Author(s): Leah Katherine Saal – Loyola University Maryland
The author debates the name change of the Adult Literacy Study Group to the Adult, Family, and Community Literacies Study Group. The author questions whether the term “foundational” in adult foundational education conveys deficit perspectives and restricts the field’s diverse perspectives.
They propose supplementing renaming efforts with a typological approach to classify and map the field’s programs and services. The paper emphasizes the need for increased visibility and understanding of adult education.
ALE Journal – Volume 4, Issue 3