Mapping the adult numeracy curriculum: cultural capital and conscientization

Abstract

This study explores learners’ accounts of what they want from anadult numeracy curriculum, using mindmaps to construct and present asnapshot of their current conceptions of the curriculum. Analysis of theresulting maps finds that for most participants, the desired curriculum isconstructed in terms of school mathematics. However, for one group,exposed to wider issues of social justice, the curriculum is constructed interms of situated practice and financial literacy. The discussion draws onBernstein’s theories of curriculum and ideology; Freire’s conscientization;and research on adults’ motivations for learning numeracy. It is suggestedthat most learners in this study value the cultural capital associated withschool mathematics, and that these learners wish to engage with thechallenge set by school mathematics. However, a minority of learnersappeared to undergo a process of conscientization, formulating ideas for anumeracy curriculum relevant to adults’ lives.