‘Silence is the sentence’: adult learners’ experiences of a co-created curriculum constructed through free writing tasks
AbstractThis paper outlines the pedagogical approaches taken on a University Access course, teaching predominantly mature students on a 12-week ‘inclusion in education’ module. The methods aimed to validate and develop literacy and academic skills for students undertaking undergraduate courses. Practice on the programme of study, replicated over three years, is informed by transformative learning theories. We outline how our developing praxis situates students’ self-concepts in confronting past biographical experiences of education and empowers them to improved literacy and purpose. We further propose that such andragogical approaches to teaching and learning can potentially serve as a model for improved literacy practices in post-compulsory education in England – a curriculum and qualification regime in radical need of overhaul and replacement.
CitationScott, H. & Bennett, P. (in press) ‘Silence is the sentence’: adult learners’ experiences of a co-created curriculum constructed through free writing tasks, PRISM
PublisherLiverpool John Moores University
JournalPrism: casting new light on learning, theory and practice
Description© 2022 The Authors. Published by PRISM. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: [DOI/weblink]
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/