THE AUTHORS

The father of Molly and Colin, and the husband of Kim, Stephen D. Brookfield is currently Distinguished University Professor at the University of St. Thomas in Minneapolis-St. Paul, Minnesota. He also serves as consultant to the adult education doctoral program at National Louis University in Chicago. Prior to moving to Minnesota, he spent ten years as professor in the Department of Higher and Adult Education at Teachers College, Columbia University, where he is still adjunct professor. He received his B.A. degree (1970) from Coventry University in modern studies, his M.A. degree (1974) from the University of Reading in sociology, and his Ph.D. degree (1980) from the University of Leicester in adult education. He also holds a postgraduate diploma (1971) from the University of London, Chelsea College, in modern social and cultural studies and a postgraduate diploma (1977) from the University of Nottingham in adult education. In 1991 he was awarded an honorary doctor of letters degree from the University System of New Hampshire for his contributions to understanding adult learning. In 2003 he was awarded an honorary doctorate from Concordia University for his contributions to adult education practice.

Brookfield began his teaching career in 1970 and has held appointments at colleges of further, technical, adult, and higher education in the United Kingdom and at universities in Canada (University of British Columbia) and the United States (Columbia University, Teachers College and the University of St. Thomas). In 1989 he was visiting fellow at the Institute for Technical and Adult Teacher Education in what is now the University of Technology, Sydney, Australia. In 2002 he was visiting professor at Harvard University Graduate School of Education. In 2003–2004 he was the Helen Le Baron Hilton Chair at Iowa State University. He has run numerous workshops on teaching, adult learning, and critical thinking around the world and delivered many keynote addresses at regional, national, and international education conferences. In 2001 he received the Leadership Award from the Association for Continuing Higher Education (ACHE) for “extraordinary contributions to the general field of continuing education on a national and international level.”

He is a three-time winner of the Cyril O. Houle World Award for Literature in Adult Education: in 1986 for his book Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices (1986), in 1989 for Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting (1987), and in 1996 for Becoming a Critically Reflective Teacher (1995). Understanding and Facilitating Adult Learning also won the 1986 Imogene E. Okes Award for Outstanding Research in Adult Education. These awards were all presented by the American Association for Adult and Continuing Education. His other books include Adult Learners, Adult Education, and the Community (1984), Self-Directed Learning: From Theory to Practice (1985), Learning Democracy: Eduard Lindeman on Adult Education and Social Change (1987), Training Educators of Adults: The Theory and Practice of Graduate Adult Education (1988), The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom (1990), and The Power of Critical Theory: Liberating Adult Learning and Teaching (2005).

Stephen Preskill is currently Regents Professor of Education in the Department of Educational Leadership and Organizational Learning in the College of Education at the University of New Mexico. For nine years he was an elementary and middle school teacher before earning his doctorate from the University of Illinois at Urbana-Champaign in 1984 in educational policy studies with an emphasis in the history of American education. From 1984 to 1989 he taught at Carleton College in Northfield, Minnesota, and from 1989 to 1994 he was a member of the educational leadership faculty at the University of St. Thomas in St. Paul, Minnesota. He has been teaching at the University of New Mexico since 1994.

He is the coauthor of two previous books. With Stephen Brookfield, he co-wrote the first edition of Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (1999). With Robin Smith Jacobvitz, he coauthored Stories of Teaching: A Foundation for Educational Renewal. He is currently working on a book for Jossey-Bass in collaboration with Stephen Brookfield tentatively titled Learning as a Way of Leading: Lessons from the Struggle for Social Justice.

Preskill’s main research activities have focused on the history of American educational reform, leader and teacher narratives, the connections between learning leadership and democracy, and how discussion-based teaching supports democratic processes. He has published more than forty articles in a variety of social science journals.