Transforming Learning Identities in Literacy Programmes

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

This article draws on the theories of Mezirow, Foucault, and Holland and colleagues to investigate how students were positioned in relation to their own experiences, what opportunities they had to overcome their negative positioning in relation to the power structures that inform the worlds in which they move, and how their changed practices impacted on their positional and figured worlds. Data from community- and prison-based participants in Scottish adult literacy projects are used to interrogate the factors that contributed to overcoming the negative discourses that students had been embedded in. This article concludes that by the end of their programs, the students had experienced transformative changes in their learning identities, and these changes encompassed cognitive, emotional, and social dimensions.

Original languageEnglish
Pages (from-to)154-172
Number of pages19
JournalJournal of Transformative Education
Volume17
Issue number2
Early online date1 Jan 2018
DOIs
Publication statusPublished - 1 Apr 2019

Fingerprint Dive into the research topics of 'Transforming Learning Identities in Literacy Programmes'. Together they form a unique fingerprint.

  • Profiles

    Cite this