Learning to read: discourse analysis and the study and practice of adult education

Educators are inclined to think that the words they use in their discourses about policy, research, and practice mean what they mean them to mean. It is just as clear, however, that such discourses ideologically produce and reproduce relations of power that benefit some and disadvantage others. This...

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Bibliographic Details
Published inStudies in continuing education Vol. 31; no. 1; pp. 1 - 12
Main Author Wilson, Arthur L.
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.03.2009
Routledge
Subjects
Academic Discourse
Adult Education
Adult educators
Continuing education
Discourse Analysis
Hidden Curriculum
Identification
identity
Politics of education
power
Power Structure
Reading Instruction
resistance
Resistance (Psychology)
Role of Education
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Summary:Educators are inclined to think that the words they use in their discourses about policy, research, and practice mean what they mean them to mean. It is just as clear, however, that such discourses ideologically produce and reproduce relations of power that benefit some and disadvantage others. This essay begins an argument that educators need to learn to read. Learning to read means learning to read through the stated words and the presumed meanings of those words in our educational discourses about policy, research and practice in order to try to understand what such words might also mean.
Bibliography:Studies in Continuing Education; v.31 n.1 p.1-12; March 2009
Refereed article. Includes bibliographical references.
ISSN:0158-037X
1470-126X
DOI:10.1080/01580370902741852