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Drawing on a learner-driven, socially empowering model informed by critical approaches, it argues for dialogic communication that enables learners, teachers, and communities to share stories, ask questions, and develop meaningful strategies and agency. Literacy is presented as tied to self-identity and well-being, while critical pedagogy challenges “banking theory” and unequal power relations through culture circles and empowerment-oriented practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-adult-learning-literacy-and-transformation-shedding-of-spoilt-identities/593051/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-literacy-and-transformation-shedding-of-spoilt-identities/593051.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define literacy transformation?","Question",{"text":112,"@type":113},"Literacy transformation is described as creating critical spaces that support consciousness-raising and enable learners and teachers to change through dialogic, empowering practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the significance of “literacy is personal” in the argument?",{"text":117,"@type":113},"The paper links literacy to the development of self-identity and to happiness and well-being across private and public life, influenced by lived vernacular literacies.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper connect literacy with empowerment and critical pedagogy?",{"text":121,"@type":113},"It argues that critical pedagogy challenges “banking theory” by shifting learning away from passive information reception toward shared power, culture circles, and emancipation through autonomy and critical thinking.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593051,1792167609,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 61, Number 3, November 2021  \nLiteracy and transformation: Shedding of spoilt identities  \nVicky Duckworth  \nMarie McNamara  \nThis paper shares my former literacy learner and friend-Marie’s journey-and my own. We explore critical approaches to education and beyond and how they offer a potential space for transformation not just for the learner but for the teacher. The ripple impact has supported us on our journey across nearly two decades. Our relationship was forged by a learner driven, and socially empowering model (Freire, 1993; Barton et al 2003; Duckworth, 2013, 14; Duckworth and Smith 2017, 2018) which takes into consideration the cultural, psychological and educational factors related to the Learners and their lives and driven by creating critical spaces for organic transformative tools for consciousness-raising (Freire 1995) and a caring space where hope can act as a change agent that fuelled our life. In this paper we argue that the aforementioned encourages dialogic communication between teachers and literacy learners whereby learners, teachers and communities can share stories, ask questions, analyse and subsequently work through effective and meaningful strategies to take agency over their lives, enhancing their situation and empowering them in the public and personal domains of their journeys.  \nKeywords: literacy, transformation, dialogic, stories and agency  \nLiteracy and transformation: Shedding of spoilt identities 443  \nLiteracy is personal  \nAt a personal level literacy lies in the development of self-identity; in our social, cultural and emotional life, happiness and well-being. Returning to education offers a means to develop their literacy skills. Literacy is very much linked with subjectivity and how one views their self-worth in both the private and public domains oftheir lives. When considering the vernacular literacies Marie brought into the classroom, they were united in what Shirley Brice Heath (1983) describes as their ‘way with words’ which did not privilege her literacy practices at school or within the Lifelong Learning Sector (LLS) . This influenced her experience at school, the ‘choices’ she had or did not have and her subsequent journeys as adults.  \nLiteracy and empowerment  \nThere is a strong educational tradition of literacy and empowerment. Paulo Freire’s (1996) seminal text The Pedagogy of the Oppressed, addresses who and what education is for and whose group interests are promoted. Connecting literacy with critical pedagogy, he examines the ideologies of classroom practice and the ‘banking theory’ of knowledge; the banking concept, is essentially an act that hinders the intellectual growth of learners by positioning them as passive “receptors” and“collectors” of information that have no real connection to their lives. Within this theory, he argues, traditional pedagogical practice is a means to fill the learners with information/knowledge that serves to maintain the status quo of structural inequalities and unjust hierarchies of power. The learners come to accept the dominant hegemony (we employ Antonio Gramsci (1891–1937), a leading Marxist thinker, who used the term hegemony to signify the power of one social class over others, for example, the bourgeois hegemony. It embodies not only political and economic control but also the ability of the dominant class to assign its own way of viewing the world so that those who are subordinated by it accept it as ‘natural’. Gramsci’s ideas have influenced popular education practices which we have drawn upon; these include the adult literacy and consciousness-raising methods of Paulo Freire in his Pedagogy of the Oppressed (1996) and methods of participatory action research (PAR)) which, rather than empowering working-class students, works to demoralise and label them as unknowing (Freire 1993: 64) . In  \n444 Vicky Duckworth and Marie McNamara  \nFreire’s challenge to the ‘banking’ system, he recommended","cbCaimZRLFzO6XJm","https://ap.wps.com/l/cbCaimZRLFzO6XJm","pdf",192138,14,"English","# Literacy and transformation: Shedding of spoilt identities\n## Literacy is personal\n## Literacy and empowerment","[{\"question\":\"How does the paper define literacy transformation?\",\"answer\":\"Literacy transformation is described as creating critical spaces that support consciousness-raising and enable learners and teachers to change through dialogic, empowering practices.\"},{\"question\":\"What is the significance of “literacy is personal” in the argument?\",\"answer\":\"The paper links literacy to the development of self-identity and to happiness and well-being across private and public life, influenced by lived vernacular literacies.\"},{\"question\":\"How does the paper connect literacy with empowerment and critical pedagogy?\",\"answer\":\"It argues that critical pedagogy challenges “banking theory” by shifting learning away from passive information reception toward shared power, culture circles, and emancipation through autonomy and critical thinking.\"}]","Australian Journal of Adult Learning - Literacy and transformation - Shedding of spoilt identities | PDF",1792076496,35]