You are here: HomeClearing House"He was learning to read, but he wasn't learning to live": Socially inclusive learning in a community setting

Current CADR projects

Download a summary of our current projects;

We want to hear from you!

Help us improve the CADR clearing house

"He was learning to read, but he wasn't learning to live": Socially inclusive learning in a community setting

Greg Marston, Jeffrey Johnson-Abdelmalik,

Academic Literature

2015

People with mental health problems, learning difficulties and poor literacy and numeracy are at risk of social exclusion, including homelessness. They are often disconnected from the formal education systems, with few opportunities for education and employment. Academic research has demonstrated a link between literacy and numeracy and social connectedness, however the pathways to enact this are not well understood. This paper presents insights into how a community based adult literacy program in Brisbane, Australia provides a successful model of socially inclusive learning. The paper is based on a 12-month action research project conducted by the Queensland University of Technology in conjunction with Anglicare Southern Queensland 2013-2014. The methodology for the project was qualitative in nature, involving participant observation of lessons, and semi-structured interviews with former and present students, volunteer tutors and the teacher. The central research focus was how literacy education can act as an instrument of social connection to the community.

Publication information

Journal/Publication : Literacy and Numeracy Studies

Domain/s: Social relationships

green strip

Research to Action Guides

  • A Guide for disability practitioners, schools, employers and young people looking to make the transition from school to employment in Australia....
  • The Culturally Proficient Service Delivery Research to Action Guide has been developed to assist in the provision of accessible, appropriate and effective disab...