Facial reconstruction

Search LJMU Research Online

Browse Repository | Browse E-Theses

‘Silence is the sentence’: adult learners’ experiences of a co-created curriculum constructed through free writing tasks

Scott, H, Bennett, P and Hammond, C (2022) ‘Silence is the sentence’: adult learners’ experiences of a co-created curriculum constructed through free writing tasks. PRISM. ISSN 1448-4404

580-Article Text-3345-1-10-20221004.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (345kB) | Preview
Open Access URL: https://doi.org/10.24377/prism.ljmu.0402214 (Published version)


This 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.

Item Type: Article
Uncontrolled Keywords: literacy; transformative andragogy; co-created curriculum; adult learning; agency; 1503 Business and Management; 1505 Marketing; 2001 Communication and Media Studies
Subjects: H Social Sciences > HF Commerce > HF5001 Business
L Education > L Education (General)
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Education
Publisher: Liverpool John Moores University, UK
SWORD Depositor: A Symplectic
Date Deposited: 14 Dec 2022 12:01
Last Modified: 14 Dec 2022 12:01
DOI or ID number: 10.24377/prism.ljmu.0402214
URI: https://researchonline.ljmu.ac.uk/id/eprint/18398
View Item View Item