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Re-visioning literacy persistence: Participants and practitioners in the shadow of welfare reform.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Re-visioning literacy persistence: Participants and practitioners in the shadow of welfare reform.
作者:	Jackson, Jacqueline Kitson.
面頁冊數:	235 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1136.
Contained By:	Dissertation Abstracts International70-04A.
標題:	Women's Studies.
標題:	Education, Adult and Continuing.
標題:	Education, Reading.
ISBN:	9781109120660
摘要、提要註:	This dissertation examines participant and practitioner interactions in community-based adult literacy education programs in the wake of federal welfare reform legislation (also known as The Personal Work and Responsibility Act or PWORA). Oral and written narrative accounts of twenty-nine adult literacy education participants culled from interviews, literacy classroom exercises, and community forums reveal how economically impoverished urban women negotiate literacy persistence before, during and after the implementation of PWORA mandates. Four critical themes emerge from the narratives; participants' self-articulated significance of literacy and literacy persistence, the role of collaborative and collective gendered relationships within adult literacy classrooms populated by women, the anchoring effect of community based adult literacy education agencies on literacy persistence and the importance of practitioner-based research in illuminating these field-based perspectives.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3354351

Re-visioning literacy persistence: Participants and practitioners in the shadow of welfare reform.
Jackson, Jacqueline Kitson.

Re-visioning literacy persistence: Participants and practitioners in the shadow of welfare reform. - 235 p.

Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1136.

Thesis (Ed.D.)--University of Pennsylvania, 2009.

This dissertation examines participant and practitioner interactions in community-based adult literacy education programs in the wake of federal welfare reform legislation (also known as The Personal Work and Responsibility Act or PWORA). Oral and written narrative accounts of twenty-nine adult literacy education participants culled from interviews, literacy classroom exercises, and community forums reveal how economically impoverished urban women negotiate literacy persistence before, during and after the implementation of PWORA mandates. Four critical themes emerge from the narratives; participants' self-articulated significance of literacy and literacy persistence, the role of collaborative and collective gendered relationships within adult literacy classrooms populated by women, the anchoring effect of community based adult literacy education agencies on literacy persistence and the importance of practitioner-based research in illuminating these field-based perspectives.

ISBN: 9781109120660Subjects--Topical Terms:

422982
Women's Studies.

Re-visioning literacy persistence: Participants and practitioners in the shadow of welfare reform.
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245 1 0 $a Re-visioning literacy persistence: Participants and practitioners in the shadow of welfare reform.
300 $a 235 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1136.
500 $a Adviser: Vivian Gadsden.
502 $a Thesis (Ed.D.)--University of Pennsylvania, 2009.
520 $a This dissertation examines participant and practitioner interactions in community-based adult literacy education programs in the wake of federal welfare reform legislation (also known as The Personal Work and Responsibility Act or PWORA). Oral and written narrative accounts of twenty-nine adult literacy education participants culled from interviews, literacy classroom exercises, and community forums reveal how economically impoverished urban women negotiate literacy persistence before, during and after the implementation of PWORA mandates. Four critical themes emerge from the narratives; participants' self-articulated significance of literacy and literacy persistence, the role of collaborative and collective gendered relationships within adult literacy classrooms populated by women, the anchoring effect of community based adult literacy education agencies on literacy persistence and the importance of practitioner-based research in illuminating these field-based perspectives.
520 $a The implications emerging from this dissertation are layered and embedded in reciprocal relationships between practitioners and participants. First, women have their own motives for persisting with literacy which are not always the same as those of policy mandates. Collective relationships, especially social practices of support among women in adult literacy classes may facilitate literacy persistence. Reflective practices, chiefly the tenet of reciprocity, have the potential to deepen the transmission of skills in adult literacy classes by tailoring programs of service to facilitate participants' goals. Throughout the dissertation practitioner inquiry is positioned as a tool for recovering field-based perspectives implicated in the continuity and vitality of the field of adult literacy education. Finally, the dissertation considers the implications of the erosion of community based adult literacy sites whose small size and adaptability have historically been supportive of women's literacy persistence and facilitated their transition to meaningful work beyond subsistence.
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650 4 $a Education, Reading. $3 422983
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