‘Silence is the sentence’: adult learners’ experiences of a co-created curriculum constructed through free writing tasks
Keywords:literacy, transformative andragogy, co-created curriculum, adult learning, agency
This paper outlines the pedagogical approaches taken on a University Access course, teaching predominantly mature students on a 12-week ‘inclusion in education’ module. The methods aimed to validate and develop literacy and academic skills for students undertaking undergraduate courses. Practice on the programme of study, replicated over three years, is informed by transformative learning theories. We outline how our developing praxis situates students’ self-concepts in confronting past biographical experiences of education and empowers them to improved literacy and purpose. We further propose that such andragogical approaches to teaching and learning can potentially serve as a model for improved literacy practices in post-compulsory education in England – a curriculum and qualification regime in radical need of overhaul and replacement.
Copyright (c) 2022 Howard Scott, Dr, Pete Bennett, Craig A Hammond
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work. The work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence that allows others to read, download, copy, distribute, print, search, or link to the full text of works in this journal, or to use them for any other lawful purpose in accordance with the license. This journal provides immediate open access to its content and has no submission or publication fees.