Chapter 1: Introduction: Adult Education in Higher Education in the United Kingdom.- Part I - Embedding Inclusivity in Higher Education in the UK.- Chapter 2: Invisible Islamophobia: Challenges and Opportunities for Muslim Women Adult Learners.- Chapter 3: Using an LGBTQ+  Inclusivity Model to Create an Intersectional Resource for Equitable Education.- Chapter 4: Reflecting on the Experiences and Entitlements of Postgraduate Disabled Adult Learners in Developing Inclusive Support Plans: PEAS in a Pod?.- Part II - Developing and Experiencing Inclusive non-Traditional Higher Education Learning Environments.- Chapter 5: Lifelong Learning: Exploring Inclusive Adult Education Amongst Police Officers in England and Wales.- Chapter 6: Creating Inclusive Learning Environments in Higher Education to Support Desistance from Offending.- Chapter 7: From ‘Drug Dealers’ to Legitimate Entrepreneurs: The Street2Boardroom Programme as an Alternative Form of Adult Learning.- A Conversation with Clayton Planter.- Chapter 8: Developing Inclusive Andragogy for Part-time Postgraduate Healthcare Professionals.- Chapter 9: Conclusion: Towards Inclusive Higher Education.

This book offers critical discussion of developing inclusive theory, practice, and policy that supports the needs and experiences of adult learners within higher education settings in the UK. The first part of the book shares the research of authors, all who have lived experience of their area of expertise, and the experiences and needs of adult learners in relation to religion, ethnicity, gender, sexuality, and disability as well as including an intersectional lens. The second section of the book discusses practice and understandings of adults learners in non-conventional higher education settings within the police service, criminal justice, and health care. These contributions provide new knowledge to better support those from diverse backgrounds to thrive in the higher education environment. This book will be of interest to academics who teach/support adult learners, students of education, as well as practitioners who work outside traditional higher education settings such as community educators and policymakers. Mark Jones is Director at Higher Plain and visiting Professor of Criminology at the Centre for Criminology, University of South Wales, UK. Debbie Jones is Professor of Criminology and Head of the School of Social Sciences, Swansea University, UK.

“I am delighted at the timeliness and relevance of this new edited book. It represents a valuable addition to the academic literature on UK adult learners in higher education and contributes significantly to filling a void in understanding the need for a far more inclusive system of HE. The editors have identified insights to be gained from understanding the individuality of adult learner experiences and have sought to demonstrate: the distinctiveness of the challenges; the potential transformative opportunities; and how to engage practically to evolve a more inclusive environment.” (John Butcher, Emeritus Professor, Director (Access and Open), Open University, UK) “This edited text addresses the myriad of challenges facing learning environments in the UK. In a timely manner it shines a necessary spotlight on issues from a wide body of knowledge, all addressing broad, yet related, agendas.  The exploration presents a critical gaze which successfully merges theory and practice, with research on traditional and non-traditional experiences.  Learning from both educators and students on core topics, widening access, inclusivity, motivations and civic roles, the book is of relevance to all involved in adult learning within higher education.” (Kate Strudwick, Dean of Teaching and Learning, University of Lincoln, UK) “This book addresses a crucial yet often overlooked aspect of widening participation, focusing on the voices of marginalised mature learners: a demographic that has long been underrepresented and underserved in higher education. By surfacing these voices and stories, the book raises critical questions about adult learning and the essential role higher education could play in dismantling the disparities that continue to hinder mature learners' participation and success. The exploration of intersectional aspects of individual stories is particularly powerful, offering a holistic view of the multiple disadvantages that these learners face, including race, class, sexuality and gender.” (Tina Byrom, Head of Enhanced Academic Practice, Loughborough University, UK)

Addresses a neglected area in the research landscape Supports collective understanding of inclusivity within the UK, with internationally applicable outcomes Draws together academic and empirical studies, in a variety of adult education contexts

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