Of Cultural Dissonance: The UK's Adult Literacy Policies and The Creation of Democratic Learning Spaces

Autor/inn/en	Ade-Ojo, Gordon; Duckworth, Vicky
Titel	Of Cultural Dissonance: The UK's Adult Literacy Policies and The Creation of Democratic Learning Spaces
Quelle	In: International Journal of Lifelong Education, 36 (2017) 4, S.388-405 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2016.1250232
Schlagwörter	Foreign Countries; Adult Literacy; Educational Policy; Democracy; Educational History; Human Capital; Social Capital; Lifelong Learning; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Demokratie; History of education; Bildungsgeschichte; Humankapital; Sozialkapital; Life-long learning; Lebenslanges Lernen; Großbritannien
Abstract	The broad aim of this paper is to track the evolution of adult literacy policy in the UK across three decades, highlighting convergences between policy phases and the promotion of democratic learning spaces. It is anchored onto the argument that, although it is generally accepted that democratic learning spaces are perceived as beneficial to adult literacy learners, policy has often deterred its promotion and, therefore, implementation. The paper identifies three block phases of adult literacy development: the seventies to mid-eighties, the mid-eighties to mid-nineties and the mid-nineties to the Moser Committees. The features of each of these phases are highlighted to map out convergences and divergences to the ethos of democratic learning spaces. The paper argues that, with the evolution of policy in adult literacy, the ethos of democratic learning space continuously diminished, such that as policy evolved year on year, the principle of democratic learning space found itself at counterpoint to policy. We draw on two theoretical frameworks, the NLS view of literacy and Bourdieu's capital framework to explain these divergences and conclude that the dominant perception of literacy and the prioritised capital in the context of policy appear to limit the vestiges of democratic learning spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01