Beyond Economic Interests: Critical Perspectives on Adult Literacy and Numeracy in a Globalised World

TABLE OF CONTENTS......Page 6
PREFACE......Page 8
INTRODUCTION:Critical Perspectives in Adult Literacy and Numeracy in aGlobalised World......Page 10
 GLOBALISATION, THE OECD, AND THE ROLE OF POWERFUL INTERNATIONAL SURVEYS......Page 11
 NEGOTIATING IDENTITIES AND PRACTICES IN LOCAL CONTEXTS......Page 12
 COLLECTIVE STRUGGLES FOR ALTERNATIVE FUTURES......Page 14
 REFERENCES......Page 15
PART 1: GLOBALISATION, THE OECD AND THE ROLE OF POWERFUL INTERNATIONAL SURVEYS......Page 18
  LITERACY AS A KEY ASPECT OF THE MODERN SOCIAL IMAGINARY......Page 19
  HOW LITERACY HAS BEEN THEORISED AND UNDERSTOOD – CONTINUITIES AND CHANGE......Page 21
  A SOCIOMATERIAL APPROACH TO LITERACY......Page 23
  CIRCULATING DISCOURSES OF LITERACY......Page 25
  REFERENCES......Page 30
  INTRODUCTION......Page 34
  VOICES FROM THE MARGINS......Page 35
   Equivalences and Their Attractions......Page 37
   Making Equivalences Count......Page 38
   The Adult Literacy and Life Skills Survey......Page 40
   The Australian Economy Needs an Education Revolution......Page 43
   Anticipating a New Strategy......Page 45
   The Release of the Strategy......Page 48
  REFLECTIONS ON THE EXCAVATIONS......Page 50
  REFERENCES......Page 52
  INTRODUCTION......Page 55
  POLICY CONTEXT......Page 56
  THE PIAAC SURVEY......Page 57
   Content Validity......Page 59
   Measurement Validity......Page 60
   External Validity......Page 61
   Beyond Methodology......Page 62
  SOME FURTHER RESULTS FOR PIAAC FROM AUSTRALIA......Page 63
  DISCUSSION: POSSIBLE EFFECTS OF INTERNATIONAL SURVEYS AND ‘COUNTERVAILING FORCES’......Page 67
  NOTES......Page 69
  REFERENCES......Page 70
PART 2: RESISTANCE AND AGENCY IN LOCAL LITERACIES AND NUMERACIES......Page 73
  INTRODUCTION......Page 74
  WESTERN DESERT......Page 75
  CENTRAL DESERT......Page 77
   Schools......Page 79
   Adult Education......Page 80
  FROM THE LOCAL TO THE GLOBAL......Page 81
  ALTERED LANGUAGE SOCIALISATION FRAMEWORK......Page 83
  CONCLUSION......Page 85
  ACKNOWLEDGEMENTS......Page 86
  REFERENCES......Page 87
  INTRODUCTION......Page 90
  CONTEXTUALISING THE CASE STUDY......Page 91
  AN ANALYTICAL FRAMEWORK FOR ADULT ESL LITERACY LEARNER IDENTITY......Page 92
   Component B: Learners’ Conceptualisations of Themselves as ESL Literacy Learners......Page 93
   Component C: Identity Formation as a Mode of “Becoming”......Page 94
   Paula’s Class......Page 95
   Lucy’s Class......Page 99
  DISCUSSION......Page 103
  REFERENCES......Page 105
  PRE-20TH CENTURY APPRENTICESHIP......Page 108
  GLOBALISED ECONOMIES AND VOCATIONAL EDUCATION......Page 109
  CONTEXT IN LEARNING......Page 110
  MENTORING RESEARCH......Page 111
  APPRENTICE MENTORING INITIATIVES......Page 112
  RELATIONAL APPROACHES TO MENTORING PRACTICE......Page 113
  REFERENCES......Page 115
  BACKGROUND......Page 118
  THE STUDY......Page 119
   Groups in Foundation Studies......Page 120
   Factors Affecting the Retention and Success of Foundation Students......Page 122
  DISCUSSION......Page 127
  CONCLUSION......Page 128
  REFERENCES......Page 130
  ADULT LITERACY AND NUMERACY EDUCATION IN AOTEAROA NEW ZEALAND......Page 132
  A WHOLE ORGANISATION APPROACH TO IMPROVING EMBEDDED LITERACY AND NUMERACY PRACTICE AND LEARNER OUTCOMES......Page 135
