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Building Bridges in Vocational Education and Training: Incorporating the Literacy Identities of Disenfranchised Adult Learners

Wallace, Ruth (2006). Building Bridges in Vocational Education and Training: Incorporating the Literacy Identities of Disenfranchised Adult Learners. In: AATE/ALEA National Conference: Voices, vibes, visions, Darwin, 8-11 July 2006.

Document type: Conference Paper
Citation counts: Google Scholar Search Google Scholar

Author Wallace, Ruth
Title Building Bridges in Vocational Education and Training: Incorporating the Literacy Identities of Disenfranchised Adult Learners
Conference Name AATE/ALEA National Conference: Voices, vibes, visions
Conference Location Darwin
Conference Dates 8-11 July 2006
Conference Publication Title AATE/ALEA National Conference: Voices, vibes, visions
Place of Publication Darwin, NT
Publisher Charles Darwin University
Publication Year 2006
ISBN 0 9758356 5 3   (check CDU catalogue open catalogue search in new window)
Total Pages 10
HERDC Category E1 - Conference Publication (DEST)
Abstract Developments in employment over the past ten years and into the future require the continual development of flexible and responsive training systems that meet the needs of adults; potential and current employees and employers. Adult literacy educators continue work to meet these challenges through targeted approaches and integrated curricula. Wickert and McGuirk (2005) in an investigation of using partnerships to build literacy capabilities found that literacy education needs to develop approaches that integrate literacy learning beyond the formal education sector, incorporate different knowledge and experiences and a localised collaborative approach to literacy education. A current study of disenfranchised learners in a regional community in the Northern Territory has explored learners’ resistance to involvement in formal literacy education. This paper reports on an NT study’s findings and suggests directions in developing approaches to literacy learning and training that incorporate an understanding of students’ identities in relation to literate practices. It describes features of literacy pedagogy that recognises students’ strengths and knowledge and adapts literacy teaching and learning to support and reinforce people’s identities as literate practitioners.
 
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Created: Fri, 12 Sep 2008, 08:35:25 CST by Administrator