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It argues that much provision aimed to “domesticate” rather than “liberate,” and that the mid-1970s “Right to Read” campaign rejected this model. It traces how funding shifts, Skills for Life reforms, and later outreach initiatives reshaped participation, including volunteer involvement as “fellow learners.”",{"@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/inspired-by-freire-from-literacy-to-community-how-the-ideas-of-paulo-freire-shaped-workin-the-uk/588864/",{"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/inspired-by-freire-from-literacy-to-community-how-the-ideas-of-paulo-freire-shaped-workin-the-uk/588864.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What critique does the article make about adult literacy provision in the UK?","Question",{"text":112,"@type":113},"It argues that much adult literacy provision was designed to “domesticate” rather than “liberate,” limiting learners’ agency and challenging existing power structures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the “Right to Read” campaign in the mid-1970s differ from the earlier approach?",{"text":117,"@type":113},"The campaign rejected the domestication model, and tutors’ use of learners’ language and experiences contributed to student writing and alternative reading materials.",{"name":119,"@type":110,"acceptedAnswer":120},"Why did Freire-influenced adult literacy work change after 2001?",{"text":121,"@type":113},"The article states that substantial government funding led to a new Skills for Life strategy, including changes in teacher training, standards, and literacy qualifications, which affected the balance of emancipation-focused work.","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},588864,1792161130,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","Inspired by Freire: From Literacy to Community. How the Ideas of Paulo Freire ShapedWorkin the UK  \npeter lavender, alan tuckett  \nAbstract  \nThis article reviews the adult literacy campaign in the 1970s in the United Kingdom (UK) and the influence of Paulo Freire’s thinking on how we worked. We argue that much adult literacy provision had been designed to ‘domesticate’rather than ‘liberate’. The mid-1970s ‘Right to Read’ campaign in the UK rejected this approach (BAS, 1974). The use by tutors of the language and the experience of learners led in part to the publication of student writing, creating reading materials and approaches that were different, and challenging to existing power structures. Emancipatory adult literacy work could not withstand the arrival of substantial government funding in 2001, which brought a new Skills for Life government strategy, together with new teacher-training, new standards and literacy qualifications. Also, in the 1970s and 1980s progressive educators and the institutions for whom they worked developed initiatives which focused on underrepresented and marginalised groups, asking ‘who isn’t there, and what can be done about it?’ The result was a renewed development of outreach work, better understanding of what helps and hinders participation, and improved progression routes for individuals. One aspect of this development flowed directly from the literacy work in the 1970s – the participation of volunteers as ‘fellow learners’. Looking at educational work with older people in care homes, volunteers from among local university students acted as co-learners in a charity which illustrates Putnam’s (2000, p.134) ‘generalised reciprocity’. We consider how Freire’s legacy emerges among voluntary action as much as it does in literacy programmes.  \nKeywords: Adult Literacy, Paulo Freire, Volunteering, Volunteers, Outreach Work, Widening Participation, Later Life Learning  \nAdult Literacy  \nLiteracy has been a site of struggle in Britain for hundreds of years (Howard, 2012) . On the whole the established order has been in favour of teaching reading, so that people could follow written instructions and read improving texts. Dissenters have been more passionate about writing – to encourage people to share their own versions of reality. Perhaps unsurprisingly, these differences of focus recur in more recent UK literacy campaigns.  \nBoth of our working lives have been centrally affected by our experience in the community-led adult literacy campaigns of the 1970s and 1980s, and by the influence of Freire’s ideas on our practice. There were two substantial government campaigns in England and Wales: a series of largely short-term initiatives, responding to civil society pressure, from the mid-1970s, and the‘Skills for Life’ strategy from 2001-2012 (Hamilton et al. 2000) . The ‘Skills for Life’ campaign derived from the activist lifelong learning policies of a Labour government, and to the findings ofthe Moser Report it commissioned (Moser, 1999). We both started working with adults wanting to strengthen their literacy and numeracy in the mid-1970s, at the time of the British Association of Settlements’ 1973 ‘Right to Read’ campaign, and just before the BBC’s primetime 1975 television literacy series, On the Move, which made Bob Hoskins a star (BAS, 1974; Hamilton et al. 2000). Just as we began, Penguin published Pedagogy of the oppressed, and Cultural action for freedom (Freire, 1974a; 1974b), which we devoured.  \nThere had of course been adult literacy provision in Britain before the 1970s, in the Army during and after both World Wars. A report to Parliament in December 1943, for example, noted that just under one and a quarter % of men enlisted in the Army were illiterate, and ‘continued to be a drag on the Army, and on themselves, unable to read orders, to make the simplest application or report, or to correspond with their families’ (Shawyer, 1944, p.75) .  \nWomen with basic skills needs were unable to en","cbCaipRNfKRfDpDT","https://ap.wps.com/l/cbCaipRNfKRfDpDT","pdf",173754,"English","# Adult Literacy\n## Freire-inspired approaches and campaign shifts\n## Key campaigns: Right to Read and Skills for Life\n## Historical background before the 1970s\n## Challenges, expectations, and learning participation","[{\"question\":\"What critique does the article make about adult literacy provision in the UK?\",\"answer\":\"It argues that much adult literacy provision was designed to “domesticate” rather than “liberate,” limiting learners’ agency and challenging existing power structures.\"},{\"question\":\"How did the “Right to Read” campaign in the mid-1970s differ from the earlier approach?\",\"answer\":\"The campaign rejected the domestication model, and tutors’ use of learners’ language and experiences contributed to student writing and alternative reading materials.\"},{\"question\":\"Why did Freire-influenced adult literacy work change after 2001?\",\"answer\":\"The article states that substantial government funding led to a new Skills for Life strategy, including changes in teacher training, standards, and literacy qualifications, which affected the balance of emancipation-focused work.\"}]","Inspired by Freire - From Literacy to Community - How the Ideas of Paulo Freire Shaped Workin the UK | PDF",1792066084,48]