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This article is based on qualitative research with adult literacy practitioners and learners in the north of England. I draw on interview and focus group data to identify their perspectives on adult literacies and compare these with the understandings of literacy on which current policy-making for adult literacy in England is based. The research re...
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ABSTRACT:
Technology-enabled care services (TECS) are primarily provided in the UK as a public service, using public funds and national systems of health and care. The delivery of such services, however, is increasingly market orientated and subject to many challenges. The authors draw on the literature and case study evidence, to explore the valu...
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This article explores on the formative influence of adult popular education in the evolution and continued ethos of adult literacy education in the Republic of Ireland. Freire’s work has been influential within Irish adult education and community development, informed by Freirean practices of learner-centredness, experiential learning and group learning. This stands in contrast to Further Education and Training system in which the adult literacy services are based, which has become increasingly professionalised in recent years, susceptible to the ideological values and practices of performativity. The article analyses the findings of research reports on adult literacy which used a mixed methods approach. They reveal how the adult literacy sector holds important spaces for educators to counteract systemic pressures of performativity as they work with learners and their communities through the ethos and pedagogies of adult education, but this is constrained in its radical transformative possibilities.
