Adult Literacy: Views from the Ivory Tower and the Grass Roots.

Autor/in	Stromquist, Nelly P.
Titel	Adult Literacy: Views from the Ivory Tower and the Grass Roots.
Quelle	(1991), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adult Educators; Adult Literacy; Cognitive Psychology; Females; Illiteracy; Learning Theories; Program Effectiveness; Research and Development; Researchers; Sex; Socioeconomic Influences; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Kognitive Psychologie; Weibliches Geschlecht; Analphabetismus; Learning theory; Lerntheorie; Forschung und Entwicklung; Researcher; Forscher; Geschlecht; Geschlechtsverkehr; Sozioökonomischer Faktor; Theorie-Praxis-Beziehung
Abstract	Data from recent international conferences and existing studies show that adult literacy research questions pursued by academicians and those pursued by practitioners are markedly different. Research concerns expressed by these two groups, in both developed and developing countries, are based on different assumptions regarding the nature, distribution, uses, and potential of literacy. The academicians' emphasis on the complexity of literacy as a representational act and their skepticism about its imputed benefits contrasts with the practitioners' belief in the power of literacy to foster both individual and collective sociopolitical transformation. The assumptions have led to research concerns that show minimal overlapping; consequently, the two groups continue to act independently, with minimal support. It might be possible for the two approaches to be complementary. The academicians' emphasis on literacy as a complex act of cognition could illuminate the understanding of learners in literacy programs and influence teachers and program success. Theories of human learning and cognition could make contributions to practice. In addition, although women constitute 63 percent of the world's illiterate people, neither academicians nor practitioners give gender issues the attention they warrant. (27 references) (NLA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01