Journeys of transcultural literacies: Working toward transformative learning in adult literacy education | Culture and communication in digital worlds

Author(s): Karen Magro

Year of publication: 2019

Keywords: Transformative learning, Transcultural literacies, Adult education, Social justice, Pedagogical strategies

Methodology/Sample: Phenomenology and narrative inquiry/5 teacher candidates

Reference: Magro, K. (2019). Journeys of Transcultural Literacies: Working toward Transformative Learning in Adult Literacy Education. Adult Literacy Education, 1(2), 19-32. https://eric.ed.gov/?id=EJ1246051

Abstract

Transformative learning involves significant personal and social growth. Globalization, immigration, changes in socioeconomic patterns, geopolitical tensions, and advances in technology challenge teachers to understand and mobilize the changing dynamics, practices, and contexts of learning and literacy in more complex ways (Luke & Elkins, 2002). Transcultural literacies acknowledge multiple dimensions of literacy learning that build upon learners’ unique talents and aspirations. The use of powerful texts that highlight local and global themes can resonate with adult learners coming from diverse cultural backgrounds. Connections between transcultural literacies and dimensions of transformative learning are highlighted in this study.

> Summary

The paper explores transformative learning and transcultural literacies in adult education contexts.
It emphasizes the importance of underrepresented narratives in literacy learning.
The study highlights the dynamic interplay of personal, social, and cultural spaces in education.
It advocates for a transformative approach that encourages critical awareness and dialogue.
The research underscores the role of diverse texts in fostering connections among learners.

> Problem statement

The paper discusses systemic barriers for adult learners amid increasing accountability pressures and resource erosion.
It highlights the need for educators to understand diverse socio-cultural backgrounds in adult literacy education.
The study emphasizes the importance of transformative learning in addressing complex global dynamics and literacy challenges.
It points out that teaching strategies must encourage personal agency and critical literacy development.
The research identifies the necessity for interdisciplinary approaches in curriculum planning to address evolving educational needs.

> Methods used

The study employs qualitative methods, specifically phenomenology and narrative inquiry, to explore educators’ experiences.
Interviews were conducted with adult literacy educators to gather insights on their teaching practices.
Data collection included audio-taped interviews, transcriptions, and thematic analysis of emerging concepts.
The research focused on themes such as transformative education and social justice in adult literacy.
Educators provided pedagogical artifacts, enriching the data with practical examples of their teaching.
The study emphasizes an open-ended interview process to facilitate in-depth discussions.
The analysis linked themes to transformative learning theories and transcultural literacies.

> Practical implications

The paper emphasizes the need for interdisciplinary curriculum planning to address diverse themes in adult education.
It highlights the importance of integrating various art forms to enhance critical literacy and reflection.
Educators are encouraged to facilitate transformative learning experiences that foster critical awareness of social structures.
The study suggests that powerful texts can resonate with adult learners from diverse backgrounds, enhancing their learning experience.
A committed effort from educators and policymakers is necessary to address systemic barriers faced by adult learners.