The Effects of the Literacy Policy Environment on Local Sites of Learning

Autor/in	Hamilton, Mary
Titel	The Effects of the Literacy Policy Environment on Local Sites of Learning
Quelle	In: Language and Education, 26 (2012) 2, S.169-182 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2011.642882
Schlagwörter	Informal Education; Foreign Countries; Adult Literacy; Educational Policy; Human Resources; Literacy Education; Moral Values; International Cooperation; Outcomes of Education; Educational Attitudes; Information Technology; European Union; United Kingdom + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Ausland; Politics of education; Bildungspolitik; Humankapital; Moral value; Ethischer Wert; Internationale Kooperation; Internationale Zusammenarbeit; Lernleistung; Schulerfolg; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Informationstechnologie; Großbritannien
Abstract	This paper considers the policy environment of adult literacy as a space within which sites of learning are shaped and given value. It explores the interplay between international, national and local visions of what literacy is, who literacy learners are and what counts as learning, thereby linking broader social formations with local practices of literacy learning. The paper briefly reviews changes in UK policy related to adult literacy over the last 40 years, identifying some of the international and national influences on it. In particular, it describes the rising importance of international policy indicators through the Organisation for Economic Co-operation and Development (OECD) and the European Union. These reach into the very heart of sites of learning, via the national media, policy documents and performance indicators used to evaluate both teachers and learners. It argues that the human resources view of literacy learning that has dominated recent policy initiatives produces a moral order of literacy which organises our understanding of different sites of learning, the people active within them and the different forms of learning in which they engage. Formal learning is privileged over informal learning; standardised and measurable outcomes are preferred. The "good" literacy learner is constructed as a responsible citizen contributing to global prosperity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10