Adult Literacy Learners Are (Mostly) Missing from JAAL: Rethinking Adulthood, Adult Literacy, and Doing Antiracist Research

Autor/in	Belzer, Alisa
Titel	Adult Literacy Learners Are (Mostly) Missing from JAAL: Rethinking Adulthood, Adult Literacy, and Doing Antiracist Research
Quelle	In: Journal of Adolescent & Adult Literacy, 65 (2022) 4, S.281-285 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1213
Schlagwörter	Stellungnahme; Adult Literacy; Adult Students; Adult Learning; Student Needs; Equal Education; Educational Opportunities; Minority Group Students + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adulte education; Adult training; Erwachsenenbildung; Bildungsangebot; Bildungschance
Abstract	This commentary urges researchers and readers to rethink definitions of adulthood and its relevance in literacy research by arguing that adult readers are distinct from children and even college students. More specifically, it argues that adult literacy learners (those reading at the 8th-grade level equivalent or below and those who did not complete high school) have challenges and needs that are distinct yet often ignored. Taking up a focus in this area is antiracist because it seeks to undue the disproportionate impact of inequitable educational opportunities for adult learners of color. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01