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Literacy, educational policies, arts and prisons

Tett, Lyn, Anderson, Kirstin, Colvin, Sarah, McNeill, Fergus, Overy, Katie and Sparks, Richard (2011) Literacy, educational policies, arts and prisons. In: Proceedings of the 41st Annual Conference SCUTREA:Creating and Sustaining International Connections: exploring the learning opportunities for Studying Creative Understandings about Teaching and Research for Equity and Access. SCUTREA, Brighton, UK, pp. 155-162. ISBN 978-0-904242-71-3

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    Abstract

    The dominant international policy discourse in relation to literacy in particular, and
    lifelong learning in general, assumes that the main purpose of engaging in learning is
    to increase skills and employability and is based on a human capital approach to
    education (Biesta, 2006). However, many participants in education are more likely to
    be motivated by social rather than economic outcomes. For example, Tett and
    colleagues in their survey of literacy programme participants found that many rated
    helping their children with their homework or making friends considerably above
    obtaining employment (Tett et al, 2006). This paper discusses the particular impact
    that this discourse has in prisons where many prisoners have literacy difficulties
    (Hurry et al, 2005) and as a consequence are expected to engage in education that
    is focused on improving their skills.

    Item Type: Book Chapter
    Subjects: L Education > L Education (General)
    L Education > LC Special aspects of education
    Schools: School of Education and Professional Development
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
    Related URLs:
    Depositing User: Sara Taylor
    Date Deposited: 22 May 2012 11:33
    Last Modified: 06 Aug 2013 12:41
    URI: http://eprints.hud.ac.uk/id/eprint/13654

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