The Neighbourhood House: site of struggle, site of learning

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Abstract
Adult education research has tended to concentrate on the pragmatics of facilitating learning and developing educational programmes in institutionalised settings. Critical, contextual analysis of adult learning, and studies of informal learning, are both relatively neglected in the adult education literature. Applying concepts drawn from contestation theory to data from two Australian women's learning centres, this paper suggests that, while women gain considerable knowledge from adult education courses conducted in community centres, the informal, incidental or embedded learning that takes place as women participate in these centres is also very significant. This experiential learning enables women to make sense of and act on their environment, and to come to understand themselves as knowledge‐creating, acting being. It appears that much of this informal learning is generated by conflict between people within the centres.