Abstract
Examines the conduct of a practitioner-led action research program in Scottish literacy, and challenges the extent to which PLAR can be adopted as a professional development strategy. Expresses caution about the potential for PLAR to reinforce individualized and managerial approaches to the field as promoted by new public management.
How to Cite:
St. Clair, R. & Maclachlan, K., (2009) “Autonomy And Autogenesis: Practitioner Research And The Self-Made Literacy Tutor”, Adult Education Research Conference 1(2009).
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