Search:
Computing and Library Services - delivering an inspiring information environment

Critical and social literacy practices from the Scottish adult literacy experience: resisting deficit approaches to learning

Crowther, Jim and Tett, Lyn (2011) Critical and social literacy practices from the Scottish adult literacy experience: resisting deficit approaches to learning. Literacy, 45 (3). pp. 134-140. ISSN 1741-4350

Metadata only available from this repository.

Abstract

Scotland provides an interesting context for studying adult literacy in that it is one of the few countries that explicitly acknowledge the idea of literacy as a social practice. By drawing on two initiatives we illustrate literacy learning derived from a mixture of social practice and critical literacy perspectives. Together they provide insights into how literacy may develop to challenge relationships of inequality and oppression. The role of the literacy tutor is critical to this process and needs to begin from a position which challenges the idea of literacy as a decontextualised, skill. To help learners question what it means to be literate, and to create genuinely empowering experiences, it is important to locate literacy in the wider social and political relations in which it is embedded.

Item Type: Article
Subjects: L Education > L Education (General)
Schools: School of Education and Professional Development
Related URLs:
Depositing User: Sharon Beastall
Date Deposited: 03 Jul 2012 13:46
Last Modified: 03 Jul 2012 13:46
URI: http://eprints.hud.ac.uk/id/eprint/14114

Item control for Repository Staff only:

View Item

University of Huddersfield, Queensgate, Huddersfield, HD1 3DH Copyright and Disclaimer All rights reserved ©