A theory of literacies for considering the role of adult and community education in postcolonial change
Hickling-Hudson, Anne R. (2013) A theory of literacies for considering the role of adult and community education in postcolonial change. In Arnove, R., Torres, C., & Franz, S. (Eds.) Comparative Education : the Dialectic of the Global and the Local [4th ed.]. Rowman and Littlefield, Massachusetts.
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In this paper, I use a case study drawn from education in the Grenada revolution and afterwards to discuss lessons that postcolonial societies can learn from comparing two approaches to adult basic and popular education. I argue that some approaches to adult education provide subordinate literacies and catch-up schooling on the cheap, while others contribute to sociopolitical change by helping participants develop powerful literacies that challenge the structures of injustice, inefficiency, and dysfunctionality that are still entrenched in most societies. The paper puts forward the concept of epistemic, humanist and public ‘literacies’ as a tool for considering the role of adult education in national development.
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|Item Type:||Book Chapter|
|Keywords:||Adult Education, Powerful vs. subordinate literacies, Postcolonial challenge, Development as activism, Empowerment for change|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2013 Rowman and Littlefield|
|Deposited On:||21 Jan 2014 23:14|
|Last Modified:||04 Jan 2016 13:43|
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