Author(s): Keiko Yasukawa – University of Technology Sydney
The author discusses the need to critically evaluate the concept of innovation in education and adult literacy. The author highlights the prevalence of innovation rhetoric without specific consideration of its purpose or consequences. The article critiques the pro-innovation bias and argues for a shift toward educationally driven adult literacy policies.
It emphasizes the importance of examining claims of innovation, questioning their origin and impact on learners. Overall, the article calls for a deeper reflection on the meaning and implications of innovation in adult literacy.
ALE Journal – Volume 5, Issue 2