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Participation in Adult Literacy Programmes and Social Injustices | SpringerLink
Source: link-springer-com.ezproxy.lib.gla.ac.uk
Article summary:
1. This chapter discusses different approaches to equality and their impact on policy and pedagogy.
2. It uses Nancy Fraser’s concepts of redistribution, recognition and participatory parity to investigate if participation in literacy education contributes to alleviating social injustices.
3. It draws on data from case studies of adult literacy programmes in Scotland to demonstrate that these learners have experienced changes that have lessened social injustices in all three areas.
Article analysis:
The article is generally reliable and trustworthy, as it provides a comprehensive overview of the topic at hand, drawing on relevant research and data from case studies to support its claims. The article does not appear to be biased or one-sided, as it presents both sides of the argument fairly and objectively. Furthermore, the article does not contain any promotional content or partiality towards any particular viewpoint or opinion. Additionally, the article does note potential risks associated with participation in adult literacy programmes, such as reinforcing an individual deficit approach to learners. However, there are some points of consideration that are missing from the article; for example, it does not explore counterarguments or present both sides equally when discussing the impact of inequality on policy and pedagogy. Additionally, there is some evidence missing for certain claims made throughout the article; for example, there is no evidence provided for how poor school performance can lead to negative adult outcomes such as unemployment or depression.