Abstract

Adult literacy educator expertise is being subsumed by the Essential Skills framework and IALS testing methodology as both are packaged as adult literacy pedagogy. Preliminary findings from an Institutional Ethnography illustrate how educators are becoming increasingly immersed in the discursive relations of the literacy regime as they: 1) get hooked into the discourse of the regime; 2) establish a direct link with assessments and accountability requirements; and 3) are taught to change the way they teach, discounting both research and practice based knowledge of literacy and adult learning.

Keywords: Institutional Ethnography, adult literacy, Essential Skills, IALS, pedagogy

How to Cite:

Pinsent-Johnson, C., (2011) “Essentializing the Experiences and Expertise of Adult Literacy Educators”, Adult Education Research Conference 1(2011).