The eye of the storm: discursive power and resistance in the development of a professional qualification for adult literacies practitioners in Scotland
Aileen Ackland: University of Aberdeen, Scotland
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The claim to be a profession traditionally assumes the need for a University level qualification. In a previously unregulated area of practice, the development of a professional qualification is thus central to the professionalisation process. In Scotland, the development of a Teaching Qualification for Adult Literacies practitioners became the focal point for the tensions in the broader professionalisation project and a site of discursive contestation in an emergent field of practice. This paper explores the play of power and resistance, drawing primarily on two separate but related research studies– a policy analysis and an exploration of practitioners’ conceptualisations of practice. Whilst the first study explicitly used the methodological framework of Critical Discourse Analysis (Fairclough, 2003) and the second, Personal Construct Theory (Kelly, 1955), they are connected by their postmodern focus on language use and an interest in how practitioners are managed by and, in turn, manage and mediate managerial and professional forms of power; both aimed to examine ’how discourse figures in the processes of change’ (Fairclough, 2003, p. 205). Brought into relationship with one another in the context of the nexus of power relations formed by the development of the new qualification, they illuminate the multiple ’projects’ competing discursively in the space.

Keywords: Professionalisation; professional development; adult literacies; discourse

Volume 2, Issue: 1, Article 14, 2011

Aileen Ackland
The eye of the storm: discursive power and resistance in the development of a professional qualification for adult literacies practitioners in Scotland:
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Volume 2, Issue: 1, Article 14, 2011

Aileen Ackland
The eye of the storm: discursive power and resistance in the development of a professional qualification for adult literacies practitioners in Scotland:
Note: the following are taken directly from CrossRef
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  • Armando Loureiro, Artur Cristóvã & Telmo Caria (2013). Between external prescription and local practice The uses of official knowledge by adult education professionals in Portugal. European Journal for Research on the Education and Learning of Adults, 4(1): 65. DOI: 10.3384/rela.2000-7426.rela0088
  • Aileen Ackland (2013). At Play in the Space: The concept of 'the social practice approach' in the Scottish adult literacies field. Literacy and Numeracy Studies, 21(1): . DOI: 10.5130/lns.v21i1.3330
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