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. 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.

Gordon Ade-Ojo is an experienced teacher and researcher in the field of adult literacy. Having worked for some time as a lecturer of adult literacy and ESOL in an FE college, he has spent the last 11 years lecturing specialist ESOL and Literacy course on the PGCE programme as well as supervising Doctoral and Masters students at the University of Greenwich, UK.

Vicky Duckworth is Senior Lecturer and Research Fellow at Edge Hill University, UK. Her research has varied from critical and emancipatory approaches to education, to Further Education teaching to social justice, literacies and community engagement.