Adult Literacy in Central Queensland
A Discursive Positioning of Teachers, Policies and Funding in Regional, Rural and Remote Communities
DOI:
https://doi.org/10.47381/aijre.v14i2.504Keywords:
adult literacy, adult learning, policy discourse, fundingAbstract
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.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Bobby Harreveld

This work is licensed under a Creative Commons Attribution 4.0 International License.
Manuscripts submitted for publication should not have been published or submitted for publication elsewhere. It is the responsibility of authors to secure release of any copyright materials included in their manuscripts, and to provide written evidence of this to the editors. If accepted and published, papers become the copyright of the Australian and International Journal of Rural Education.
Papers are accepted on the understanding that they are subject to editorial revision. The Editorial Committee cannot guarantee that all contributions will be published nor give definite dates of publication. However, contributors will be advised if their papers are not accepted or if there will be a long publication delay.