NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1021636
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1359-6748
Culture Clash: Mentoring Student Literacy Educators in a Marketised and Instrumentalist Further Education Policyscape
Garbett, Georgina; Orrock, Deborah; Smith, Rob
Research in Post-Compulsory Education, v18 n3 p239-256 2013
At the centre of the study on which this article is based, there is a sense of cultural collision. While from a global perspective, Literacy education has an exciting and radical pedigree, the teaching of Literacy in England has been harnessed to an explicitly instrumentalist policy agenda since the introduction of the Adult Literacy Core Curriculum in 2001. This paper sets out to explore the impact of this policyscape on a specific area: the mentoring of Literacy student teachers. The study draws on a qualitative data set from a series of interviews with Literacy mentors from different FE colleges in the English West Midlands. The study found that Literacy mentors are able to promote the holistic approaches that are fundamental to established Literacy pedagogy but that institutional and cultural factors can militate against this in decisive ways. The paper concludes that whilst Literacy mentors have a significant role to play in the education of new Literacy teachers, the motivations and values associated with Literacy mentoring seem to jar in many cases with the marketised cultures in which they operate.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A