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From Opportunity to Responsibility: Political Master Narratives, Social Policy, and Success Stories in Adult Literacy Education


by Jennifer A. Sandlin & M. Carolyn Clark — 2009


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Cite This Article as: Teachers College Record Volume 111 Number 4, 2009, p. 999-1029
http://www.tcrecord.org ID Number: 15229, Date Accessed: 12/16/2017 11:53:04 AM
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About the Author
  • Jennifer A. Sandlin
    Arizona State University
    E-mail Author
    JENNIFER A. SANDLIN is an assistant professor in the Division of Curriculum and Instruction at Arizona State University. Her research interests encompass several related areas: critical perspectives on adult education, curriculum, and adult learning; the politics of adult literacy and welfare-to-work education; and consumer education for adults, especially sites of public pedagogy and informal and social movement learning centered on “unlearning” consumerism. She serves on several journal editorial boards, including International Journal of Qualitative Studies in Education and International Journal of Lifelong Education. She is currently editing a special issue of Convergence focused on consumption, consumerism, and adult education. Recent publications include “Literacy for What? Literacy for Whom? Analyzing the Politics of Literacy Education and Neocolonialism in UNESCO and World Bank-Sponsored Literacy Programs” (with Corrine Wickens, Adult Education Quarterly, August 2007) and “Culture, Consumption, and Adult Education: Re-fashioning Consumer Education for Adults as a Political Site Using a Cultural Studies Framework” (Adult Education Quarterly, May 2005).
  • M. Carolyn Clark
    Texas A&M University
    CAROLYN CLARK is an associate professor in the Department of Educational Administration and Human Resource Development at Texas A&M University, where she serves as adult education program coordinator. She is also coeditor of the International Journal of Qualitative Studies in Education. Her research interests include adult development and learning, with particular focus on marginalized women’s identity development; transformational learning; narrative learning; and issues in qualitative research. Recent publications include Narrative and the Practice of Adult Education (with Marsha Rossiter, Krieger Publishing, 2007) and “The Dark side of Truth(s): Ethical Dilemmas in Researching the Personal” (with Barbara Sharf, Qualitative Inquiry, April 2007).
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