Whose voices matter? Adults with learning difficulties and the emancipatory potential of numeracy practices

Abstract

In this paper we explore the numeracy practices of adults with learning difficulties (also termed intellectual disabilities). For this purpose, the perspectives of a social practice view on numeracy practices and the concepts of disability and vulnerability were adopted. We argue that little research attention has been paid so far to this social group from an adult’s perspective, using the benefits of a small-scale qualitative approach and principles of participatory research. It is for this reason that in the paper we present selected insights gained in an exploratory qualitative study in which we conducted shadowing and interviews with adults with learning difficulties as well as focus groups with professionals. The unit of analysis is social practices, which shifts the attention from behavioural or cognitive facets of individuals towards the ways of acting out numeracy in everyday contexts. In our conclusion, we argue for a resource-oriented perspective on numeracy learning, thus recognising the voices of all adult learners, and for emphasising the emancipatory potential of acting out numeracy, which help enable rather than disable learners.