Localising Supranational Concepts of Literacy in Adult Second Language Teaching
Holm, L., & Pöyhönen, S. (2012). Localising Supranational Concepts of Literacy in Adult Second Language Teaching. In A. Pitkänen-Huhta, & L. Holm (Eds.), Literacy practices in transition: Perspectives from the Nordic countries (pp. 189-208). Bristol: Multilingual Matters.
© Multilingual Matters, 2012. This is an author's final draft version of an article whose final and definitive form has been published by Multilingual Matters. Published in this repository with the kind permission of the publisher.
In this chapter we are analyzing how literacy is conceptualized within education – more specifically within adult second language education in Denmark and Finland. Language and literacy are generally described as highly important for societal growth, coherence and democracy in statements from governments and international agencies. However, in our research literacy appears as a more complex and contradictory resource that is increasingly used as a demarcation line for inclusion and exclusion in the ever more globalised national states.