TY - BOOK

T1 - The best days of our lives? Experiencing literacy inequalities

T2 - The continuing impact of literacy inequalities on a group of individuals, who failed to reach their desired level of literacy at school.

AU - Turner, Barbara

PY - 2022

Y1 - 2022

N2 - This thesis explores the feelings and experiences of a small group of adults,educated in the English state school system, who either did not achieve apass (grade C/grade 4) in English language GCSE (or equivalent) by the timethey left school, or who struggled with the acquisition of literacy during theirschool years. It considers why some adults feel that they have not been ableto access the knowledge and skills they need to achieve the literacy level theywould like, and the ways in which this has affected them.In investigating the experiences of adults who have encountered literacyinequalities, this thesis aims to contribute to filling the gap in the existingliterature on the experiences of adults who are often underrepresented. Itcritically considers current approaches to the position of adults who do nothave the level of literacy they require. The research reflects on how thoseexperiences affected them in later life and the motivation behind those whoreturned to education as adults to study GCSE English. It also considers theimplications of these findings for future educational policy and practice.The findings indicate that the participants felt difficulties with literacy had negative effects on their lives, affecting their self-confidence, causing them to have feelings of low self-worth and limiting their career choices. It offers an insight into an important area of study and may be seen as a starting point for future research in this area. The intention was to gather the rich, personal experiences of the participants’ literacy journeys and provide a voice for those who have experienced feelings of not having achieved a sufficient level of competence in English for their needs. The results of the feelings and opinions they expressed suggest there may be benefits in addressing certain failures in the English education system, which can have a profound effect on children and on their lives going forward into adulthood.

AB - This thesis explores the feelings and experiences of a small group of adults,educated in the English state school system, who either did not achieve apass (grade C/grade 4) in English language GCSE (or equivalent) by the timethey left school, or who struggled with the acquisition of literacy during theirschool years. It considers why some adults feel that they have not been ableto access the knowledge and skills they need to achieve the literacy level theywould like, and the ways in which this has affected them.In investigating the experiences of adults who have encountered literacyinequalities, this thesis aims to contribute to filling the gap in the existingliterature on the experiences of adults who are often underrepresented. Itcritically considers current approaches to the position of adults who do nothave the level of literacy they require. The research reflects on how thoseexperiences affected them in later life and the motivation behind those whoreturned to education as adults to study GCSE English. It also considers theimplications of these findings for future educational policy and practice.The findings indicate that the participants felt difficulties with literacy had negative effects on their lives, affecting their self-confidence, causing them to have feelings of low self-worth and limiting their career choices. It offers an insight into an important area of study and may be seen as a starting point for future research in this area. The intention was to gather the rich, personal experiences of the participants’ literacy journeys and provide a voice for those who have experienced feelings of not having achieved a sufficient level of competence in English for their needs. The results of the feelings and opinions they expressed suggest there may be benefits in addressing certain failures in the English education system, which can have a profound effect on children and on their lives going forward into adulthood.

U2 - 10.17635/lancaster/thesis/1625

DO - 10.17635/lancaster/thesis/1625

M3 - Doctoral Thesis

PB - Lancaster University

ER -