Keiko Yasukawa
Biographic Data
| ID | 94562 |
|---|---|
| NAME | Keiko Yasukawa |
| GIVEN NAMES | Keiko |
| FAMILY NAME | Yasukawa |
| SIGNATURE | YASUKAWA K |
| AFFILIATIONS | University of Technology Sydney |
| ORCID | 0000-0002-4553-0289 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Numeracy: The Hidden Face of Adult Literacy
Numeracy, along with literacy and increasingly digital skills, is trumpeted in policies as a core skill for adults internationally. Yet, in policy advocacy and the “naming” of the field that is concerned with supporting the literacy and numeracy development of adults, numeracy is often a hidden face, a shadow following literacy. One needs to dig beneath the names of policies, education providers or professional associations to notice that they ar…
Adult literacy education and the sustainable development goals in four case countries: Can’t get there from here
On (not) being literate enough: The literacy experiences and literacy programme needs of people experiencing homelessness or who are at risk of homelessness
This paper is focussed on literacy and the literacy experiences of people who are experiencing homelessness or are at risk of homelessness. Drawing on 23 in‐depth interviews with people who have lived experience of homelessness in Sydney, Australia, the paper examines literacy, literacy needs and interest in literacy programmes from a social practice perspective of literacy. Amartya Sen's (1999) capability approach is drawn on to examine the mult…
The role of adult learning and education in the Sustainable Development Goals
The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, established ambitious targets to be achieved by 2030, including in education. SDG 4, which focuses on ensuring "inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all", attracted attention from the adult education sector for the role that adult learning and education (ALE) can play in its realisation, and the potential for …
Teaching about climate change: Possibilities and challenges in Australian adult literacy programs
Australia's natural environment poses challenges for human inhabitants and will continue to pose novel challenges in an era of climate change. However, the resources that people can access to respond to climate change are diverse and unequally distributed. While this suggests a role for education, especially for those who are most socially and economically vulnerable, integrating climate change literacy into educational programs is not straightfo…
Examining the zone of proximal development in learning and development for climate mitigation
This paper investigates a horticultural community's approaches to developing new farming practices to mitigate climate change induced food insecurity. Drawing on the concept of the Zone of Proximal Development (ZPD) from cultural-historical activity theory, the paper illustrates how the strong cultural and historical attachment to existing practices plays as significant a role as the intractability and unpredictability of the changing rainfalls i…
Intergenerational learning in climate change adaptations; limitations and affordances
Adaptation to climate change has become an imperative intricately linked to human existence and the planet’s wellbeing: if learning is not part of the adaptation process, it is doubtful the adaptation will be sustainable. In Zimbabwe, one initiative for promoting learning for adaptation is the establishment of the Eco-Schools Clubs (ESC), a concept based on the possibilities of intergenerational learning developed and widely adopted in the Global…
The Role of National Media in Adult Literacy and Numeracy Policy: A Case Study from Australia
Beyond Economic Interests: Critical Perspectives on Adult Literacy and Numeracy in a Globalised World
Over the last two decades, an increasingly economistic discourse has dominated discussions about adult literacy and numeracy. This book provides critiques of, and alternative narratives to the dominant discourse. Authors provide tools and methodologies of critique, including ways of seeing how policies in the countries of focus come to be captured almost completely by the interests of business and industry, as well as how to critically interpret …
A comparative analysis of national media responses to the OECD Survey of Adult Skills: Policy making from the global to the local
The Organization for Economic Co-operation and Development’s (OECD) Programme of International Assessment of Adult Competencies (PIAAC) is put forward as a landmark development in the lifelong monitoring and international comparison of education. The first round of PIAAC’s Survey of Adult Skills compared performance in literacy, numeracy and problem solving in technology-rich environments across 24 countries. However, the translation of any OECD …
The literacy myth continues: Adapting Graff’s thesis to contemporary policy discourses on adult ‘foundation skills’ in Australia
Harvey Graff in his 1979 study of literacy taught in common schools in mid-nineteenth century Canada, demonstrated that beliefs in the acquisition of literacy for upward mobility and economic success were a myth. Moreover, literacy instruction was promoted by educational reformers and manufacturers as a means of controlling the working class masses and instilling in them the traits, including thrift, order, and punctuality required for employment…
Changing conceptualisations of literacy and numeracy in lean production training: Two case studies of manufacturing companies
Within the context of Australian workplace literacy and numeracy programmes, and based on a larger study from an ethnographic perspective, we outline two case studies of manufacturing companies implementing training programmes in ‘lean’ production processes. The role of literacy and numeracy in the training programmes was approached quite differently in the two companies. In one company, a trainer delivered the lean training to a group of workers…
