Adult Literacy Policy and Practice : From Intrinsic Values to Instrumentalism

This book explores the gradual evolution of Adult literacy policy from the 1970s using philosophical, sociological and economic frames of reference from a range of perspectives to highlight how priorities have changed. Underpinned by rich empirical and theoretical research, it locates the concept of instrumentalism within the framework of an overarching philosophy of education, which it argues, is distinctly different from ideology. The book also offers an alternative curriculum; a transformative model that presents a more socially just different value position. This is suggested as a more humane option which replaces the instrumentally driven curriculum, which has and continues to fail adult learners. This Book Explores The Gradual Evolution Of Adult Literacy Policy From The 1970s Using Philosophical, Sociological And Economic Frames Of Reference From A Range Of Perspectives To Highlight How Priorities Have Changed. In This Regard, It Locates The Concept Of Instrumentalism Within The Framework Of An Overarching Philosophy Of Education, Which It Argues, Is Distinctly Different From Ideology. The Book Also Offers An Alternative Curriculum; A Transformative Model That Presents A More Socially Just Different Value Position. This Is Suggested As A More Humane Option Which Replaces The Instrumentally Driven Curriculum, Which Has And Continues To Fail Adult Learners. 1. Exploring The Concepts: Instrumentalism, Philosophy Of Education, Ideology And Value Positions -- 2. Changing Value Positions: A Movement In Transition -- 3. The Consolidation Of An Instrumental Value Position: The Moser Committee -- 4. Exploring An Alternative: A Transformative Curriculum Driven By Social Capital. Vicky Duckworth And Gordon Ade-ojo. Includes Bibliographical References (pages 121-131) And Indexes. This book explores the gradual evolution of Adult literacy policy from the 1970s using philosophical, sociological and economic frames of reference from a range of perspectives to highlight how priorities have changed. It also offers an alternative curriculum; a transformative model that presents a more socially just different value position. This book explores the gradual evolution of Adult literacy policy from the 1970s using philosophical, sociological and economic frames of reference from a range of perspectives to highlight how priorities have changed. In this regard, it locates the concept of instrumentalism within the framework of an overarching philosophy of education, which it argues, is distinctly different from ideology. The book also offers an alternative curriculum; a transformative model that presents a more socially just different value position. This is suggested as a more humane option which replaces the instrumentally driven curriculum, which has and continues to fail adult learners Front Matter....Pages i-vi Exploring the Concepts: Instrumentalism, Philosophy of Education, Ideology and Value Positions....Pages 1-28 Changing Value Positions: A Movement in Transition....Pages 29-64 The Consolidation of an Instrumental Value Position: The Moser Committee....Pages 65-100 Exploring an Alternative: A Transformative Curriculum Driven by Social Capital....Pages 101-120 Back Matter....Pages 121-138 Duckworth and Ade-Ojo explore the gradual evolution of adult literacy policy from the 1970s using philosophical, sociological and economic frames of reference from a range of perspectives to highlight how priorities have changed. The authors also offer an alternative curriculum; a transformative model that presents a different value position