Abstract of

Storied Selves: A Critical Discourse Analysis of Adult Learners' Literate Lives

Rebecca Rogers

Adults bring with them a wealth of literate experiences into adult education classrooms. And yet, they and the programs they enter often do not see such experiences as significant to their learning. This is surprising because it is often in the out-of-school experiences where the adults demonstrate the greatest sense of agency and ability with literacy. To date, there are no systematic studies of the relationship between literate subjectivities and contexts in the adult education literature.

Abstract from Rogers, R. (2004). Storied Selves: A Critical Discourse Analysis of Adult Learners' Literate Lives. Reading Research Quarterly, 39(3), 272–305. doi: 10.1598/RRQ.39.3.2