Between immediacy and imagination: The place of the educator and organiser in union renewal
Can the current education programme of the Australian trade union movement contribute to reviving union growth and union culture, develop new activists and leaders, and encourage and facilitate the organisational change needed to re-orient unions to develop broader alliances? Twenty-five Australian trade union leaders were asked to describe the educational activities of their unions and to assess the education provided by the Australian Council o…
Engaging Aboriginal Families to Support Student and Community Learning
Engaging families in school-related programs, such as family literacy programs, has been promoted as an effective strategy to assist students who might otherwise fail to achieve success in school. The authors in this article report on an action research initiative with an urban Australian government community school in a relatively socioeconomically disadvantaged area with a significant Aboriginal population. Drawing on a popular education framew…
The role of adult learning and education in the Sustainable Development Goals
The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, established ambitious targets to be achieved by 2030, including in education. SDG 4, which focuses on ensuring "inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all", attracted attention from the adult education sector for the role that adult learning and education (ALE) can play in its realisation, and the potential for …
Intergenerational learning in climate change adaptations; limitations and affordances
Adaptation to climate change has become an imperative intricately linked to human existence and the planet’s wellbeing: if learning is not part of the adaptation process, it is doubtful the adaptation will be sustainable. In Zimbabwe, one initiative for promoting learning for adaptation is the establishment of the Eco-Schools Clubs (ESC), a concept based on the possibilities of intergenerational learning developed and widely adopted in the Global…
The literacy myth continues: Adapting Graff’s thesis to contemporary policy discourses on adult ‘foundation skills’ in Australia
Harvey Graff in his 1979 study of literacy taught in common schools in mid-nineteenth century Canada, demonstrated that beliefs in the acquisition of literacy for upward mobility and economic success were a myth. Moreover, literacy instruction was promoted by educational reformers and manufacturers as a means of controlling the working class masses and instilling in them the traits, including thrift, order, and punctuality required for employment…
Adult literacy education and the sustainable development goals in four case countries: Can’t get there from here
A comparative analysis of national media responses to the OECD Survey of Adult Skills: Policy making from the global to the local
The Organization for Economic Co-operation and Development’s (OECD) Programme of International Assessment of Adult Competencies (PIAAC) is put forward as a landmark development in the lifelong monitoring and international comparison of education. The first round of PIAAC’s Survey of Adult Skills compared performance in literacy, numeracy and problem solving in technology-rich environments across 24 countries. However, the translation of any OECD …
Changing conceptualisations of literacy and numeracy in lean production training: Two case studies of manufacturing companies
Within the context of Australian workplace literacy and numeracy programmes, and based on a larger study from an ethnographic perspective, we outline two case studies of manufacturing companies implementing training programmes in ‘lean’ production processes. The role of literacy and numeracy in the training programmes was approached quite differently in the two companies. In one company, a trainer delivered the lean training to a group of workers…
Between immediacy and imagination: The place of the educator and organiser in union renewal
Can the current education programme of the Australian trade union movement contribute to reviving union growth and union culture, develop new activists and leaders, and encourage and facilitate the organisational change needed to re-orient unions to develop broader alliances? Twenty-five Australian trade union leaders were asked to describe the educational activities of their unions and to assess the education provided by the Australian Council o…
Engaging Aboriginal Families to Support Student and Community Learning
Engaging families in school-related programs, such as family literacy programs, has been promoted as an effective strategy to assist students who might otherwise fail to achieve success in school. The authors in this article report on an action research initiative with an urban Australian government community school in a relatively socioeconomically disadvantaged area with a significant Aboriginal population. Drawing on a popular education framew…
Between immediacy and imagination: The place of the educator and organiser in union renewal
Can the current education programme of the Australian trade union movement contribute to reviving union growth and union culture, develop new activists and leaders, and encourage and facilitate the organisational change needed to re-orient unions to develop broader alliances? Twenty-five Australian trade union leaders were asked to describe the educational activities of their unions and to assess the education provided by the Australian Council o…
The literacy myth continues: Adapting Graff’s thesis to contemporary policy discourses on adult ‘foundation skills’ in Australia
