Mapping the adult numeracy curriculum: cultural capital and conscientization

Oughton, Helen M. (2008) Mapping the adult numeracy curriculum: cultural capital and conscientization. Literacy and Numeracy Studies, 16 (1). p. 39. ISSN 1441-0559

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Abstract

This study explores learners' accounts of what they want from an adult numeracy curriculum, using mind maps to construct and present a 'snapshot' of their current conceptions of the curriculum. Analysis of the resulting maps finds that for most participants, the desired curriculum is constructed in terms of school mathematics. However, for one group, exposed to wider issues of social justice, the curriculum is constructed in terms of situated practice and financial literacy. The discussion draws on Bernstein's theories of curriculum and ideology; Freire's conscientization; and research on adults' motivations for learning numeracy. It is suggested that most learners in this study value the cultural capital associated with school mathematics, and that these learners wish to engage with the challenge set by school mathematics. However, a minority of learners appeared to undergo a process of conscientization, formulating ideas for a numeracy curriculum relevant to adults' lives.

Item Type: Article
Additional Information: This article was originally published in:Literacy and Numeracy Studies, 2008, vol. 16, no. 1 pp. 39-61
Uncontrolled Keywords: Adult numeracy,curriculum,mind mapping
Subjects: L Education > L Education (General)
Divisions: School of Education and Psychology > Education
Depositing User: Scott Wilson
Date Deposited: 26 Nov 2013 12:36
Last Modified: 17 Jan 2017 14:58
URI: http://ubir.bolton.ac.uk/id/eprint/185

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