About This Publication
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Of great importance for international practitioners, students, researchers, and policy makers alike, this book brings together adult learning and anthropology and introduces a picture of the world of adult literacy today. Sharing the authors' extensive experiences gained during more than twenty years of work on adult literacy and numeracy in development contexts, with emphasis on the value of case studies, the book presents literacy and numeracy as social practices. Rogers and Street explore relationships between the teaching and learning of literacy and numeracy, and literacy practices in daily life. Implications for practice and policy are connected to the theoretical and research directions in the field internationally, and discussions of ethnography, literacy, learning and development issues are woven through the text.
Contents
Introduction
Part I: Literacy and learning in everyday life and in learning programmes
Chapter 1. The challenges faced to the authors’ own assumptions about learning and literacy
Chapter 2. A survey of current research into literacy and numeracy
Chapter 3. Lessons to be drawn from the research
Part II: Adult literacy and learning programmes
Chapter 4. Formal adult literacy programmes
Chapter 5. Embedded literacy learning
Chapter 6. The literacy environment
Conclusion: Implications for policy and practice
About the authors
Alan Rogers, a previous Secretary General of the Commonwealth Association for the Education and Training of Adults is a visiting professor in the School of Education and Lifelong Learning at the University of East Anglia.
Brian Street is Professor of Language in Education at King's College London, and visiting professor of education in the Graduate School of Education, University of Pennsylvania.
Of great importance for international practitioners, students, researchers, and policy makers alike, this book brings together adult learning and anthropology and introduces a picture of the world of adult literacy today. Sharing the authors' extensive experiences gained during more than twenty years of work on adult literacy and numeracy in development contexts, with emphasis on the value of case studies, the book presents literacy and numeracy as social practices. Rogers and Street explore relationships between the teaching and learning of literacy and numeracy, and literacy practices in daily life. Implications for practice and policy are connected to the theoretical and research directions in the field internationally, and discussions of ethnography, literacy, learning and development issues are woven through the text.
Contents
Introduction
Part I: Literacy and learning in everyday life and in learning programmes
Chapter 1. The challenges faced to the authors’ own assumptions about learning and literacy
Chapter 2. A survey of current research into literacy and numeracy
Chapter 3. Lessons to be drawn from the research
Part II: Adult literacy and learning programmes
Chapter 4. Formal adult literacy programmes
Chapter 5. Embedded literacy learning
Chapter 6. The literacy environment
Conclusion: Implications for policy and practice
About the authors
Alan Rogers, a previous Secretary General of the Commonwealth Association for the Education and Training of Adults is a visiting professor in the School of Education and Lifelong Learning at the University of East Anglia.
Brian Street is Professor of Language in Education at King's College London, and visiting professor of education in the Graduate School of Education, University of Pennsylvania.