Australian Journal of Adult Learning

From the Guest Editors' desk

Susan Holloway — 2024-11-26

The term “literacy” has shifted to “literacies” in the last 40 years as critical educational discourses recognise the multiplicity of learning experiences encompassed in the fields of New Literacy Studies, critical literacy, multiliteracies, and sociocultural approaches to additional language learning. The plurality of literacies speaks to the pressing need to find relevant ways to communicate about increasingly complex issues in a fast-paced world. Each of these four areas of literacies draws attention to how power continues to shape and impact adult learning experiences. With a great sense of optimism, we introduce the articles published in this Special Edition on literacies that reveal critical and creative ways to embrace human dignity, communicate across a broad spectrum of mediums and genres, and recognise from an assets-based approach cultural and linguistic diversity. These articles build on contemporary research and practice in literacies happening across the world and act as a bellwether to address challenges that the future may hold.

Literacies practitioners resisting human capital theory through values-based approaches

Lyn Tett — 2024-11-26

Data from two research projects with adult literacies practitioners based in Scotland are used to illustrate how policies underpinned by ideologies based on Human Capital Theory (HCT) lead to a narrow conceptualization of the purpose of literacies education. It is argued that HCT ideology permeates international and national policies and thus influences practice. This results in a focus on the economy, rather than the individual, leading to narrow domains of skills-focused knowledge that become accepted as normal and are difficult to challenge. The paper outlines the changes experienced by practitioners, especially those focused on employability programs, but also shows how these changes have been resisted particularly in relation to how the curriculum is negotiated and outcomes are assessed with learners. Practitioners were able to maintain values-based approaches and protect democratic practice through interactions with colleagues that reinforced a collective understanding of what were fundamental principles for delivering social justice-based literacies programs. It is concluded that, while practitioners were critically reinterpreting aspects of the dominant discourse through building on learners’ experience and valuing their perspectives, social justice requires that the impact of broader social and economic inequalities on participation in education is addressed through structural changes rather than individual effort.

Literacies and learning: An exploration into women’s digital literacy practices and sustainable livelihoods in rural Zambia.

John Zimba — 2024-11-26

The research article explores rural women's literacy practices outside of the school system, with a specific focus on their digital literacies. It employs an ethnographic study approach to delve into how these literacies influence the broader capabilities of rural women. The study, involving women participants, is grounded in empirical evidence from a village in Zambia. The article challenges the deficit approach prevailing in literacy policy discourses and approaches that dominates wider policy and practice. Employing a New Literacy Studies approach, the study examines digital literacy practices and their influence on women's livelihoods, drawing on Street's (1984) concept of literacy as a social practice. The findings underscore the significant contribution of digital literacies in shaping rural women's livelihoods, empowerment and well-being. Ultimately, the study advocates for future policy and implementation initiatives that appreciate the role of literacies in the informal economy and individual well-being.

Keywords: Digital literacies, informal learning, capabilities, and empowerment

Encouraging transformative and creative learning in adult literacy education through artistic literacies

Karen Magro — 2024-11-26

Abstract

Artistic Literacies (AL) can be a catalyst to creative, imaginative, and potentially, transformative learning (Blackburn Miller, 2020; Butterwick & Lipson Lawrence, 2023; Dirkx, 2012;). Artistic literacy texts include storytelling, creative writing, drama, music, dance, poetry, fiction, or memoir, and visual art. Artistic ways of knowing can open new spaces and creative learning possibilities for culturally diverse adult literacy learners. Creative problem solving, personal growth, and social change can emerge. This theoretical paper will focus on Artistic Literacies (AL) as a catalyst in developing transcultural literacies, affective (emotional and social) literacies, and environmental literacies within the context of adult literacy education. Visual art is used to highlight key dimensions of transformative learning and multimodal literacies. In multimodal learning, written-linguistic modes of expression interact with oral, visual, audio, gestural, tactile and spatial patterns of meaning (Kalantzis & Cope, 2012). Visual literacies, for example, include the ability to “understand (read) a variety of visual examples, such as painting, sculpture, film and architecture, and then ability to express one (write/oral ) with at least one visual medium-“ (Curtiss, 1987, p. 3). This paper will also highlight the way that transformative learning theory can enrich our understanding of multiliteracies. Transformative learning and multimodal learning disrupt singular conceptions of literacy to open multiple entry points (e.g. aesthetic, narrational, experiential, intrapersonal, etc.) for creative learning. and multimodal literacies.

