Abstract
This paper investigates if participation in literacy programs contributes to alleviating social injustice using the lens of ‘participatory parity’ (Fraser, 2008). It argues that using this lens enables a focus on how social structures operate to deny social justice to some and so challenges an individual deficit approach to learners.
How to Cite:
Tett, L., (2014) “Literacy, Learning and ‘Participatory Parity’”, Adult Education Research Conference 1(2014).
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