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This paper reviews concepts of teaching and learning in recent national policy documents such as the Booth report. It addresses the implications for work with part-time adult learners who have traditionally been in a minority in United Kingdom (UK) higher education. Using a case study approach and focusing on the inter-relationship between gender and race, the authors take a critical look at the concept of the learning environment as community. With particular reference to the classroom environment, the paper identifies features of the learning process which contribute to the processes of inclusion and exclusion of adult learners. The presentation of the paper included a participative workshop for the group to explore strategies for developing the theory and practice of issues of equality in staff development and training for teaching.