Book Reviews: Beyond Economic Interests: Critical Perspectives on Adult Literacy and Numeracy in a Globalized World by Yasukawa, K., & Black, S.

more mindful of their practitioner audience. The two new chapters likely represent critical additions to this edition. As key concepts in adult education practice, diversity and inclusion ought to be discussed in any book which aspires to be a primer in the field, because, as stated in the book, “the field of adult education can play a major role in promoting human freedoms” and should appreciate, celebrate, and support diversity and inclusion (p. 211). To that end, it is commendable that the authors discuss the characteristics of an inclusive adult education classroom and the considerations for facilitating learning in such an environment through the lens of the andragogical process model. The authors also argue that andragogy is a useful model for planning and facilitating adult learning online. In addition to the existent, theoretical/conceptual chapter on computer-based instruction for adults, in this edition, the authors offer practical recommendations for facilitating adult learning in an online environment based on the six core adult learning principles. However, the authors do not specifically discuss the digital and technological competences needed to participate in online adult learning but focus on the learning process/activities. The basis of these strategies lies in the assumption that both the educator and the adult learner would be sufficiently technologically literate to design/participate in online learning experiences. As such, this seems to be an area for potential growth with future editions. Overall, the ninth edition of The Adult Learner discusses foundational as well as current issues in adult learning and human resource development, keeping the content relevant and beneficial to a diverse audience. Unlike its predecessor, whose target audience seems to have been graduate students, this edition comes true to its promise of offering valuable content to both students and practitioners. This is most notable in the revisions to the structure to highlight a section on tools and resources for implementing andragogy, as well as practical advice and recommendations included in the chapters in part three. It should be noted that practitioners who will find the content of this book most useful are those who work in formal settings. While some of the content may be adapted for use in less structured contexts, readers should note that this seems not to have been the environment that the authors had in mind. Regardless, no scholar or practitioner should delve into adult learning theory and practice without reading this contemporary classic.