In this paper, I want to consider some of the theoretical perspectives that describe and explore the complexity of adult learning. This paper has relied on many cases on feminist-informed theory, because feminism is concerned with groups who are oppressed by dominant majorities. In the case of adult learning, it is not unreasonable to identify these persons as a minority, and so oppressed in the sense that their issues are not of concern to the mainstream public. The paper will follow with a review of some alternative notions of "learner" as a way to re-locate adult education perspectives in the contexts of feminist concerns for minority rights, and the problems which face minority groups on a daily basis. 6.5 pgs. 24 f/c. 10b.
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