Towards affective literacy for adult migrants

Carmen Toscano-Fuentes — 2024-11-26

Adult migrants need to attain proficiency in the language of their host society to integrate, prosper, and become fully-fledged citizens. Traditional literacy, centred on reading and writing, has evolved to encompass multiliteracies, integrating linguistic, social, and digital aspects. This broader approach acknowledges that learners construct meaning through various modes such as oral, written, visual, digital, and multimodal texts. However, the education of adult migrants often overlooks crucial affective aspects. Affective literacy is understood in its broadest sense as what reading does in the life of adult migrants, not only as what texts mean. This study defines affective literacy, analyses its implementation in language classrooms, and explores its implications for literacy research by following the PRISMA protocol. Results evidence that the definition of affective literacy remains ambiguous, sometimes conflated with emotional literacy. More research, particularly focusing on adult migrants, is still needed because affective literacy is emerging as a valuable framework with vital implications for the well-being and integration of adult migrants into their host societies.

Critical food literacy

Jennifer Sumner — 2024-11-26

As a derivative of the core concept of literacy, food literacy can similarly either empower or disempower people. For example, the meaning of food literacy can be narrowed down to knowing how to grocery shop and prepare a meal, resulting in obedient neoliberal consumers who never challenge the food system. However, given the problems associated with our current food system, adults need a broader, more critical understanding of food literacy to address issues such as human health and planetary sustainability. Using a Freirean analysis, this article explores how a new trend at the forefront of literacies in adult education – critical food literacy – can empower adults to ‘read the world’ through food in order to navigate, question and change the food system. It examines power in the food system, discusses both food literacy and critical food literacy, and illustrates how adults learn the set of skills, knowledge and understandings that can challenge power in the food system and open the door to more equitable and sustainable ways of producing and consuming food.

Developing critical literacies in US adult education degree programs

Petra Robinson — 2024-11-26

The purpose of this paper is to report the findings of a comprehensive analysis of core curricula pertaining to adult education degree programs in the United States regarding how well they address the need for developing critical literacies and advancing diversity, equity, and inclusion (DEI). Further, we present an argument for a critical literacies course as a strategy for promoting diversity, equity, inclusion and belonging (DEIB) in adult education degree programs. The research process included a content analysis of course descriptions pertaining to courses offered in adult education programs in almost 50 US higher education institutions, most of which were at the graduate level. The findings revealed that references to the development of critical literacies were notably absent from adult education course offerings at identified institutions. Building on these findings, we propose a course focused on critical literacies (e.g., intercultural literacy, information literacy, racial literacy, etc.), which would contribute to adult education students’ career success by preparing them to navigate contemporary global, multicultural, and multilingual contexts through the development and advancement of multiple critical, non-traditional literacies. By developing critical literacies, students would engage in critical thinking and learn ways to promote DEIB within organisations and communities globally.

Adult (multi)literacies for global equity/social justice in challenging times

Kathy Sanford — 2024-11-26

Literacy as a unified concept is no longer valid or useful for today’s complex world, where globally, we face many challenges and contradictions. Adult literacy is shifting rapidly, and the human need for visually communicating meaningfully and relationally -- beyond ‘reading and writing’ -- is vital for addressing wicked problems and difficult times. In this paper we ask, “What does ‘literacy’ mean for us now, as we prepare new generations of people, as we address severe health issues, poverty, state conflicts and the climate crisis is looming?” How can expanded understandings of ‘literacy’ offer educational hope and possibility for the many adults who have been shut out of the literacy club? How do we challenge the exclusionary colonial practices of ‘literacy’ and education that leave the many bereft and having to settle for lives with limited opportunities and successes?

In adult education practices we employ, we are looking beyond conventional ‘classroom’ and ‘literacy’ viewpoints to develop expanded and inclusive understandings of learning. In this paper we share stories of encounters we have had with individuals who have, in different ways, been previously excluded from opportunities offered through learning ‘literacy’. Using an asset-based lens, we consider ways in which these individuals have learned, and ways we have learned from them, as we collectively challenge colonial conceptions that limit, rank, classify and assign status by particular ‘literacy’ standards.

Beyond language barriers

Anneleis Humphries — 2024-11-26

Young people from refugee backgrounds in Australia face numerous barriers to successful tertiary education. One key challenge is developing critical literacy skills beyond basic language proficiency. Critical literacy empowers students to understand power relations, critique underlying assumptions and explore issues of belonging – factors crucial for personal and academic thriving. This practice story outlines one teacher’s attempt to empower her students with critical literacy while teaching English as an additional language in an academic English program. Students in this program are in a challenging position, have passed through the free service to help eligible migrants and humanitarian entrants improve their English language skills and settle into Australia (Australian Migrant English Program [AMEP]), however their English language skills are still below the level of English required in most workplaces and tertiary courses.

In this story, students are engaged in the Preparation for Social Action [PSA] program which is supplementary to their core English language curriculum. PSA aligns with a Freirean education model and aims to empower students to contribute to social transformation (Freire, 2000). Through the experiences of teacher, Grace and her students, it becomes clear that the current Australian system of supports for English Language is failing these students of refugee background - literally and figuratively. The current system of supports is not equipped to bridge the gaps these students have in their education journey. The story of their experiences suggests that the pressure of family and community expectations for high achievement can undermine engagement in exercises in critical thinking and create a resistance to less familiar, less teacher- centred learning. The students give priority to academic outcomes in graded assessments over opportunities for practicing fluency and the pressures of “passing” supersede the imperatives of learning. At the end of the program, many of the students do not reach the requirements to pass the subject.

