Discerning the Contexts of Adult Literacy Education: Theoretical Reflections and Practical Applications

Authors

  • George Demetrion Literacy Volunteers of Greater Hartford

DOI:

https://doi.org/10.56105/cjsae.v15i2.1919

Abstract

This study compares competing perspectives of contextual literacy— literacy as practices, functional context education, and critical literacy. The first is linked to an ethnographic sensibility based upon how literacy is appropriated in the naturalistic settings of people's lives. The second is based on the mastery of concrete tasks that are embedded within environments that individuals seek to engage. The third stems from an analysis of oppression based upon an emancipatory pedagogy in the quest for societal transformation and a corresponding participatory pedagogy through which to structure critical practice. Each of these perspectives of literacy is philosophically congruent within particular programmatic settings, which are briefly identified in this article. Especially important are the ways in which these diverse frameworks may interact to deepen general community literacy programs that emphasize life improvement by including valuable instrumental and critical perspectives.

Résumé

Cette étude compare des perceptions qui se concurrencent au sujet de l'alphabétisation en contexte vis-à-vis l'alphabétisation en tant que pratique, l'alphabétisation fonctionnelle et l'alphabétisation critique. La première perception est liée à une émotivité ethnographique qui se demande si l'alphabétisation est essentielle aux gens dans leur environnement immédiat. La seconde perception concerne plutôt la maîtrise de tâches concrètes qui sont exigées dans les différents environnements où les individus souhaitent s'intégrer. La troisième perception a trait à la pression sociale exercée pour une pédagogie émancipatrice et une quête de transformation et pour une pédagogie participative à travers laquelle on développe une pratique exigeante. Chacune de ces perceptions de l'alphabétisation est philosophiquement conforme aux plans spécifiquement programmés et brièvement décrits dans cet article. La façon dont ces diverses perceptions peuvent interagir les unes sur les autres est particulièrement importante pour approfondir les programmes d'alphabétization de la communauté en général, de manière à mettre l'accent sur l'amélioration de la qualité de l'implantation des orientations instrumentales et critiques essentielles.

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Published

2001-11-01

How to Cite

Demetrion, G. (2001). Discerning the Contexts of Adult Literacy Education: Theoretical Reflections and Practical Applications. Canadian Journal for the Study of Adult Education, 15(2), 104–127. https://doi.org/10.56105/cjsae.v15i2.1919

Issue

Vol. 15 No. 2 (2001)

Section

Articles

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