caa a22 4500 475743520 CHVBK 20180406123506.0 cr unu---uuuuu 170329e20000901xx s 000 0 eng 10.1023/A:1004177430498 doi (NATIONALLICENCE)springer-10.1023/A:1004177430498 The Vocational Turn in Adult Literacy Education and the Impact of the International Adult Literacy Survey [Elektronische Daten] [Nathalie Druine, Danny Wildemeersch] The authors critically examine some of the underlying epistemological and theoretical assumptions of the IALS. In doing so, they distinguish among two basic orientations towards literacy. First, the standard approach (of which IALS is an example) subscribes to the possibility of measuring literacy as abstract, cognitive skills, and endorses the claim that there is an important relationship between literacy skills and economic success in the so-called 'knowledge society.' The second, called a socio-cultural approach, insists on the contextual and power-related character of people's literacy practices. The authors further illustrate that the assumptions of the IALS are rooted in a neo-liberal ideology that forces all members of society to adjust to the exigencies of the globalised economy. In the current, contingent conditions of the risk society, however, it does not seem very wise to limit the learning of adults to enhancing labour-market competencies. Adult education should relate to the concrete literacy practices people already have in their lives. It should make its learners co-responsible actors of their own learning process and participants in a democratic debate on defining the kind of society people want to build. Kluwer Academic Publishers, 2000 Druine Nathalie Centrum voor Comparatieve Pedagogiek, Vesaliusstraat 2, 3000, Leuven, Belgium aut Wildemeersch Danny Centrum voor Comparatieve Pedagogiek, Vesaliusstraat 2, 3000, Leuven, Belgium aut International Review of Education Kluwer Academic Publishers 46/5(2000-09-01), 391-405 0020-8566 46:5<391 2000 46 11159 https://doi.org/10.1023/A:1004177430498 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1023/A:1004177430498 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Druine Nathalie Centrum voor Comparatieve Pedagogiek, Vesaliusstraat 2, 3000, Leuven, Belgium aut NATIONALLICENCE 700 1- Wildemeersch Danny Centrum voor Comparatieve Pedagogiek, Vesaliusstraat 2, 3000, Leuven, Belgium aut NATIONALLICENCE 773 0- International Review of Education Kluwer Academic Publishers 46/5(2000-09-01), 391-405 0020-8566 46:5<391 2000 46 11159 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer