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Title
Adult literacies from the perspective of practitioners and their learners. A case study from the north of England
Author
SourceEuropean journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 29-43 ZDB
Document  (388 KB)
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Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN2000-7426; 20007426
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This article is based on qualitative research with adult literacy practitioners and learners in the north of England. The author draws on interview and focus group data to identify their perspectives on adult literacies and compares 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 learners to maintain their own perspectives in relation to what literacy constitutes and what is important in adult literacy education. (DIPF/Orig.)
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Date of publication28.02.2020
CitationAllatt, Gwyneth: Adult literacies from the perspective of practitioners and their learners. A case study from the north of England - In: European journal for Research on the Education and Learning of Adults 11 (2020) 1, S. 29-43 - URN: urn:nbn:de:0111-pedocs-188424 - DOI: 10.25656/01:18842; 10.3384/rela.2000-7426.rela9213
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