This project investigates how a group of adult learners who are acquiring new literacies articulate their relationships to dominant ideologies of literacy. My goal is to look beyond typically expressed motivations for becoming more literate to understand how people see the roles of writing and reading in their lives. I argue that adult learners can teach scholars and teachers something about dominant ideologies from their unique point of critique. Another goal is to examine how learners use alternative literacy narratives to define a place of agency. By examining interview transcripts and written texts, I investigate the ways that one adult learner uses alternative narratives as a means to alter his subject position and disrupt dominant literacy narratives.
A Journal of Community-Engaged Writing and Rhetoric