Michael L. Rowland

Book Review: Successful Transfer of Learning, by Sandra Ratcliff Daffron and Mary Wehby NorthDaffronS. R.NorthM. W. (2011). Successful Transfer of Learning. Malabar, FL: Krieger. 189 pp.

learning and furthering social justice. They assert that certain groups—especially adult learners and the unemployed—are assumed to lack basic skills, education, and work ethic and therefore are often denied opportunities to learn and contribute to society. With Part 3, the authors present changing concepts of identity in an increasingly globalized and economy-driven world and explore how identity is shaped by learning. Woven throughout all the chapters are discussions of power imbalances and social inequalities inherent in a neoliberal system, the importance of both formal and informal learning in public and private spaces, and institutions, organizations, and groups that are contributing to a more holistic and democratic view of lifelong learning. Although at times the book is erratic and may diverge from its central themes, it does a thorough job overall of reviewing definitions and implications of lifelong learning. Although the authors aim to reject the current economy-focused system, they make clear that the proposed structure will ultimately further economic growth and sustainability in addition to social justice and equality. Individuals excluded from the typical conceptions of a high-skilled learner still have much to offer in terms of work and economy. Through creative learning methods, marginalized learners can build critical thinking and problem-solving skills as well as cooperation and understanding, traits that are vital to a stable and flexible workforce. This argument is important in persuading those comfortable with a market-focused system because it takes into account economic concerns while also addressing a more holistic understanding of well-being. Additionally, the book guides readers on how to go about changing educational and social practices in ways that promote equality and economic sustainability, showing that transformation of learning is not only worthwhile but also attainable. The issues discussed in Lifelong Learning and Social Justice are fairly complex and involved, and at times the language is equally complex, making it less accessible to individuals with low literacy skills, for example. For these reasons, the book is not necessarily directed toward the learners who may benefit most from its assertions. Instead, it is intended for educators, policy makers, and activists who have the responsibility and the power to actually make the changes proposed. These readers will likely find the book informative, refreshing, and inspiring. The research and arguments presented in this book have the potential to create long-lasting changes in conceptions of learning that will lead to greater social equality and sustainability.

35.25 (hardcover).

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