Adult Literacy Practitioners and Employability Skills: Resisting Neo-Liberalism?

Autor/inn/en	Allatt, Gwyneth; Tett, Lyn
Titel	Adult Literacy Practitioners and Employability Skills: Resisting Neo-Liberalism?
Quelle	In: Journal of Education Policy, 34 (2019) 4, S.577-594 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allatt, Gwyneth) ORCID (Tett, Lyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2018.1493144
Schlagwörter	Neoliberalism; Educational Policy; Literacy Education; Job Skills; Accountability; Productivity; Foreign Countries; Economic Development; Policy Analysis; Cognitive Processes; Teaching Methods; Learning Processes; Creative Teaching; Human Capital; Adult Literacy; Teacher Attitudes; Adult Educators; European Union; United Kingdom (England); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Produktive Fertigkeit; Verantwortung; Produktivität; Ausland; Wirtschaftsentwicklung; Politikfeldanalyse; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Creative thinking; Teaching; Kreatives Denken; Unterricht; Humankapital; Lehrerverhalten; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende
Abstract	We draw on theories of policy enactment to explore the ways in which the situated, material and external contexts and professional cultures in adult literacy in the UK have influenced practitioners. Our analysis of the transnational (OECD, EU) and UK external policy contexts found that skills-related education is prioritised, with a focus on economic growth through increased productivity and accountability. This can lead to a narrow conceptualisation of literacy as a set of information processing skills needed for employment that limits the curriculum so that the knowledge of the participants is ignored. However, our findings show that there is not a one-way flow from the transnational to the local. Instead, literacy practitioners translate and enact policy texts based on their situated contexts and professional cultures leading to approaches to teaching and learning that keep learners and their goals at the centre of the curriculum. We conclude that shared understandings of good practice and an underpinning value system, along with creative ways of delivering pre-set outcomes, allow practitioners to resist to some extent the neoliberal discourse whilst meeting the requirements of policy and funding. However, how feasible delivering this alternative curriculum is over the longer term remains to be seen. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01