Naming Our World, Claiming Our Knowledge: Research-in-Practice in Adult Literacy Programs

Authors

  • B. Allan Quigley

Abstract

Throughout its history adult literacy education has been defined, described, researched, and effectively controlled by external entities. This article discusses how literacy practitioners and learners are gaining a voice through the production of their own knowledge using research-in-practice. It especially examines the applicability, benefits, and inherent risks of practitioner action research, provides a discussion of how this research paradigm is defined, and concludes with possibilities for the future.

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Published

1999-10-01

Issue

Section

ARTICLES