Vicky Duckworth
Datos Biográficos
| ID | 6299817 |
|---|---|
| NOMBRE | Vicky Duckworth |
| NOMBRES | Vicky |
| APELLIDO | Duckworth |
| FIRMA | DUCKWORTH V |
| AFILIACIONES | Edge Hill University |
| ORCID | 0000-0002-6769-425X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 15 |
| OBRAS COMO AUTOR | 7 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 3 |
A transformational approach to addressing the needs of a new generation of ‘left behinds
There are two parts to this paper. In the first part, the paper takes a preliminary look at an emerging dominant literacy, IT literacy, and its potential impact on some members of relevant communities. Drawing on the perception of literacy as social practice, the paper locates organisational processes within institutions as belonging to a specific social practice and explores the pattern of dominance of IT literacy that is beginning to emerge wit…
Researching inequality and lifelong education from 1982 to 2020
This article explores the International Journal of Lifelong Education archives in the period 1982–2020. We analyse how the Journal engages with the issue of inequality. This is accomplished by systematically identifying relevant articles within the archives, and reviewing these whilst taking account of the societal, cultural and political or economic contexts in which they were written. Most articles identified for review focused on specific disa…
Transformative and emancipatory literacy to empower
This paper draws on sociological and critical educational frames, particularly Bourdieu’s concept of symbolic violence, in order to contest the dominant model of literacy education that is driven by the premise of a ‘knowledge economy’. Instead it foregrounds the political, social, and economic factors that marginalise learners. Data from two projects: an ethnographic study in a Further Education (FE) College in England and a study of community-b…
Teaching with Sociological Imagination in Higher and Further Education
Of cultural dissonance
The broad aim of this paper is to track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces. It is anchored onto the argument that, although it is generally accepted that democratic learning spaces are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation. The paper…
Creating feminised critical spaces and co-caring communities of practice outside patriarchal managerial landscapes
The experiences of five female lecturers working in higher education in the UK are explored as they engage in the search for a feminised critical space as a refuge from the masculinised culture of performativity in which they feel constrained and devalued. Email exchanges were used as a form of narrative enquiry that provided opportunity and space to negotiate identities and make meaning from experiences. The exchanges provided a critical space, …
Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners
Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners offers deep insights into the lives of marginalised communities and the link between learning, literacy and violence, not previously carried out in-depth in a small scale study. It breaks the negative stereo-types of adults who struggle to read and write, who are often labelled and stigmatised by dominant discourses, and in doing so exposes why and how Basic Skill…
Creating feminised critical spaces and co-caring communities of practice outside patriarchal managerial landscapes
The experiences of five female lecturers working in higher education in the UK are explored as they engage in the search for a feminised critical space as a refuge from the masculinised culture of performativity in which they feel constrained and devalued. Email exchanges were used as a form of narrative enquiry that provided opportunity and space to negotiate identities and make meaning from experiences. The exchanges provided a critical space, …
Of cultural dissonance
The broad aim of this paper is to track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces. It is anchored onto the argument that, although it is generally accepted that democratic learning spaces are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation. The paper…
Transformative and emancipatory literacy to empower
This paper draws on sociological and critical educational frames, particularly Bourdieu’s concept of symbolic violence, in order to contest the dominant model of literacy education that is driven by the premise of a ‘knowledge economy’. Instead it foregrounds the political, social, and economic factors that marginalise learners. Data from two projects: an ethnographic study in a Further Education (FE) College in England and a study of community-b…
Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners
Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners offers deep insights into the lives of marginalised communities and the link between learning, literacy and violence, not previously carried out in-depth in a small scale study. It breaks the negative stereo-types of adults who struggle to read and write, who are often labelled and stigmatised by dominant discourses, and in doing so exposes why and how Basic Skill…
Creating feminised critical spaces and co-caring communities of practice outside patriarchal managerial landscapes
The experiences of five female lecturers working in higher education in the UK are explored as they engage in the search for a feminised critical space as a refuge from the masculinised culture of performativity in which they feel constrained and devalued. Email exchanges were used as a form of narrative enquiry that provided opportunity and space to negotiate identities and make meaning from experiences. The exchanges provided a critical space, …
Of cultural dissonance
The broad aim of this paper is to track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces. It is anchored onto the argument that, although it is generally accepted that democratic learning spaces are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation. The paper…
Teaching with Sociological Imagination in Higher and Further Education
Transformative and emancipatory literacy to empower
This paper draws on sociological and critical educational frames, particularly Bourdieu’s concept of symbolic violence, in order to contest the dominant model of literacy education that is driven by the premise of a ‘knowledge economy’. Instead it foregrounds the political, social, and economic factors that marginalise learners. Data from two projects: an ethnographic study in a Further Education (FE) College in England and a study of community-b…
Researching inequality and lifelong education from 1982 to 2020
This article explores the International Journal of Lifelong Education archives in the period 1982–2020. We analyse how the Journal engages with the issue of inequality. This is accomplished by systematically identifying relevant articles within the archives, and reviewing these whilst taking account of the societal, cultural and political or economic contexts in which they were written. Most articles identified for review focused on specific disa…
A transformational approach to addressing the needs of a new generation of ‘left behinds
There are two parts to this paper. In the first part, the paper takes a preliminary look at an emerging dominant literacy, IT literacy, and its potential impact on some members of relevant communities. Drawing on the perception of literacy as social practice, the paper locates organisational processes within institutions as belonging to a specific social practice and explores the pattern of dominance of IT literacy that is beginning to emerge wit…
Pedagogy (7 obras) · Sociology (6 obras) · Psychology (5 obras) · Global Educational Policies and Reforms (4 obras) · Political science (4 obras) · Adult education (3 obras) · Education Systems and Policy (3 obras) · Youth Education and Societal Dynamics (3 obras) · Adult Learning (2 obras) · Aesthetics (2 obras)