Sue Ollerhead uses some delightful examples to draw parallels between literacy programs in Australia and South Africa. She questions reporting and administrative requirements that take time from more important aspects of teaching such as training and professional development, often leaving teachers to rely on a deficit model. The author concludes that the way forward is to recognise the centrality of the social uses of literacy.
|Pages (from-to)||14-16, 22|
|Number of pages||4|
|Journal||Fine Print: a journal of adult English language and literacy education|
|Publication status||Published - 1 Oct 2010|
- adult education
- community education
- adult basic education