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This paper looks at the discourse of lifelong learning as it has emerged in many countries (especially Europe) over the last few years, with its concentration first on learning for work and latterly on learning for citizenship. The failure of lifelong learning to pick up on the earlier tradition of adult education is noted and some reasons for this are suggested. The paper argues that a social transformation approach to lifelong learning based on a diversity paradigm rather than a deficit or a disadvantaged paradigm is possible within its existing conceptualisation, especially within the fields of the reflective practitioner, learning and identity and the learning organisation/society.