Grummell, Bernie (2023) Recognising diverse learning rhythms, relationships and temporalities in adult literacy learning. International Journal of Lifelong Education, 42 (6). pp. 603-615. ISSN ISSN 0260-1370 print/ISSN 1464-519X online

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Abstract

Based on research completed between 2018 and 2022 in the Republic of Ireland, this article examines how the distinctive ethos and relational pedagogy of adult literacy education have been impacted by broader changes in the field and wider society, with significant impact on its capacity to support learners. The learner-centred ethos, ways of working and webs of relationality between literacy learners and staff are increasingly squeezed by rising pressures from the broader socio-political context which promotes a neoliberal view of education for individual improvement and employability. Drawing on Freirean critical education and relational pedagogy, the consequences of this are considered in the three interconnected themes of i) the learner-centred ethos in adult literacy, ii) learner identities and relationships of learning, iii) creative and responsive pedagogies of literacy.

Item Type:	Article
Keywords:	Adult literacy; relational pedagogy; performativity;
Academic Unit:	Assisting Living & Learning,ALL institute Faculty of Social Sciences > Adult and Community Education Faculty of Social Sciences > Education
Item ID:	18283
Identification Number:	https://doi.org/10.1080/02601370.2023.2268843
Depositing User:	Dr. Bernie Grummell
Date Deposited:	19 Mar 2024 11:05
Journal or Publication Title:	International Journal of Lifelong Education
Publisher:	Taylor and Francis
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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