Constructing the "Ideal Learner": A Critical Discourse Analysis of the Adult Numeracy Core Curriculum

Autor/in	Oughton, Helen
Titel	Constructing the "Ideal Learner": A Critical Discourse Analysis of the Adult Numeracy Core Curriculum
Quelle	In: Research in Post-Compulsory Education, 12 (2007) 2, S.259-275 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Core Curriculum; Numeracy; Discourse Analysis; Foreign Countries; Adult Students; Postsecondary Education; Adult Learning; Adult Education; Adult Educators; Mathematics Instruction; Critical Theory; Content Analysis; Educational Philosophy; Mathematics Curriculum; United Kingdom + Suchen Sie Ihr Suchwort? Kerncurriculum; Rechenkompetenz; Diskursanalyse; Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Post-secondary education; Tertiäre Bildung; Adulte education; Adult training; Erwachsenenbildung; Education; Adult basic education; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Kritische Theorie; Inhaltsanalyse; Bildungsphilosophie; Erziehungsphilosophie; Großbritannien
Abstract	A critical discourse analysis of the Adult Numeracy Core Curriculum is used to expose and challenge the underlying assumptions of the Skills for Life strategy, and to examine the way in which the text constructs subject positions for adult numeracy teachers and learners. The analysis finds that presuppositions include the unproblematic transfer of classroom numeracy learning to social practice, and the need for adults to learn functional numeracy rather than academic mathematics. Teachers are found to be constructed by the text within a deficit model, as needing help, guidance and instruction, while learners are positioned as also deficient, passive, childlike and "other". Learners are excluded from high-status academic mathematics and restricted to functional numeracy, and this finding is considered in relation to the theories of Bourdieu and Bernstein. Implications for the coming review of the Skills for Life core curricula are examined, and alternative discourses considered. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10