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Tett, Lyn; Anderson, Kirstin; McNeill, Fergus; Overy, Katie; Sparks, Richard – Studies in the Education of Adults, 2012
This article investigates the role of the arts in enabling prisoners to engage with learning and improve their literacy, and the impact this has on their rehabilitation and desistance from crime. It draws on data collected from prisoners who participated in arts interventions in three different Scottish prisons. It argues that participating in the…
Descriptors: Active Learning, Drama, Audiences, Correctional Institutions
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St. Clair, Ralf; Maclachlan, Kathy; Tett, Lyn – Studies in the Education of Adults, 2009
The potential of practitioner-led action research (PLAR) to contribute to professional development in adult literacies work is considered from two perspectives. First, a recent initiative in Scotland is examined to illustrate PLAR implemented as professional development. The structural factors needing to be addressed for PLAR to contribute to…
Descriptors: Action Research, Foreign Countries, Professional Development, Adult Literacy
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Tett, Lyn – Studies in the Education of Adults, 2004
Widening participation initiatives tend to focus on raising the aspirations of the working class rather than changing educational cultures. However, any analysis must take account of the role of the educational institution itself in creating and perpetuating inequalities. Participation in higher education (HE) is an inherently more risky, costly…
Descriptors: Maturity (Individuals), Working Class, Higher Education, Risk
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Crowther, Jim; Tett, Lyn; Galloway, Vernon – Studies in the Education of Adults, 1999
Adult literacy education can contribute to the political change process in Scotland by shifting from a narrow functional approach to a more critical one. The critical approach recognizes vernacular literacies and focuses on developing competence in diverse literacies and on identifying the contexts in which they should be used. (SK)
Descriptors: Adult Literacy, Critical Thinking, Democracy, Discourse Analysis
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Tett, Lyn – Studies in the Education of Adults, 1996
The practice of adult educators in single-sex settings is directed by "theories-in-use" about the social construction of gender, such as gender is culturally constructed but people internalize gender stereotypes; gender stereotypes can be challenged and changed; and power to define gender roles lies in patriarchy, but it can be contested…
Descriptors: Educational Theories, Equal Education, Equal Opportunities (Jobs), Sex Stereotypes