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Record identifier : 566714
Personal Name - Primary Intelectual Responsibility : Houp, George Wesley
Title and statement of responsibility : Public labels, personal literacies: Language and learning in the lives of nine adult education students [Thesis]
Publication, Distribution,Etc. : Indiana University of Pennsylvania, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Indiana University of Pennsylvania
Summary or Abstract : In the United States, public discussions about literacy and how literacy should be defined pivot on certain common assumptions about the nature and value of what it means to be literate and how best to go about the business of literacy education. Popular metaphors undergird and perpetuate these assumptions and reduce our understanding of literacy as an intricate, emergent, and highly life-contextualized set of social phenomena and practices to a simple set of discrete, absolute, impersonal skills for decoding and encoding written text. This study spells out these popular assumptions and metaphors of literacy and learning, particularly in regards to adult literacy education, and presents ethnographic profiles of nine learners enrolled in an adult education program who represent divergent educational backgrounds and needs. These profiles project an image of individuals whose attitudes and desires concerning literacy contradict popular depictions of adult learners, highlighting an urgent need to reconsider and reorient policies and practices to become more directly responsive to individual learners and to the significant themes of their life experiences. The study concludes with a literacy education program proposal that understands literacy as the inherently human act of orientation to past and present experiences as well as the consideration of possible futures and aims to reconcile general programmatic goals with individual student goals and interests in writing..
Information of biblio record : TL
 
 
 
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