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Literacies, Power and Identities in Figured Worlds in Malawi
Based on an ethnographic study in a village in Malawi, the book focuses on understanding power relationships and identity in literacy practices using the concept of 'figured worlds'.
Visions for Racial Equality
A rich and innovative look at the rise and demise of a unique vision for racial equality in nineteenth-century Africa.
Literacies, Power and Identities in Figured Worlds in Malawi
This book is based on an in-depth ethnographic study of the National Adult Literacy Programme (NALP) in Malawi. It highlights the significance of exploring power and identity in literacy studies. Employing the concept of 'figured worlds' to study literacy as a social practice, the book focuses on understanding power relationships and identities in literacy practices. It illustrates how literacy identities and power relationships of some local community members continuously vary from one context to another and, in some cases, even within the same context. Using notions such as agency, artefact, resistance, shame and positioning, the book demonstrates the potential of the concept of figured worlds to address some of the questions raised within the New Literacy Studies – especially those concerning power and identity. The book also illustrates the value of an ethnographic approach in adult literacy studies, by exploring the challenges faced by the researcher in gaining access to community members' activities, and the opportunity to experience first-hand what instructors go through in facilitating adult literacy lessons.
Migrant Workers' Education in China
Based on an extended period of ethnographic research and observation of migrant workers' educational programmes, this book presents a theoretical exploration of social and educational issues in an industrialised area in south China. It highlights the tensions existing between the traditional ideology stressing collectivism, selfless devotion and teacher-centred teaching, and the new social practices promoting commercialization, personal development and interactive teaching. The author provides first-hand descriptions and analyses of rural-urban migrant workers' lives, work and education. He develops the ethnographic approach by analysing the tensions and contradictions in the implementation ...
Adult Learning and Social Change in the UK
Cover -- Contents -- List of Tables -- Contributors -- Preface -- Acknowledgements -- Series Foreword -- 1 Being part of the social change: adult education and lessons from history Sharon Clancy -- 2 Radical adult education practitioners in the UK: the International League for Social Commitment in Adult Education 1984-94 Alan Tuckett -- 3 Adult learning and social justice: health, well-being and the inequalities of power Lyn Tett -- 4 Learning English in a hostile environment: a study of volunteer ESOL teachers of refugees and asylum seekers in the UK Lauren Bouttell -- 5 A refugee third sector learning ecology for social change: 'covert activism' Mary-Rose Puttick -- 6 Discussion groups wit...
Literacy in the Lives of Working-Class Adults in Australia
Adopting a 'social practice' approach to literacy research based on ethnographic methods, this book provides a strong critique of dominant understandings of the role of literacy in the lives of adults in Australia. It explores how groups of working-class adults can manage the literacy practices of their everyday lives by drawing on social networks of support. It is based on research conducted by the author over a forty-year career in adult literacy education, featuring the voices of varied adult groups, including: prisoners, the long-term unemployed, local council workers, manufacturing workers, adult literacy students, marginalised young people, vocational students, and patients living with a chronic illness (type 2 diabetes). Each chapter explains how dominant society views these adult groups in relation to literacy, and provides a qualitative examination at the local level of how members of these groups manage the literacy practices of their everyday lives.
Transition and Continuity in School Literacy Development
This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and student...
