Adult Literacy and Liberal-Progressive Pedagogy: Australian Contexts

Autor/inn/en	Black, Stephen; Bee, Barbara
Titel	Adult Literacy and Liberal-Progressive Pedagogy: Australian Contexts
Quelle	In: Research in Post-Compulsory Education, 23 (2018) 2, S.181-201 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Black, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2018.1444379
Schlagwörter	Adult Literacy; Progressive Education; Foreign Countries; Neoliberalism; Vocational Education; Technical Education; Career Education; Semi Structured Interviews; Critical Literacy; Human Capital; Social Capital; Student Centered Learning; Literacy Education; Adult Basic Education; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Reformpädagogik; Progressive Erziehung; Ausland; Neo-liberalism; Neoliberalismus; Ausbildung; Berufsbildung; Technikunterricht; Arbeitslehre; Kritisches Lesen; Humankapital; Sozialkapital; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Adult; Adults; Education; Adult education; Erwachsenenbildung; Qualitative Forschung; Australien
Abstract	This article explores adult literacy pedagogy in the Australian vocational education and training (VET) sector which has long provided most adult literacy programmes. We draw on semi-structured interviews with a small group of eight teachers undertaken in 2005 as part of a project on the social capital outcomes of adult literacy programmes. Through highlighting various elements of student-centred pedagogy, the aim is to demonstrate what is commonly referred to as liberal-progressive pedagogy. We discuss how some educators in this pedagogical tradition have incorporated critical literacy, while others have critiqued it as largely accommodating the status quo. Since the mid-1990s however, the field of adult literacy in VET has been increasingly colonised by neo-liberal ideology which sees literacy equated with human capital. Consequently, adult literacy pedagogy in VET in recent times fits within an industry-dominated, competency-based and nationally accredited VET system in which, we argue, the curriculum provides few spaces for liberal-progressive pedagogy. As teachers express their concerns at the possible demise of liberal-progressive pedagogy in adult literacy in VET, it is timely to reflect on its key elements and its value for social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01