In this chapter, data from research with teachers of adult literacy and their learners in the north of England is used to show how practitioners respond to the demands of education policy which emphasizes employability and economic outcomes. Through creative approaches, strategic compliance and consideration of their learners’ own experiences and perspectives, practitioners employ small, everyday acts of resistance in their practice. This allows them to work within the constraints of a neoliberal policy agenda while still maintaining their own values, and those of their learners, in relation to what is important in literacy education.
|Title of host publication||Resisting Neoliberalism in Education|
|Subtitle of host publication||Local, National and Transnational Perspectives|
|Editors||Lyn Tett, Mary Hamilton|
|Place of Publication||Bristol|
|Number of pages||16|
|Publication status||Published - 28 Aug 2019|
Allatt, G., & Tett, L. (2019). The employability skills discourse and literacy practitioners. In L. Tett, & M. Hamilton (Eds.), Resisting Neoliberalism in Education: Local, National and Transnational Perspectives (1 ed., pp. 41-56). Policy Press.