In pursuit of critical literacy: Understanding experiences of exclusion for adult literacy learners

Oct 15, 2026

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This paper explores exclusion and equality through critical theory in the context of adult literacy provision in Ireland, focusing on sites of exclusion identified for a group of five male adult literacy learners. A review of literacy theory, exclusion, and equality frames qualitative data gathered through focus groups and visual methods. Key exclusion sites include workplace literacy, work-related training, and form-filling and correspondence.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Literature review

In pursuit of critical literacy: Understanding experiences of exclusion for adult literacy learners margaret howard, city of waterford vocational education comit tee & dr anna logan, st. patrick’s college, drumcondra Abstract This paper explores exclusion and equality through critical theory, in the context of adult literacy provision in Ireland, by investigating the sites of exclusion that exist for a group of ﬁve male adult literacy learners. A summary review of literacy theories, exclusion and equality is provided framing the reporting of data from this collaborative action research study. Focus groups and visual methods were used to gather qualitative data relating to incidents, attitudes and experiences of exclusion. Findings relate to two main sites of exclusion namely workplace literacy and workrelated training and form-ﬁlling and correspondence. Giving voice to participants and enabling them to record photographically and critique their individual experiences of exclusion bridges critical literacy theory and practice. It is argued that participative practice in research can empower learners to make links between personal literacy difﬁculties and the systems that permeate wider society, and to act for social change. Introduction Literacy is one of the most fundamental and valuable forms of “educational currency” and the key to unlocking “the larger coffers of other forms of capital: economic, social and cultural” (Feeley, 2007, p. 15) . Considering one in four adults in Ireland displays serious literacy difﬁculties (Organisation for Economic Co-operation and Development (OECD), 1997), the issue of being excluded and isolated from these capitals is avery real problem for many. The aim of this paper is to investigate the links between exclusion, equality and adult literacy provision in the context of critical literacy theory. A further aim is to link current theory to classroom based activities thus informing literacy practice. The research investigates the sites of exclusion that exist for a group of adult literacy students who tell their own story of marginalisation and highlight how exclusion is of notable signiﬁcance where literacy is concerned (National Adult Literacy Association (NALA), 2011a) . Furthermore, by investigating issues that constitute real problems for people attempting to negotiate their way through the world, concepts such as disadvantage, community and equality are brought to the fore, which can aid our understanding of how society works and lead to change (Freire, 1970) . The paper begins with a concise review of literature relating to literacy theory and to the concepts of exclusion and equality. The methodological design and procedures are brieﬂy outlined and the ﬁndings are presented and discussed. In light of the theoretical perspectives explored conclusions are drawn and recommendations are made for policy, practice and research. Literature review Low levels of literacy negatively impact on the individual and are likely to permeate a family unit (Department of Education and Science (DES), 2000) . Potential negative consequences include unemployment and social exclusion (NALA, 2011a), lower income (Adult Literacy & Basic Skills Unit, 1993; NALA, 2011a) and reduced career aspirations (NALA, 2011a), questioning the meritocratic beliefs central to the way that our school system operates. The provision of literacy programmes is imperative in addressing aspects of social exclusion (Rose & Atkin, 2007), tackling past inequalities in the education system, and addressing current problems in relation to access and participation. Although there are opposing views with regard to the categorization of literacy theory (Graff, Jones & Street, 1997), for the purpose of this research, the dominant theoretical perspectives are grouped into three main areas considered by Lankshear & Knobel (1998) and Mark (2007), who identiﬁed a triad of dimensions to literacy–operational, cultural and criti

FAQs

What does the paper investigate about adult literacy learners?

It examines the links between exclusion, equality, and adult literacy provision in Ireland, using critical literacy theory to explore learners’ experiences of marginalisation.

How is the qualitative data gathered in this study?

The study uses focus groups and visual methods to collect accounts of incidents, attitudes, and experiences of exclusion from the participants.

What are the main sites of exclusion identified in the findings?

Two main sites are highlighted: workplace literacy and work-related training, along with form-filling and correspondence-related experiences.

Oct 15, 2026

Uploaded by Đào