Harvey Graff in his 1979 study of literacy taught in common schools in mid-nineteenth century Canada, demonstrated that beliefs in the acquisition of literacy for upward mobility and economic success were a myth. Moreover, literacy instruction was promoted by educational reformers and manufacturers as a means of controlling the working class masses and instilling in them the traits, including thrift, order, and punctuality required for employment…
Changing conceptualisations of literacy and numeracy in lean production training: Two case studies of manufacturing companies
Within the context of Australian workplace literacy and numeracy programmes, and based on a larger study from an ethnographic perspective, we outline two case studies of manufacturing companies implementing training programmes in ‘lean’ production processes. The role of literacy and numeracy in the training programmes was approached quite differently in the two companies. In one company, a trainer delivered the lean training to a group of workers…
Beyond Economic Interests: Critical Perspectives on Adult Literacy and Numeracy in a Globalised World
Over the last two decades, an increasingly economistic discourse has dominated discussions about adult literacy and numeracy. This book provides critiques of, and alternative narratives to the dominant discourse. Authors provide tools and methodologies of critique, including ways of seeing how policies in the countries of focus come to be captured almost completely by the interests of business and industry, as well as how to critically interpret …
A comparative analysis of national media responses to the OECD Survey of Adult Skills: Policy making from the global to the local
The Organization for Economic Co-operation and Development’s (OECD) Programme of International Assessment of Adult Competencies (PIAAC) is put forward as a landmark development in the lifelong monitoring and international comparison of education. The first round of PIAAC’s Survey of Adult Skills compared performance in literacy, numeracy and problem solving in technology-rich environments across 24 countries. However, the translation of any OECD …
The Role of National Media in Adult Literacy and Numeracy Policy: A Case Study from Australia
Intergenerational learning in climate change adaptations; limitations and affordances
Adaptation to climate change has become an imperative intricately linked to human existence and the planet’s wellbeing: if learning is not part of the adaptation process, it is doubtful the adaptation will be sustainable. In Zimbabwe, one initiative for promoting learning for adaptation is the establishment of the Eco-Schools Clubs (ESC), a concept based on the possibilities of intergenerational learning developed and widely adopted in the Global…
Examining the zone of proximal development in learning and development for climate mitigation
This paper investigates a horticultural community's approaches to developing new farming practices to mitigate climate change induced food insecurity. Drawing on the concept of the Zone of Proximal Development (ZPD) from cultural-historical activity theory, the paper illustrates how the strong cultural and historical attachment to existing practices plays as significant a role as the intractability and unpredictability of the changing rainfalls i…
Teaching about climate change: Possibilities and challenges in Australian adult literacy programs
Australia's natural environment poses challenges for human inhabitants and will continue to pose novel challenges in an era of climate change. However, the resources that people can access to respond to climate change are diverse and unequally distributed. While this suggests a role for education, especially for those who are most socially and economically vulnerable, integrating climate change literacy into educational programs is not straightfo…
On (not) being literate enough: The literacy experiences and literacy programme needs of people experiencing homelessness or who are at risk of homelessness
This paper is focussed on literacy and the literacy experiences of people who are experiencing homelessness or are at risk of homelessness. Drawing on 23 in‐depth interviews with people who have lived experience of homelessness in Sydney, Australia, the paper examines literacy, literacy needs and interest in literacy programmes from a social practice perspective of literacy. Amartya Sen's (1999) capability approach is drawn on to examine the mult…
The role of adult learning and education in the Sustainable Development Goals
The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, established ambitious targets to be achieved by 2030, including in education. SDG 4, which focuses on ensuring "inclusive and equitable quality education and promot[ing] lifelong learning opportunities for all", attracted attention from the adult education sector for the role that adult learning and education (ALE) can play in its realisation, and the potential for …
Adult literacy education and the sustainable development goals in four case countries: Can’t get there from here
Numeracy: The Hidden Face of Adult Literacy
Numeracy, along with literacy and increasingly digital skills, is trumpeted in policies as a core skill for adults internationally. Yet, in policy advocacy and the “naming” of the field that is concerned with supporting the literacy and numeracy development of adults, numeracy is often a hidden face, a shadow following literacy. One needs to dig beneath the names of policies, education providers or professional associations to notice that they ar…
Pedagogy (11 works) · Political science (10 works) · Sociology (10 works) · Literacy (9 works) · Education Systems and Policy (7 works) · Psychology (6 works) · Global Educational Policies and Reforms (5 works) · Adult literacy (4 works) · Economics (4 works) · Numeracy (4 works)