Duckworth, Vicky and Ade-Ojo, Gordon O. ORCID: 0000-0002-1098-0765 (2016) Journey through transformation: A case study of two literacy learners. Journal of Transformative Education, 14 (4). pp. 285-304. ISSN 1541-3446 (Print), 1552-7840 (Online) (doi:https://doi.org/10.1177/1541344616644682)

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Abstract

The study draws on life history, literacy studies, and ethnographic approaches to exploring social practices as a frame to explore the narratives of two UK adult literacy learners who provide a description of the value or otherwise of their engagement with a transformative curriculum and pedagogical approach. Whilst one of the learners reveals his frustration at the lack of transformative opportunities in his learning programme, the other offers illustration of how transformative learning can be encouraged and how it can actually transform the life of its beneficiaries. In essence, both case studies highlight some requirements of transformative learning. Bourdieu’s concepts of field, capitals, and habitus are applied; the critical elements of these concepts essentially being tools for consciousness raising and increasing the flow of capitals, including linguistic capital, which challenge the notion of spoilt identities based on neoliberal individual accountability that fails to address the structures and hierarchies of power.

Item Type:	Article
Uncontrolled Keywords:	Adult learning; Personal transformation; Transformative education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	06 Oct 2021 21:33
URI:	http://gala.gre.ac.uk/id/eprint/15106

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