New Directions for Adult and Continuing Education

This chapter is based on the findings of an ethnographic study of an urban General Education Development (GED^®) program and suggests that, for some marginalized African American and other young men of color, adult education programs are counter‐spaces (Yosso, Ceja, Smith, & Solorzano, 2009) of spatial justice in opposition to previous negative school spaces. The chapter is framed from the perspective of critical race theory.