Adult literacies from the perspective of practitioners and their learners

A case study from the north of England

Datos Bibliográficos

ID21867008
AutoresGwyneth Allatt (0000-0003-0038-2873, University of Huddersfield, autor de correspondencia)
Año2020
Volumen11
Número1
Páginas29-43
Fecha de publicación2020-02-12
Open AccessSí
TipoARTICLE
RevistaEuropean Journal for Research on the Education and Learning of Adults (JOURNAL)
Identificadores de la revistaISSN: 2000-7426 • E-ISSN: 2000-7426
EditorialLinköping University Electronic Press (PUBLISHER • SE)
DOI10.3384/rela.2000-7426.rela9213
OpenAlexW3003081661
IdiomaEN
Citas recibidas2
Referencias citadas27

This article is based on qualitative research with adult literacy practitioners and learners in the north of England. I draw on interview and focus group data to identify their perspectives on adult literacies and compare these with the understandings of literacy on which current policy-making for adult literacy in England is based. The research revealed a wide range of ways in which literacy is understood in practice, compared with a much narrower conceptualisation in current policy. The article concludes that teachers’ and learners’ perspectives on adult literacies reinforce the notion that literacy is not a fixed concept, but that its meanings and uses vary according to time and context. It argues, however, that a policy environment based on an understanding of literacy which emphasizes employability and economic outcomes creates challenges for teachers and_x000D_ learners to maintain their own perspectives in relation to what literacy constitutes and what is important in adult literacy education

Adult education · Adult literacy · Critical literacy · Employability · Focus group · Information literacy · Literacy · Pedagogy · Qualitative research · Social science · Sociology · Adult and Continuing Education Topics · Education Systems and Policy · Global Educational Policies and Reforms · Psychology

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