Abstract
The study draws on life history, literacy studies, and ethnographic approaches to exploring social practices as a frame to explore the narratives of two UK adult literacy learners who provide a description of their engagement with a transformative curriculum and pedagogical approach. One of the learners reveals his frustration at the lack of transformative opportunities in his learning programme. The other offers an illustration of how transformative learning can be encouraged and how it can actually transform the life of its beneficiaries. In essence, both case studies highlight some of the characteristics of transformative learning. Bourdieu’s concepts of field, capitals, and habitus are applied. The critical elements of these concepts include tools for consciousness raising and increasing the flow of capital, and linguistic capital. The notion of spoilt identities based on neoliberal individual accountability, that fails to address the structures and hierarchies of power, is challenged.
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