Engestroem, Y., Miettinen, R., & Punamaeki, R. (Eds.).  (1999). Perspectives on activity theory. New York: Cambridge University Press.

Erevelles, N. (1996). Disability and the dialectics of difference. Disability & Society, 11(4), 519-537.

Erickson, C.L., & Jacoby, S.M. (2003). The effect of employer networks on workplace innovation and training. Industrial and Labor Relations Review, 56(2), 203-23.

European Commission. (2001). Making a European area of lifelong learning a reality. Brussels: Directorate-General for Education and Culture and Directorate-General for Employment and Social Affairs.

European Commission. (2001). Report of the european task force on measuring lifelong learning. Statistical office of the European Communities. Retrieved December 29, 2003, from www.lebenslangeslernen.at/downloads/EU_MeasuringOnLLL_0201.pdf.

Evans, C.F. (2003). The changing nature of employment: How self-employed HR professionals manage their lives, learning and knowledge. Dissertation Abstracts International, 64(1), 58-C.

Evans, K., Hodkinson, P., & Unwin, L. (2002). Working to learn: Transforming learning in the workplace. London: Kogan Page.

Eversole, R. (2002). Regional university access: A case study from the south west. Education in Rural Australia, 12(1), 34-42.

Ezzy, D. (2001). A simulacrum of workplace community: Individualism and engineered culture. Sociology, 35(3), 631-650.

Fairbrother, P. (2000). British trade unions facing the future. Capital and Class, 71, 47-78.

Favreau, L. (2001). Canada: Social mobilisation, insertion and local development in Canada (Quebec). In Spear, Roger, Defourny, Jacques, Favreau, Louis & Laville, Jean-Louis (Eds.), Tackling Social Exclusion in Europe. The Contribution of the Social Economy Aldershot, England: Ashgate.

Federighi, P. (Eds.).  (1999). Glossary of adult learning in Europe.  (pp. ISBN-92-820-1108-8, 127). Brussels: Commission of the European Communities. Directorate-General for Education and Culture..

Feenberg, A. (2002). Transforming technology: A critical theory revisited. New York: Oxford University Press.

Feldman, D.C. (1996). The nature, antecedents and consequences of underemployment. Journal of Management, 22(3), 385-407.

Fenstermaker Berk, S.F. (1985). The gender factory: The apportionment of work in American households. New York: Plenum Press.

Ferguson, S. (1998). Building on the strengths of the socialist feminist tradition. New Politics (New Series), 7(2(26)), 89-100.

Ferri, B.A., Keefe, C.H., & Gregg, N. (2001). Teachers with learning disabilities: A view from both sides of the desk. Journal of Learning Disabilities, 34(1), 22-32.

Field, J. (1997). Equity and access: Adult participation in higher education in Northern Ireland. Journal of Access Studies, 12(2), 139-152.

Field, J. (2000). Lifelong learning and the new social order. Stoke on Trent: Trentham Books.

Field, J. (1997). Supranational aspects of education policy formation: The learning society and the European Union. Journal of Studies in international Education, 1(2), 82-93.

Field, J., & Strain, M. (1997). The myth of the learning society. British Journal of Educational Studies, 45(2), 141-155.

Filatotchev, I. (2002). Privatization and firm restructuring in transition economies: The effects of governance and organizational capabilities. Bradford: Bradford University School of Management.

Finegold, D., & Wagner, K. (2002). Are apprenticeships still relevant in the 21st century? A case study of changing youth training arrangements in German banks. Industrial and Labor Relations Review, 55(4), 667-85.

Fisher, M. (2003). Informal Learning of Seniors in Canadian Society. Toronto: Centre for the Study of Education and Work, OISE/UT.

Flanagan, M., & Austin, B. (2002). Reload: Rethinking women + cyberculture. Cambridge, MA: MIT Press.

