Literacy in the Lives of Working-Class Adults in Australia Dominant versus Local Voices
Produktdetaljer
Om bidragsyterne
Stephen Black is a Research Fellow in the School of Education, University of Technology Sydney, Australia.[Stephen] Black is an expert in adult literacy, having spent the whole of his career working and researching in adult literacy education in a variety of settings … The depth and detail of his knowledge are formidable – this book is engaging, insightful and very challenging.
- Anne Worrall, Journal of Criminology
This is a great book! Stephen Black gives voice to under schooled working-class adults on the shop floor and in a variety of educational settings. It provides a window into their individual and collective experiences as they grapple with diverse literacy demands—often in unexpected ways. A must read for scholars, literacy practitioners, and adult education program developers.
- Judith Kalman, Center for Research and Advanced Studies of the National Polytechnic Institute (Cinvestav), Mexico,
Black conducted the studies in this book mostly in the 1980s and 1990s, but the findings still are relevant ... [He] brings an important contribution to the ongoing work of resistance to the deficit schooling model of neoliberalism.
Adult Education Quarterly
[This] important book provides a critical account of literacy learning in the lives of working-class adults in Australia. Drawing on empirical data from various research projects on working-class adults and literacy. It outlines the prevailing practices of adult learning educators who use Freirean-inspired pedagogies in TAFE (VET) colleges in Australia, focusing on students’ learning needs.
Australian Journal of Adult Learning
Adopting a ‘social practice’ approach to literacy research based on ethnographic methods, this book provides a strong critique of dominant understandings of the role of literacy in the lives of adults in Australia. It explores how groups of working-class adults can manage the literacy practices of their everyday lives by drawing on social networks of support. It is based on research conducted by the author over a forty-year career in adult literacy education, featuring the voices of varied adult groups, including: prisoners, the long-term unemployed, local council workers, manufacturing workers, adult literacy students, marginalised young people, vocational students, and patients living with a chronic illness (type 2 diabetes).
Each chapter explains how dominant society views these adult groups in relation to literacy, and provides a qualitative examination at the local level of how members of these groups manage the literacy practices of their everyday lives.
Series Foreword
Abbreviations
1. Literacy, Politics and Working-Class Adults
2. Prisoners and Literacy
3. Long-Term Unemployed People and Literacy
4. Local Council Workers and Literacy
5. Production Workers and Literacy
6. Adult Literacy Students and Literacy
7. Marginalised Young People and Literacy
8. Vocational Education and Training Students and Literacy
9. Diabetes Patients and Literacy
10. Countering Deficit
References
Index
This series explores the complex relationship between adult learning and social change. Instead of the common focus on adult literacy as kick-starting development, the series considers how adult learning and literacy can also emerge from processes of social change. Each volume introduces new theoretical and methodological lenses to investigate insights into adult learning and literacy based on original empirical research by the authors. Recognising that Governments from the Global North as well as the Global South have recently signed up to the Sustainable Development Goals, this series brings together research conducted in a wide range of countries, including Malawi, Nepal, China, the Philippines and the UK.
ADVISORY BOARD
Lesley Bartlett (University of Wisconsin, USA)
Maria Lucia Castanheira (Federal University of Minas Gerais, Brazil)
Mostafa Hasrati (Seneca College, Canada)
Li Jiacheng (East China Normal University, China)
Judy Kalman (CINVESTAV, Mexico)
Simon McGrath (University of Nottingham, UK)
Tonic Maruatona (University of Botswana, Botswana)
Tony Mays (Commonwealth of Learning)
Hendrik Nordvall (Mimer, The Swedish Network for Research on Popular Education, Sweden)
Mastin Prinsloo (University of Cape Town, South Africa)
Anita Rampal (University of Delhi, India)
Bonnie Slade (University of Glasgow, UK)