Intellectualizing Adult Basic Literacy Education: A Case Study

Kelly S. Bradbury


At a time when accusations of American ignorance and anti-intellectualism are ubiquitous, this article challenges problematic assumptions about intellectualism that overlook the work of adult basic literacy programs and proposes an expanded view of intellectualism.  It is important to recognize and to challenge narrow views of intellectualism because they not only influence what and how we teach in American schools and the public’s beliefs about education, but they also perpetuate social and institutional hierarchies that privilege the knowledge, learning sites, and educational experiences of the cultural elite.

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Publication of the Community Literacy Journal is made possible through the generous support of the English Department and the Writing and Rhetoric Program at Florida International University. The CLJ is a journal of the Conference on Community Writing.