[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589367-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589367-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","literacy-learning-care-exploring-the-roles-of-care-in-literacy-learning-with-survivors-of-abuse-in-irish-industrial-schools","Literacy Learning Care - Exploring the roles of care in literacy learning with survivors of abuse in Irish Industrial Schools","","The links between literacy and care receive limited academic attention, particularly the affective domain often neglected in analyses of unmet adult literacy needs. A study of survivors of institutional abuse and neglect indicates that affective poverty created by care inequalities significantly harms literacy learning and the relationships literacy enables. Despite its lifelong impact, educational disadvantage can be eclipsed by the brutality of abuse. Reframing literacy learning care offers perspective on conditions for literacy growth and responsibility for equal access.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the study focus on regarding literacy learning and care?","Question",{"text":63,"@type":64},"It explores how affective and relational aspects of equality, particularly “care,” shape the learning of literacy for adult survivors of institutional abuse.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why are survivors of Irish industrial schools described as critical cases?",{"text":68,"@type":64},"Because they experience especially high levels of unmet literacy needs compared with wider society and provide an instructive view of broader issues linked to care and education.",{"name":70,"@type":61,"acceptedAnswer":71},"How did the research validate its findings?",{"text":72,"@type":64},"Through methodological triangulation, combining interviews with in-depth perspectives from tutors, counsellors, legal representatives, and others working closely with 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Irish Industrial Schools  \nmaggie feely, university college dublin  \nAbstract  \nThe links between literacy and care have received little attention. A general neglect of the affective domain in the academe is strongly echoed in traditional analyses of unmet adult literacy needs where economic causes and consequences dominate debates. The findings from a study of people who are survivors of institutional abuse and neglect suggest that the affective poverty that results from care inequalities has a major adverse influence on the learning of literacy and all the relationships that literacy should subsequently facilitate. Despite its lifelong impact, educational disadvantage can be overshadowed by more shocking aspects of abuse. Recognising the complex nature of literacy learning care may open up a new perspective on the environment in which literacy can flourish and on where responsibility lies to ensure equal access to those fertile surroundings.  \nIntroduction  \nThis paper describes the process and findings ofa three-year ethnographic case study into the role of care in the learning of literacy. In the general field of education, the role of the emotions has only begun to be explored in depth in the recent past. Theoretical and empirical work has focussed on a range of issues such as: care and the school curriculum (Cohen, 2006, McClave, 2005), teachers’ emotional labour (Hargreaves, 2000, 2001), the role of the affective domain in educational ideology (Lynch et al, 2007), a school ethic of care (Noddings, 1992, 2006, 2007) and mothers’ care labour in children’s education (O’Brien, 2005, 2007, Reay, 2000). Here, in research carried out with survivors ofinstitutional abuse in Irish industrial schools the approach takes a new turn towards the field of adult literacy. In particular, the perspective moves from that of the teacher or parent as caregiver to the experience of the learner as a care recipient in a learning relationship.  \nThe paper begins by describing the research design and methodology and outlining the current context in which survivors of institutional abuse participate in adult learning. Based on empirical findings, four types of learning care are described. They are primary, secondary and tertiary learning care relations anda fourth enabling duty of care, which is the care provided by the state. The paper concludes that this understanding of the pivotal role of care in learning literacy may contribute to our understanding of persistent high levels ofunmet literacy needs and oflow participation in adult literacy provision.  \nA relational method of inquiry  \nThe research set out to explore the role played by affective aspects of equality in the learning of literacy. Both design and methodology required careful consideration and lengthy preparation because both literacy and care are sensitive areas not readily opened up to outsiders. After an exploratory period of working as a literacy tutor with a number of adult groups who had unmet literacy needs, the Lighthouse Centre for adult survivors of institutional abuse in industrial schools became the ethnographic research site.  \nThe ex-residents of care institutions emerged as the most appropriate partners for a number of reasons. Although survivors were actually resident in state educational establishments they left with a higher proportion of unmet literacy needs than did their contemporaries in wider society (Government of Ireland, 1970; Rafteryand O’Sullivan, 1999). In this, and in their experience of care, they were therefore extreme or critical cases that Patton (1980) cites as useful in that they point up issues of wider concern.  \nThe study sample, aged between 40 and 65, reflected the mainstream grouping involved in adult literacy (Department of Education and Science (DES), 2006). At the same time, the diverse nature of the community made it possible to explore th","cbCaigFUFzhdYBqO","https://ap.wps.com/l/cbCaigFUFzhdYBqO","pdf",110020,"English","# Abstract\n# Introduction\n# A relational method of inquiry","[{\"question\":\"What does the study focus on regarding literacy learning and care?\",\"answer\":\"It explores how affective and relational aspects of equality, particularly “care,” shape the learning of literacy for adult survivors of institutional abuse.\"},{\"question\":\"Why are survivors of Irish industrial schools described as critical cases?\",\"answer\":\"Because they experience especially high levels of unmet literacy needs compared with wider society and provide an instructive view of broader issues linked to care and education.\"},{\"question\":\"How did the research validate its findings?\",\"answer\":\"Through methodological triangulation, combining interviews with in-depth perspectives from tutors, counsellors, legal representatives, and others working closely with survivors.\"}]","Literacy Learning Care - Exploring the roles of care in literacy learning with survivors of abuse in Irish Industrial Schools | PDF",1792067053,25]