Article 2016

Shakespeare for literacy: critical pedagogy in workplace learning

NM
Newbold, Mary
Research in Post-Compulsory Education
Journal · Vol. 21 · Issue 3 · pp. 291-300
Abstract

This research investigates learners’ responses to the use of literature as a means of literacy learning in level 2 Functional Skills in English. Data were gathered by way of observation, questionnaire and informal dialogue with learners. Teaching and learning was underpinned by the philosophy of critical pedagogy and was therefore learner-centric. The report concludes that recognition of reading for pleasure, and the inclusion of literature in the Functional Skills in English curriculum, is an effective way to foster learner engagement with literacy learning in the workplace. © 2016 Association for Research in Post-Compulsory Education (ARPCE).

Keywords

Author Keywords

work-based learning Critical pedagogy Action research Literacy Post-compulsory education Shakespeare

Index Keywords

Author Affiliations
Centre for Excellence in Learning and Teaching, University of Central Lancashire, Preston, Lancashire, United Kingdom
Funding & Acknowledgements
No funding information
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10 Duckworth, Vicky, Literacy, learning and identity: challenging the neo-liberal agenda through literacies, everyday practices and empowerment, Research in Post-Compulsory Education, 20, 1, pp. 1-16, (2015)
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