Adult literacies from the perspective of practitioners and their learners. A case study from the north of England.

Autor/in	Allatt, Gwyneth
Titel	Adult literacies from the perspective of practitioners and their learners. A case study from the north of England.
Quelle	In: European journal for Research on the Education and Learning of Adults, 11 (2020) 1, S. 29-43Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.3384/rela.2000-7426.rela9213
URN	urn:nbn:de:0111-pedocs-188424
Schlagwörter	Interview; Qualitative Forschung; Einstellung (Psy); Bildungspolitik; Schreib- und Lesefähigkeit; Erwachsenenbildung; Alphabetisierung; Erwachsenenbildner; Großbritannien
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3