Theory and Practice in Adult Literacy, Learning and Social Change: Theoretical Insights and Case Studies from Around the World (Adult Learning, Literacy and Social Change)

ISBN 10: 135040070X / ISBN 13: 9781350400702

Published by Bloomsbury Academic, 2025

About this Item

Seller Inventory # 18403980470

Bibliographic Details

• Title: Theory and Practice in Adult Literacy, Learning and Social Change: Theoretical Insights and Case Studies from Around the World (Adult Learning, Literacy and Social Change)
• Publisher: Bloomsbury Academic
• Publication Date: 2025
• Language: English
• ISBN 10: 135040070X
• ISBN 13: 9781350400702
• Binding: Hardcover
• Condition: New

About this title

Synopsis

Offering new theoretical, empirical and methodological perspectives on adult literacy, lifelong learning and social change, this book challenges traditional debates on adult literacy and development. The volume brings together debates and research from the Global South and Global North and is original in moving beyond descriptive accounts of adult literacy programmes, classrooms and a focus on best practice. It provides both a historical perspective on this field as well as looking forward to future research and pedagogical directions. By broadening from an international development to a social change perspective, this book offers an alternative starting point. Unlike development, social transformation does not set a specific agenda, nor assume a certain endpoint. The authors set out to investigate the ‘why’ and ‘how’ of the assumed connections between adult learning, literacy and social change, contributing a deeper understanding into the complex – and often unpredictable - processes involved. As well as focusing on literacy learning in classrooms and educational programmes, the book explores literacy practices and adult learning in everyday spaces, including social movements, religious poetry and community initiatives. Case studies from different cultural contexts introduce alternative theoretical lenses, like the concept of the enacted body to explore a woman’s experience of learning and social change in Nepal; or investigating how religious poetry shared between generations in Iran could be working against social change.

About the Authors

Anna Robinson-Pant is Professor of Education at the School of Education and Lifelong Learning, University of East Anglia, UK.

Catherine Kell is Associate Professor in the School of Education at the University of Cape Town, South Africa.

Alan Rogers was Visiting Professor at the University of East Anglia, UK and University of Nottingham, UK. He was a teacher, trainer and author in the field of adult education and international development with many years of experience working in Asia and Africa.