Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme

When considering their dropout, many described experiences of being a misfit, or feeling uncomfortable with discourse practices in which they were expected to engage. Some had logistical difficulties in attending, such as transport or small children, but even greater than these was the fact that they had been disappointed. These learners believe the "literacy myth" that literacy, as a set of skills one can acquire, will result in significant improvements in one's life. They also equate literacy with education, and although they experience none of the benefits that are supposed to accrue to the literate, they continue to say that they believe in its power. However, in practice, attendance at adult centres is relatively poor in comparison with numbers of potential students, those termed "illiterate." It may be deduced that adult "illiterates" regard literacy as some kind of "saviour", a panacea for all ills. Even if it is not directly accessed, the fact of its existence and the notion of its power is enough to provide hope for a better future and comfort in hard times.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

1998

Author dc:creator

• Gale, Faith Margaret Nola

Advisor dc:contributor.advisor

• Morphet, Tony

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/17245

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/17245