   A Self-Assessment Model for Literacy and Numeracy Data Utilisation......Page 137
  FACTORS INFORMING THE DEVELOPMENT OF OUR APPROACH......Page 139
   Research on Organisational Change......Page 140
   Challenge at the Organisational Level......Page 142
   Challenge at the Tutor Level......Page 143
  CONCLUDING REMARKS......Page 144
  REFERENCES......Page 146
  INTRODUCTION......Page 148
  CONCEPTUAL RESOURCES FOR STUDYING LITERACIES IN MUSEUMS......Page 149
  TOWARDS A FRAMEWORK FOR MUSEUM LITERACIES......Page 150
   Reading and Writing the ‘Objects’......Page 154
   Reading and Writing the ‘Visitors’......Page 156
   Reading and Writing the ‘Museum’......Page 158
  REFERENCES......Page 159
  INTRODUCTION......Page 161
  THE NEW LITERACY STUDIES......Page 163
  MASS LITERACY CAMPAIGNS......Page 164
  CULTURES AND RESISTANCE......Page 166
  NLS CRITIQUE OF CAMPAIGNS......Page 168
  LITERACY, THE WORLD BANK AND NEOLIBERALISM......Page 170
  CONCLUSION......Page 172
  REFERENCES......Page 174
PART 3: CONTESTING DOMINANT DISCOURSES......Page 177
  INTRODUCTION......Page 178
  BEING A PROFESSIONAL IN ADULT LITERACY......Page 180
  REFLECTION IN ACTION: LEARNING AS A PROFESSIONAL IN ADULT LITERACY......Page 181
  PROFESSIONAL LEARNING AND PRACTITIONER RESEARCH......Page 182
  SUPPORT STRATEGIES FOR LINKING RESEARCH AND PRACTICE WITH PROFESSIONALS IN ADULT LITERACY......Page 183
   Opportunities for Practitioner Research......Page 184
   Professional Qualifications and Research: Formal Routes for Linking Researchand Practice......Page 187
   Supporting Research and Practice through Networks and Organisations......Page 188
   Continuing the Practitioner Research Journey through PhD Level Study......Page 189
  CONCLUSION......Page 190
  NOTE......Page 191
  REFERENCES......Page 192
  INTRODUCTION......Page 196
  FROM AL TO ABE, THENCE TO ALBE......Page 199
   LDC: Forging a Discursive Understanding of Language and Learning......Page 202
   Towards a Second-Chance Secondary Schooling for Adults: Adult Literacy as AdultBasic Education......Page 206
  REFLECTIONS......Page 211
  NOTES......Page 212
  REFERENCES......Page 213
  INTRODUCTION......Page 215
   Difficult Early Relationships with the Relevant Professional Association......Page 217
   Campaigns Against the Threats to the NHS, from the Late 1970s......Page 218
   Concerns about the Quality of UK Official Statistics Generally......Page 219
   Concerns about Information Provision in Other Policy Areas:The Work of Other Subgroups......Page 220
   Attempts to Provide No-Cost Statistical Support to Campaigns: The ‘Fire Brigade’and Other Initiatives......Page 221
   Unusual Longevity?......Page 223
   Changing Methods of Communication......Page 224
   Changes in the Group’s ‘Publications’......Page 225
   Big Data: Information Windfall, or Merely Hot Air?......Page 226
   What Radical Statistics and Similar Organisations Can Offer in Terms of Numeracyand Statistical Literacy......Page 227
  REFERENCES......Page 229
  WEBSITES......Page 231
  NEW ZEALAND LITERACY REFORMS......Page 232
   The Progressions......Page 233
   The Assessment Tool......Page 236
  ADULT LITERACY AND NUMERACY EDUCATOR: POSTGRADUATE QUALIFICATIONS......Page 237
  DOMINANT DISCOURSES AMONG PRACTITIONER/STUDENTS......Page 238
  ALED 525: ESTABLISHING THE ROLE OF CONTEXT IN MEANING MAKING......Page 241
  LOOKING FORWARD......Page 244
  REFERENCES......Page 245