Adult Literacy and Development

Alan Rogers, Brian V. Street

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Overview

Rogers (education and lifelong learning, U. of East Anglia and U. of Nottingham, UK) and anthropologist Street (language in education, King's College London, UK, and education, U. of Pennsylvania) draw on their experiences in adult learning programs in developing countries, as well as literacy practices in the UK and US, to show practitioners, policy makers, planners, trainers, and researchers and students in international development, anthropology, and educational programs how literacy is a social practice and how learning is situated. They incorporate the research and practice of others to describe the theories, policies, and practices of adult literacy in the context of international development programs. They discuss challenges they faced in working in international contexts, their conceptual frameworks, ethnographic approaches as useful tools, how informal learning is ubiquitous and universal, how formal learning is a sub-sector of the field of learning, and how development enhances diversity. They address adult literacy programs with a focus on learners rather than teachers, how adults are different from children, and how teaching and learning are a collaborative social process in which people build on what they already know. They detail accounts of fieldwork in ethnographic studies of literacy, lessons learned, different approaches to teaching literacy, the literacy environment, and how these findings can impact policy and practice. They include a case study of their project, the Learning For Empowerment Through Training in Ethnographic Research Project in India, Ethiopia, and Uganda. Distributed in the US by ISBS. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)