Action research as a method of problem posing and problem solving is explained, with suggestions for developing an action research project. The cycles of action research and the questions needed to operationalize the approach are discussed.As seen in the previous chapter, action research is a form of inductive, practical research that focuses on gaining a better understanding of a practice problem or achieving a real change or improvement in the practice context. In brief summary, action research, as an approach to research, is essentially a systematic process of practitioner problem posing and problem solving. In carrying out this systematic process of problem posing and problem solving, action research uses a kind of trial-and-error approach when seeking to both understand and resolve practice-based problems and issues. Action research can partially be understood as a process of trial and error because when using this research strategy, an adult education practitioner-researcher tries a hunch or intervention, then, after observing and reflecting on the outcomes, typically tries yet another variation of the intervention (Argyris, 1982). Yet action research is much more than merely trial and error, because it incorporates systematic procedures that combine analysis, observation, and data collection into the process. The systematic use of analysis, observation, and data collection procedures gives action research the potential to achieve useful answers to practice problems. Further, action research also has the potential of having its findings applied in similar practice settings across the country.

Nonparticipation in literacy/ABE programs is a critical issue that can be illuminated by reproduction and resistance theory. This study attempts to do this by first analyzing the resistance to schooling of characters in ten works of literary fiction, then applying these findings to traditional literacy/ABE programs to determine if these "second chance" programs discourage the participation of some adults. The results suggest that resistance to schooling occurs when there is a values clash, and, since our literacy/ABE programs largely reproduce the values of the dominant culture, they thereby contribute to the resistance of those outside that culture. Recommendations to increase the involvement of resistant adults are also discussed.

The content of five widely-used ABE reading series was analyzed 13 years ago by Gerald Coles (1977). Coles found racism, sexism, and socioeconomic stereotypes to "abound" in these materials. Using the same categories of racism, sexism, and the socioeconomic categories employed by Coles, this investigation reconstructed the Coles study to determine if hidden curricula still exist and, if so, to what extent. Findings indicate that today's most popular reading texts have improved since 1977, but only slightly. Cultural and political reproduction comprise two of the guiding ideologies for literacy education in the 1990s.

Health and health care in Canada is a story of high ideals, complex policy agreements, moments of raging public controversy, and the creation of a national health system that is the envy of many other nations. Despite its many health care achievements, evidence is mounting that good health is far from being universally accessible to all Canadians. As we discuss in this chapter, following a three-year pan-Canadian study on health and learning, it became painfully clear to us that in far too many cases, one' s ability and capacity to learn about health can have immediate-even life-and-deathconsequences. We concluded that good health is not strictly a medical problem and not simply a governmental funding issue. Our conclusion was that good health is, above all, a matter of successful learning. Our study made it clear that adult education can play a key role in enabling people to maintain and improve their health. Yet we found that learning and health is a remarkably underresearched, underrecognized area within the ambit of adult education. Since the area of learning and health not only defies boundaries but is far larger and more complex than any policy, system, or program, we hope that these findings will encourage adult educators in Canada and beyond to become more involved in the critical issue of health and learning. 49 5