Document Type
Article
Publication Date
Spring 2011
Journal
Alberta Journal of Educational Research
Volume
57
Issue
1
First Page
43
Last Page
58
Abstract
This qualitative study examines barriers to adult education by the marginalized adult learner. We adopted an inclusive approach by interviewing potential adult learners who had not participated in adult education programs due to illiteracy. Five overlapping themes related to barriers emerged and were categorized as: family values and responsibilities (i.e., cultural); the emotional effect of family poverty on participants’ lives (i.e., anger at the welfare system); disrupted school and learning experiences (i.e., multiple school changes); social exclusion and personal challenges (i.e., marginalization due to race, class); and turning points in participants’ education and hopes for the future (i.e., positive role models).
Notes
This article was published by the University of Alberta and is openly available at: https://journalhosting.ucalgary.ca/index.php/ajer/article/view/55454