Adult Literacy in Central Queensland

A Discursive Positioning of Teachers, Policies and Funding in Regional, Rural and Remote Communities

Authors

  • Bobby Harreveld Central Queensland University

DOI:

https://doi.org/10.47381/aijre.v14i2.504

Keywords:

adult literacy, adult learning, policy discourse, funding

Abstract

The sociocultural markers of adult literacy teachers'. identities are significant for understanding the nature of teaching which is constructed through, and contingent upon, diverse geographical and systemic spaces - at once a dilemma and a strategy in
promoting education in regional areas. This article reports on one aspect of the work of a cohort of 23 adult literacy teachers living in regional, rural and remote areas of Central Queensland. Discourse theory is used to frame the conceptualisation of one particular teacher's discursive positioning of her work. The article concludes that the relationships between adults positioned as teachers and students can become a community resource with the potential for rural engagement and for transformation of  social and economic capital in such communities.

Author Biography

Bobby Harreveld, Central Queensland University

R. E. (Bobby) Harreveld is Senior Lecturer and Research Fellow in the Learning, Evaluation, Innovation and Development Centre in the Division of Teaching and Learning Services at the Rockhampton campus of Central Queensland University, Australia. She is co-editor of journal theme issues about vocational education and multiliteracies.

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Published

01-07-2004

How to Cite

Harreveld, B. (2004). Adult Literacy in Central Queensland: A Discursive Positioning of Teachers, Policies and Funding in Regional, Rural and Remote Communities. Australian and International Journal of Rural Education, 14(2), 39–53. https://doi.org/10.47381/aijre.v14i2.504

Issue

Vol. 14 No. 2 (2004): Education in Rural Australia

Section

JOURNAL PAPERS

License

Copyright (c) 2023 Bobby Harreveld

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