Fleras, A., & Elliott, J.L. (1996). Unequal relations: An introduction to race, ethnic and aborginal dynamics in Canada. Scarborough, Ont.: Prentice Hall Canada.

Fletcher, M., & Clay, S. (2002). The impact of education maintenance allowances. LSDA reports. Retrieved December 29, 2003, from http://www.lsda.org.uk/files/pdf/R1160.pdf..

Foley, G. (2001). Emancipatory organisational learning: Context and method. In  Second International Conference on Researching Work and Learning  (pp. 278-284). Calgary: Faculty of Continuing Education, University of Alberta.

Foley, G. (1999). Learning in social action: A contribution to understanding informal learning. London: Zed Books.

Foley, G. (1999). A political economy of workplace change and learning. Studies in the Education of Adults, 31(2), 181-196.

Foley, G. (1999). Back to basics: A political economy of workplace change and learning. Studies in the Education of Adults, 31(2), 181-96.

Foley, G. (1994). Adult education and capitalist reorganisation. Studies in the Education of Adults, 26(2), 121-143.

Foot, D.K., & Venne, R.A. (1998). The time is right: Voluntary reduced worktime and workforce demographics. Canadian Studies in Population, 25(2), 91-114.

Fox, T.A. (1991). Some Guidelines for Collecting Qualitative Research Data in Adult Education Studies. Australian Journal of Adult and Community Education, 31(3), 202-207.

Francis, L.P., & Silvers, A. (2000). Americans with disabilities: Exploring implications of the law for individuals and institutions. New York: Routledge.

Fredericks, J. (1993). A comparison of results from the general social survey on time use-1986 and 1992. Ottawa: Statistics Canada.

Fredericks, J. (1995). As time goes by ... Time use of Canadians. General social survey. Ottawa: Statistics Canada.

Freeman, D.E., & Freeman, Y.S. (2001). Between worlds: Access to second language acquisition. (2nd ed.). Portsmouth NH: Heinemann.

Freeman, R.B., & Rogers, J. (1999). What workers want. Ithaca, N.Y.: London: ILR Press.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Frenkel, S.J. (1999). On the front line: Organization of work in the information economy. Ithaca, N.Y.; London: ILR Press.

Fretwell, D.H., & Colombano, J.E. (2000). Adult continuing education: An integral part of lifelong learning. Emerging policies and programs for the 21st century in upper and middle income countries. World Bank Discussion Paper.  (pp. 47). Washington, DC: World Bank. Human Development Network.

Freund, P. (2001). Bodies, disability and spaces: The social model and disabling spatial organizations. Disability & Society, 16(5), 689-706.

Frost, A., & A. Verma. (1998). Restructuring in Canadian steel: The case of Stelco, inc. In A. Verma, & R. P. Chaykowski (Eds.), Contract and commitment: Workplace change and the evolution of employment relations in Canadian firms  (pp. 82-112). Kingston, ON: Queen's IRC Press.

Frost, A.C. (2001). Creating and sustaining local union capabilities: The role of the national union. Relations industrielles/Industrial Relations, 56(2), 307-335.

Frost, M. (2001). VET in rural schools. In  Providing Quality Education and Training for Rural Australians. SPERA National Conference Proceedings (17th, Wagga Wagga, New South Wales, Australia, July 8-11, 2001).

Frost, N., & Ward, K. (2000). Researching work and learning: A bird's eye view. International Review of Education, 46(6), 483-489.

Fryer, R.H., & et al.. (1999). Creating learning cultures: Next steps in achieving the learning age. National Advisory Group for Continuing Education and Lifelong Learning. Retrieved December 29, 2003, from www.lifelonglearning.co.uk/nagcell2/index.htm.

Fullan, M. (1994). Change forces: Probing the depths of educational reform. New York: Falmer.

Funes Rivas, M.J. (1994). Socialization processes and community participation: A case study. Revista Espanola de Investigaciones Sociologicas, 67, 187-205.