Resilience: The Project Team
Ros Bauer has extensive experience in adult learning and adult language literacy and numeracy (LLN) in Indigenous education contexts. She is committed to adult literacy provision which focuses on developing human capital with sustainable social capital and community capacity building outcomes. Her commitment to this approach is evident in the projects she undertakes such as the work she is currently doing in remote Northern Territory; which led to her award for Excellence in Adult Literacy Numeracy Practice at the 2013 Australian Training Awards. Ros has qualifications in Aboriginal education, TESOL, LLN, Vocational Education and Training; and is principal consultant for her business Ros Bauer Adult Literacy Services.
Michael Chalk is an adult educator (language, literacy, numeracy and technology) working in the Adult Community Education (ACE) sector in Victoria, Australia. He’s been involved in state and national digital learning projects such as AccessACE e-Learning Research Circles, and Victorian ACE e-mentor projects, e-learning innovations, e.g. Can You Hear Us? (audio technologies in the classroom), Flexible Learning Leaders and Community Engagement (Australian Flexible Learning Framework).
Keiko Yasukawa is a lecturer at the University of Technology Sydney (UTS) in Australia. She has been working at UTS since 1993 in various roles including teaching and coordinating adult education programs, mainly in the area of adult literacy and numeracy. Engagement in the professional field is an important part of Keiko’s work. Keiko has held leadership positions in the Australian Council for Adult Literacy and the NSW Adult Literacy and Numeracy Council since 2009.
Keiko’s research interest areas are: adult literacy and numeracy policies, pedagogies and practices; critical numeracy and the social studies of mathematics; precarious employment in Australian higher education. Her recent publications include the edited book with Stephen Black Beyond economic interests: Critical perspectives on adult literacy and numeracy in a globalised world (Sense Publishers, 2016). She is the lead editor of Literacy and Numeracy Studies: an international journal in the education and training of adults.
Julie Furnivall is a freelance teacher trainer and consultant, with a wide range of skills and expertise developed over forty years in post-compulsory education. Julie has a number of specialisms, but the one that is closest to her heart is English for Speakers of Other Languages. As a trainer, Julie has worked with many hundreds of teachers, tutors, assessors and managers. In addition, she has always taught learners who are improving their skills in literacies. She is proud of the many individuals she has worked with, particularly those who have faced huge barriers in life, yet have still managed to achieve their goals. As well as coaching, teaching and nurturing her learners, Julie has managed numerous projects and initiatives. The most recent was a project about empowering bilingual women who lacked the language skills to be able to communicate confidently about their own health, particularly sexual health.
Tara Furlong has twenty years’ experience in adult education and training in the private and public sectors in the UK and abroad, specialising in integrated English language, literacies and digital learning. She is involved in delivering professional development via national organisations in the UK, editorial and publication work; and has an established history of designing and implementing systemic curriculum quality initiatives in education providers. She has an ongoing interest in the relationship between multi-modal and contextualised versus abstracted learning; and its mirror in social and literate practice and language across life spheres. As well as work with Designing Futures Ltd, Tara does pro bono work for RaPAL (Research and Practice in Adult Literacies), BALID (British Association for Literacy in Development), is an active local school governor; and is engaged in postgraduate studies in educational leadership with UCL, Institute of Education.
RaPAL (Research and Practice in Adult Literacies)
Resaarch and Practice in Adult Literacies (RaPAL) is the only UK-wide organisation that focuses on the role of literacies in adult life. We promote effective and innovative practices in adult literacies teaching, learning and research; and support adult literacies practitioners and researchers. We enjoy engaging in debates that touch on English language and literacy, numeracy and digital skills across homes, communities and workplaces. Through our members, digital journals, conferences and fora, policy and advocacy work, we are active in Europe and have international links. More information at https://rapal.org.uk/
ACAL (Australian Council for Adult Literacy)
The Australian Council for Adult Literacy promotes adult literacy and numeracy policy and practice. We provide leadership in Australian debate on adult literacy and numeracy practices and policy. We build understanding of adult literacy and numeracy issues. We advocate on behalf of equitable adult literacy and numeracy provision for all Australians. We build links between people, organisations and systems; the participants and stakeholders in the adult literacy and numeracy field. We work with other organisations on issues of mutual concern.. More information at http://www.acal.edu.au/
Festival of Learning
Festival of Learning awards showcase and celebrate the wonderful things that learning can achieve for individuals, families, communities and employers. Get involved, and nominate the learners, tutors, projects and employers that deserve recognition, and will inspire others. More information at https://www.festivaloflearning.org.uk/
“Writing a story for a conference the ‘yapa’ way i.e. Telling the story of the adult learning centre using traditional art.”