Abstract
The responses of 63 adult literacy educators to an online survey suggest that professional development and training to meet the diverse contexts and practices in the field must attend to the embedded inequalities in access to quality literacy education for low income learners, and the marginalization of adult literacy work, which persists even as successive governments hail the importance of literacy education for citizenship and employment.
Keywords
Adult literacy, professional development, policy, access
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Smythe, S.
(2011).
Certification for what? Practitioner perspectives on the changing landscape of adult literacy education.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2011/papers/94
Certification for what? Practitioner perspectives on the changing landscape of adult literacy education
The responses of 63 adult literacy educators to an online survey suggest that professional development and training to meet the diverse contexts and practices in the field must attend to the embedded inequalities in access to quality literacy education for low income learners, and the marginalization of adult literacy work, which persists even as successive governments hail the importance of literacy education for citizenship and employment.
