This study sought to explore the integration of socially constructed pedagogy in adult literacy classes. The findings show a concentration of school-based reading and writing literacy skills, with minimal emphasis on the application of these skills in real life. The study concluded that the ideal platform for integrating socially constructed pedagogy in adult literacy classes is by adhering to the adult learning principle of beginning from the perspective of the adult learners, rather than applying a one-size-fits all approach.
Author: Noah Kenny Sichula
Source: Sichula, N.K. (2018). Integrating the socially constructed pedagogy in non-school based adult literacy classes. Multidisciplinary Journal of Language and Social Sciences Education, 1(1), 243–278.
This study sought to explore the integration of socially constructed pedagogy in adult literacy classes. The study focused on teaching farming literacies to small scale farmers and sought to answer two research questions: 1) how do adult literacy learning facilitators socially construct pedagogy? and 2) how is socially constructed pedagogy integrated into teaching about farming literacies? This study followed a qualitative research approach and data was collected through face-to-face interviews and class observations. The findings show there was a concentration on school-based reading and writing literacy skills with minimal emphasis on the application of these skills in real life. In addition, not all facilitators were able to socially construct pedagogy because they lacked appropriate training. For those who were able to construct pedagogy, they applied it in a situated manner, largely characterised by locally-generated resources and practices. This approach was seemingly responsible for fostering a sense of belonging and ownership of the teaching and learning activities experienced by the adult learners. It was concluded that the ideal platform for integrating socially constructed pedagogy in adult literacy classes is to adhere to the adult learning principle of beginning from the perspective of the adult learners, rather than applying a one-size-fits all pedagogy.
The purpose of this study was to explore how socially constructed pedagogy was incorporated in non-school-based adult literacy classes in the Mkushi District of Central Zambia.
The research sites and participants were selected through purposive sampling. The rationale for the purposive selection of Mkushi District was based on its concentrated farming activities within the entire Central Province. The research participants were adult literacy learning facilitators who were interviewed and observed. The collected data was analysed using inductive thematic analysis.
The conceptualisation and provision of adult literacy learning in Zambia
Socially constructed pedagogy
Theoretical framework of the present study