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Caribbean learners in an adult literacy programme : concepts of literacy, motives and expectations of the programme

Adult literacy programmes traditionally define literacy in fundamental, functional or cultural terms and prepare learners to conform to society. Community-based programmes see literacy as emancipatory, adopt a critical stance towards society and ideally use a learner-centred approach. This study sought to inform one community-based programme on more effective learner-centredness. Fourteen Caribbean immigrants participating in the programme were interviewed to investigate their concepts of literacy, motives for enrolling in, and expectations of, the programme. Results indicate that learners had limited concepts of the word "literacy," and had joined the programme because of difficulties in accessing Canadian public education. Most had completed primary school in the Caribbean and were accustomed to teacher-directed education. The study recommends that the programme increase learner-participation in decision-making and adopt a holistic approach to learning using focus groups. Also advocated is critical assessment of issues affecting learners such as language, migration and access to school.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.30793
Date January 2000
CreatorsKnight, Stacey P.
ContributorsDonald, Janet G. (advisor)
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageMaster of Arts (Department of Educational and Counselling Psychology.)
RightsAll items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
Relationalephsysno: 001809473, proquestno: MQ70294, Theses scanned by UMI/ProQuest.

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