However, accessing records is often difficult, both practically and emotionally, and can be traumatic and dehumanizing. Records have been kept inconsistently across the public, private, and voluntary care sectors, affecting outcomes for individuals. Across England and Wales the records of adopted and care-experienced people who are formally classified as ‘looked-after people’ should be kept for 100 and 75 years respectively, but there are no permanent preservation protections for records in law. Moreover, some care-experienced people are omitted from the requirement for records to be retained. In addition, there are now many records sitting in digital systems which do not have a proper data migration/preservation strategy.

My Source: To view the list archives go to: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=RECORDS-MANAGEMENT-UK