Gwyneth Allatt
Biographic Data
| ID | 6329579 |
|---|---|
| NAME | Gwyneth Allatt |
| GIVEN NAMES | Gwyneth |
| FAMILY NAME | Allatt |
| SIGNATURE | ALLATT G |
| AFFILIATIONS | University of Huddersfield |
| ORCID | 0000-0003-0038-2873 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Adult literacies from the perspective of practitioners and their learners
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 narrow…
Adult literacy practitioners and employability skills
We draw on theories of policy enactment to explore the ways in which the situated, material and external contexts and professional cultures in adult literacy in the UK have influenced practitioners. Our analysis of the transnational (OECD, EU) and UK external policy contexts found that skills-related education is prioritised, with a focus on economic growth through increased productivity and accountability. This can lead to a narrow conceptualisa…
Adult literacy practitioners and employability skills
We draw on theories of policy enactment to explore the ways in which the situated, material and external contexts and professional cultures in adult literacy in the UK have influenced practitioners. Our analysis of the transnational (OECD, EU) and UK external policy contexts found that skills-related education is prioritised, with a focus on economic growth through increased productivity and accountability. This can lead to a narrow conceptualisa…
Adult literacy practitioners and employability skills
We draw on theories of policy enactment to explore the ways in which the situated, material and external contexts and professional cultures in adult literacy in the UK have influenced practitioners. Our analysis of the transnational (OECD, EU) and UK external policy contexts found that skills-related education is prioritised, with a focus on economic growth through increased productivity and accountability. This can lead to a narrow conceptualisa…
Adult literacies from the perspective of practitioners and their learners
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 narrow…
Education Systems and Policy (2 works) · Employability (2 works) · Global Educational Policies and Reforms (2 works) · Literacy (2 works) · Pedagogy (2 works) · Sociology (2 works) · Accountability (1 works) · Adult and Continuing Education Topics (1 works) · Adult education (1 works) · Adult literacy (1 works)