Through the following story, insights into challenges and successes give examples of the promises this program fails to deliver. In discussion, we highlight the need for educational policymakers and institutions to ensure that literacy goes beyond basic reading and writing skills to achieve aspirations for education, as well as active social and political lives as informed, active citizens. We suggest that offering critical literacy, particularly for students with gaps in their education, promotes students’ critical engagement with their socio-cultural environment and empowers them to contribute to individual and collective transformation.

Citizen literacy

John Casey — 2024-11-26

This field report [Flick 2008] from the Citizen Literacy CIC makes the case for more research to be done in the field of basic adult literacy development. It observes that the work of literacy activists occurs mostly outside / despite existing education systems. This is uncovering rich areas of educational and social experience that challenge dominant narratives about socio-economic class and those with perceived low skills. It raises difficult questions about systemic failings in our school education systems, dysfunctional policy formulation, and the influence of commercial interests.

Working with learners with (dis)abilities

Annie Luk — 2024-11-26

The three of us met in 2014 through our shared interest in adult literacy. We are colleagues as practitioners and as researchers; altogether, we have been in the field of adult literacy in Canada since the 1980s. Our experiences working with learners come from our role as volunteer tutors and paid staff in provincially funded programs and also grassroots initiatives funded only through private donations. Over the years, we have worked with learners who have diverse physical, mental and cognitive abilities. For many of these learners who have to contend with day-to-day challenges and discrimination stemming from their (dis)abilities, their learning is further compounded with their struggle with poverty due to the paltry financial support from the government. As we develop and evolve our approaches to support learners in their goals, we put into practice the principles from New Literacy Studies (Gardner, 2017; Gee, 2020; Papen, 2023; Street, 1997) to connect literacy education with the social and historical contexts and to support learners in defining their own literacy. In this paper, each of us shares a story from our own practice to highlight how we offer a learner-centred approach to build a social practice of literacy for both the learners and ourselves as educators. While we use our stories to challenge the dominant narrative of literacy education for employment as seen in government policies (Elfert & Walker, 2020; Elias 2023; Walker & Rubenson, 2014), we also share our own learning, unlearning and relearning of how we define adult literacy as educators. The learner-centred approach in literacy education may not appear especially radical on its own; however, under the increasing pressure from the state to use adult literacy as a labour market tool, the possibility of pursuing learning outcomes other than employment could challenge the deficit narrative that are far-too-often attached to literacy learners with (dis)abilities (Gardner, 2017; Elias et al., 2021; Togone, 2020).

Literacy in the Lives of working-class adults in Australia, dominant versus local voices by Stephen Black

Trace Ollis — 2024-11-26

Stephen Black’s important book titled ‘Literacy in the Lives of Working-Class Adults in Australia, Dominant versus Local Voices’, draws our attention to the important role of literacy in the lives of working-class people. The book provides first-hand accounts or the voices of people who have usually been labelled, or pathologized by others as lacking appropriate literacy skills or lacking the level of literacy to participate fully in society in their everyday lives. Black’s account of literacy in working-class adults’ lives draws on empirical research over 30 years of research and teaching. It focuses on the voices of those who are at times labelled ‘low literate’ or ‘deficient in literacy skills’ and the discourses and discursive practices that account for such labelling people as ‘other’. The book asks critical questions such as: What role does literacy play in their lives? How does literacy affect their participation in work? Does literacy affect their participation in society?

Call for Expressions of Interest

Henrik Steenberg — 2024-11-26

The Australian Journal of Adult Learning (AJAL) has been published on behalf of Adult Learning Australia for over 60 years and is widely recognised as the leading journal in Australia on adult education. The journal is widely recognised internationally in the discipline of adult education, and has received article submissions from leading scholars in adult and community education from the United Kingdom, United States, Canada and the Asia Pacific. In addition, the Journal has an esteemed editorial board of Australian and international academics representing the research disciplines of adult, vocational and adult and community education.

AJAL is currently published three times each year and promotes critical thinking and research in the field of adult learning as well as the theory, research and practice of adult and community education. Each issue features articles that have been double, blind-peer refereed as well as some practitioner articles and book reviews.

We are looking for a new editor for 2025 onwards due to the retirement from the editorial role of our current editor Dr Trace Ollis.

Call for Papers - Special Edition 2025

Henrik Steenberg — 2024-11-26

This Special Issue of the Australian Journal of Adult Learning (AJAL) will explore the various movements at the forefront of creative pedagogies in adult education, to consider ways that creative arts education processes are being defined and enacted in current times in creative arts practices/adult learning and popular education, social movements and campaigning.