Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme

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dc.contributor.advisorMorphet, Tonyen_ZA
dc.contributor.authorGale, Faith Margaret Nolaen_ZA
dc.date.accessioned2016-02-24T11:19:53Z
dc.date.available2016-02-24T11:19:53Z
dc.date.issued1998en_ZA
dc.descriptionSummary in English.en_ZA
dc.description.abstractWhen considering their dropout, many described experiences of being a misfit, or feeling uncomfortable with discourse practices in which they were expected to engage. Some had logistical difficulties in attending, such as transport or small children, but even greater than these was the fact that they had been disappointed. These learners believe the "literacy myth" that literacy, as a set of skills one can acquire, will result in significant improvements in one's life. They also equate literacy with education, and although they experience none of the benefits that are supposed to accrue to the literate, they continue to say that they believe in its power. However, in practice, attendance at adult centres is relatively poor in comparison with numbers of potential students, those termed "illiterate." It may be deduced that adult "illiterates" regard literacy as some kind of "saviour", a panacea for all ills. Even if it is not directly accessed, the fact of its existence and the notion of its power is enough to provide hope for a better future and comfort in hard times.en_ZA
dc.identifier.apacitationGale, F. M. N. (1998). <i>Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17245en_ZA
dc.identifier.chicagocitationGale, Faith Margaret Nola. <i>"Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1998. http://hdl.handle.net/11427/17245en_ZA
dc.identifier.citationGale, F. 1998. Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Gale, Faith Margaret Nola AB - When considering their dropout, many described experiences of being a misfit, or feeling uncomfortable with discourse practices in which they were expected to engage. Some had logistical difficulties in attending, such as transport or small children, but even greater than these was the fact that they had been disappointed. These learners believe the "literacy myth" that literacy, as a set of skills one can acquire, will result in significant improvements in one's life. They also equate literacy with education, and although they experience none of the benefits that are supposed to accrue to the literate, they continue to say that they believe in its power. However, in practice, attendance at adult centres is relatively poor in comparison with numbers of potential students, those termed "illiterate." It may be deduced that adult "illiterates" regard literacy as some kind of "saviour", a panacea for all ills. Even if it is not directly accessed, the fact of its existence and the notion of its power is enough to provide hope for a better future and comfort in hard times. DA - 1998 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1998 T1 - Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme TI - Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme UR - http://hdl.handle.net/11427/17245 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17245
dc.identifier.vancouvercitationGale FMN. Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1998 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17245en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherAdult education dropouts - South Africa - Gautengen_ZA
dc.subject.otherLiteracy - South Africa - Gautengen_ZA
dc.subject.otherElementary education of adults - South Africa - Gautengen_ZA
dc.subject.otherFunctional literacy - South Africa - Gautengen_ZA
dc.titleDropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programmeen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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