Literacy, Lives and Learning

Barton, Dávid

doi:10.4324/9780203608302

Cited by 49 publications

(62 citation statements)

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“…English learners (ELs) represent the fastest‐growing sector of adult education in the United States (Strucker, ), and educational opportunities, particularly in English as a second language (ESL) and adult basic literacy (ABL), are crucial for refugees and immigrants to obtain jobs and become self‐sufficient. Adult ELs come to language and literacy programs with a wide variety of educational experiences (Anderson, Purcell‐Gates, Gagne, & Jang, ; Barton, Ivanicˇ, Appleby, Hodge, & Tusting, ; Fingeret & Drennon, ; Purcell‐Gates, Jacobson, & Degener, ), and they often face challenges and have needs that differ from those of other adult learners. This is particularly true for refugee learners (Barton et al, ; Muth & Perry, ; Perry, , , ).…”

Section: Introductionmentioning

confidence: 99%

“…Adult ELs come to language and literacy programs with a wide variety of educational experiences (Anderson, Purcell‐Gates, Gagne, & Jang, ; Barton, Ivanicˇ, Appleby, Hodge, & Tusting, ; Fingeret & Drennon, ; Purcell‐Gates, Jacobson, & Degener, ), and they often face challenges and have needs that differ from those of other adult learners. This is particularly true for refugee learners (Barton et al, ; Muth & Perry, ; Perry, , , ). For example, Barton et al () found that refugees have higher levels of confidence in educational settings than do other adult learners and are often highly educated.…”

Section: Introductionmentioning

confidence: 99%

“…This is particularly true for refugee learners (Barton et al, ; Muth & Perry, ; Perry, , , ). For example, Barton et al () found that refugees have higher levels of confidence in educational settings than do other adult learners and are often highly educated. How−ever, some refugees are unschooled or have had severely interrupted schooling (Anderson et al, ; Muth & Perry, ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

“I'm Just Kind of Winging It”: Preparing and Supporting Educators of Adult Refugee Learners

Perry¹,

Hart²

2012

J Adolescent & Adult Lit

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In this qualitative case study, we explore local adult educators’ preparation to teach refugees, along with their professional development needs. This analysis focuses on 10 tutors and instructors in a midsize Southeastern city. Data collection involved an open‐ended questionnaire, semi‐structured interviews, and observations; analysis involved open coding, theme generation, data matrices, and participant checking. Findings indicated that most participants had some level of preparation, although the amount and nature of this preparation varied widely; yet, even those with teaching certification felt un‐ or under‐prepared to teach ESL and/or literacy to adult refugees. Participants needed relevant training, opportunities to connect with “people resources”, and other supports. We discuss implications for offering ongoing, targeted professional development for adult ESL educators.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“I'm Just Kind of Winging It”: Preparing and Supporting Educators of Adult Refugee Learners

Perry¹,

Hart²

2012

J Adolescent & Adult Lit

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“…Morgan and Kett () found that approximately 53% of the Irish prison population were at level 1, the lowest literacy level, on the National Qualifications Framework. Moreover, many prisoners have had negative previous experiences with education and are likely to have dropped out of school early, therefore lacking basic skills (Barton et al ., ). Thus, school‐based programmes, when responsive to prisoners’ learning gaps and needs (e.g.…”

Section: Resultsmentioning

confidence: 97%

“…() found that prisoners in English prisons engaged more actively in learning activities when the educational programme delivered the academic content by relating it to their daily activities and when it involved the active participation of the inmate students. The Portuguese prison population exhibits low levels of literacy, and the literature reports that prisoners who have negative memories towards school—the vast majority of the Portuguese inmates are early school leavers—tend to display negative attitudes towards educational programmes because these programmes make inmates revisit their unpleasant school experiences (Belzer, ; Barton et al ., ; Maclachlan et al ., ).…”

Section: Discussionmentioning

confidence: 96%

Studying while doing time: understanding inmates’ conceptions of learning

Rosário

Núñez

Pereira

et al. 2015

British Educational Res J

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Low levels of education and dropping out of school are associated with criminal involvement. The Portuguese prison system, similar to other prison systems (e.g. England), offers prison-based educational programmes so inmates can complete compulsory education. However, the completion rate of these educational programmes is low, and the dropout rate is high. Deepening our understanding of how inmates conceptualise learning and how they engage in learning will improve the quality of the prison-based educational services and promote school enrolment. Data from a phenomenographic study of 30 Portuguese inmate students, ranging from 20 to 58 years of age, revealed an understanding of learning focused on the instrumental role of knowledge and its application in the short-term (e.g. learning how to read) and on integration in the prison system (e.g. learning how to play draughts to fit in the yard). Moreover, a broader understanding of learning that reflected particular forms of learning favoured within the prison context also emerged in the discourse. For example, learning was described as an opportunity to reflect upon their previous offence and behaviours and on the need to avoid violence. Participants also stressed the importance of setting an academic example for their children by engaging actively in learning and the significance of occupying one's time in prison in a positive and beneficial manner. Findings allow a first approach to prison students' involvement in school learning by listening to the inmates' opinions and thoughts, and they offer promising suggestions to improve the organisation of prison-based educational programmes.

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Understanding adult education in community contexts: A critical realist perspective

Jones

2020

British Educational Res J

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Third‐sector community organisations are important sites for learning, especially for the most excluded groups in society. However, scant attention has been paid to the various factors shaping educational provision in community contexts, and how these interact to shape the provision available to marginalised populations. This article presents new evidence addressing this gap, through drawing on interview data from practitioners working in the UK homelessness sector. It identifies a range of factors shaping educational provision in these community contexts. These are: service user need and demand; staff roles and capacity; organisational purpose and structures; national policies; support from other adult education providers; non‐governmental finance; and volunteers. With some modification, and placed within an overarching critical realist framework, it is argued that these findings are consistent with Boeren’s comprehensive lifelong learning participation model. The article concludes that so long as government policy and related funding continues to ignore and fails to support educational provision in these settings, it will remain piecemeal and highly contingent on the contribution of volunteers and short‐term funding.

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Literacy, Lives and Learning

Cited by 49 publications

References 0 publications

“I'm Just Kind of Winging It”: Preparing and Supporting Educators of Adult Refugee Learners

“I'm Just Kind of Winging It”: Preparing and Supporting Educators of Adult Refugee Learners

Studying while doing time: understanding inmates’ conceptions of learning

Understanding adult education in community contexts: A critical realist perspective

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