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Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners (Paperback)
Loot Price: R978
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Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners (Paperback)
Series: Routledge Research in Lifelong Learning and Adult Education
Expected to ship within 12 - 17 working days
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Learning Trajectories, Violence and Empowerment amongst Adult Basic
Skills Learners offers deep insights into the lives of marginalised
communities and the link between learning, literacy and violence,
not previously carried out in-depth in a small scale study. It
breaks the negative stereo-types of adults who struggle to read and
write, who are often labelled and stigmatised by dominant
discourses, and in doing so exposes why and how Basic Skills
Learners often find themselves in marginal positions. The
structural inequalities many face from childhood to adulthood
across the private and public domains of their lives are revealed
and probed, thus challenging neo-liberalism claims of an apparently
egalitarian social field. The learners' narratives expose the
contradiction, complexities and ambivalences they experience in
their daily lives, and how they try to make sense of them from
their structural positioning as basic skills learners in a society
based on inequality of opportunity and choice. Applying a feminist,
qualitative, longitudinal, ethnographic and participatory approach,
the book offers a critical perspective, drawing on Bourdieu's work
as the theoretical framework, as well as using a range of feminist,
sociologists of education, literature on the ethics of care and
critical literacy pedagogy, including the New Literacy Studies. The
author's personal position as an 'insider' with 'insider knowledge'
of marginalised communities is also woven throughout the chapters
and offers insights into the struggles, conformity and resistance
faced by the participants in the study. The book contributes to the
debate on the impact of violence on learning and its link to class,
gender and basic skills as well opening up a discussion on the
power of a critical curriculum to empower people across the domains
of their lives. It will be valuable reading for trainee teachers,
teachers, education and sociology students, postgraduate students,
as well as literacy specialists, researchers, academics, policy
makers and managers of public services.
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