Focus on the Power Dimensions of an Adult's Literacy-Related Practices

Autor/in	Vautour, Charline
Titel	Focus on the Power Dimensions of an Adult's Literacy-Related Practices
Quelle	In: International Journal of Lifelong Education, 38 (2019) 4, S.379-392 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2019.1574924
Schlagwörter	Adult Literacy; Females; Retirement; Power Structure; Transformative Learning; Educational Attainment; Empowerment; Lifelong Learning; Independent Study; Participation; Foreign Countries; Social Life; Volunteers; Older Adults; Books; Adult Education; Writing Workshops; Canada + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Pensionierung; Pädagogische Transformation; Bildungsabschluss; Bildungsgut; Life-long learning; Lebenslanges Lernen; Selbststudium; Teilnahme; Ausland; Soziales Leben; Freiwilliger; Älterer Erwachsener; Book; Buch; Monographie; Monografie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kanada
Abstract	This paper focuses on the power dimension of social practices. The study sought to understand the literacy-related practices of a retired woman without a high-school diploma in everyday life and community activities. It drew on social practice theories, the New Literacy Studies, and transformative learning. The ethnographic approach chosen to provide a thick description of practices, involving participant observation and interviews, allowed the power dimension to surface. The study contributed an in-depth analysis of the singular experience of an adult faced with literacy challenges in power-embedded contexts, as defined in three main findings. First, it revealed unexpected empowering achievements from an adult with little formal education not usually captured in standardised evaluations. Second, it outlined three intermingled practice categories that evolved during a lifelong project: resourceful literacy, self-directed learning, and ambivalent participation in the community. Third, the participant's ambivalence provided a strong means to uncover the power dimension of social practices in the form of a dialectic between solidarity and domination relationships. Experiences of solidarity encouraging participation in literacy, learning, and community activities and of domination inhibiting participation are described. Implications point to emancipatory approaches in adult literacy, learning, and education, as well as prior learning recognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01