"Maestras": Exploring Dialectical Relationships in an Aboriginal Literacy Campaign

Autor/inn/en	Williamson, Frances; Durnan, Deborah; Edwards, Tannia; Waites, Mary
Titel	"Maestras": Exploring Dialectical Relationships in an Aboriginal Literacy Campaign
Quelle	In: Australian Journal of Adult Learning, 60 (2020) 2, S.149-169 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Teaching Methods; Sustainability; Literacy; Indigenous Populations; Literacy Education; Adult Literacy; Program Implementation; Teacher Attitudes; Teaching Experience; Transformative Learning; Teacher Student Relationship; Adult Education; Student Attitudes; Popular Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Nachhaltigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Sinti und Roma; Lehrerverhalten; Pädagogische Transformation; Teacher student relationships; Lehrer-Schüler-Beziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schülerverhalten; Befreiungspädagogik; Ausland; Australien
Abstract	Previous studies have documented the personal transformation that many low literate adults undergo when they engage in literacy campaigns. In particular, research has captured how improved literacy leads to a greater willingness and capacity to speak out, or what is often referred to as voice. This paper focusses on the impact of an adult Aboriginal literacy campaign on those responsible for implementing it. Through the words of these 'maestras', we reveal how the teachers and trainers of the campaign, both Aboriginal and non-Aboriginal, experience a similar trajectory of transformation to the literacy students. This transformation, we argue, is the result of the pedagogic relationship between students, local campaign staff and national trainers. This dialectical relationship in which teacher is learner and learner teacher is at the heart of the literacy campaign model and is part of what Giroux (1988) characterises as a radical theory of literacy and voice. We further argue that the impacts of the literacy campaign at the individual and collective levels and crucially, the sustainability of these impacts depend largely on this pedagogic relationship and the new, shared understanding of the world which results. (As Provided).
Anmerkungen	Adult Learning Australia. Office 1, Henderson House, 45 Moreland Street, Footscray VIC 3011, Australia. Tel: +61-3-9689-8623; e-mail: info@ala.asn.au; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01