Adult literacy, teachers’ work and changing times:
a discussion paper
Fiona Ryan and Sue Shore
Adult Literacy Research Network
School of Education
University of South Australia

Background to this paper

A recurring feature of conversations about adult literacy and numeracy teaching these days is the problem of time. It seems adult educators have little time to talk to each other, to their students or even to have reflective conversations with themselves about how their practice is being reshaped by political, managerial and even educational agendas. The increasing isolation that seems to accompany literacy and numeracy teaching is cause for concern. It leaves many educators with few opportunities to talk over change and often reinforces feelings of anger, frustration and job dissatisfaction. At times educators blame themselves for not ‘doing enough’; others develop necessary survival strategies similar to the ‘work to rule’ approach adopted by industry in times of industrial bargaining. While educators realise these strategies are not necessarily useful in developing a sharper understanding of educational practice, they often seem to be the only options available.

This paper developed out of a concern expressed by many educators involved in Adult Literacy Research Centre funded projects during 1996-1998. Educators began small-scale funded projects and then had to withdraw from the program because their funding source to support the actual teaching program had been withdrawn. Other educators were too busy to be involved in the program as their work places were making increasing demands related to submission writing, tender development, accountability of assessment practices and so on. Still others questioned whether research would actually make any difference to their day to day teaching. The development of ideas for this paper began with a discussion on the broad issue of ‘Adult Literacy, Teachers’ Work and Changing Times’ at a TAFE SA convened Maintenance of Course Standards (MOCS) day on November 9, 1998.

In January and February of 1999, Fiona Ryan completed further research with South Australian educators using the following questions as a guide:

A broad range of sites and setting were included in the research process with the intention of acknowledging the diverse contexts of literacy provision. Community literacy programs, prison education, TAFE disability and general literacy programs, TAFE workplace consultancy services, registered training organisations, and private provides were all included in the research consultations.