Journeys into Literacy

This article revisits a 2006 study on adult literacy in Ireland, exploring the enduring relevance of its core themes within contemporary educational discourse. Using a retrospective narrative inquiry approach, the research foregrounded the lived experiences of adults who had not acquired reading and writing skills during childhood, highlighting the interplay of emotional, social, and contextual factors in shaping literacy struggles. Findings reveal that illiteracy is sustained by cycles of negative affect, shame, fear, and frustration, compounded by unsupportive school environments and rigid pedagogical norms. The study argues that literacy learning is not merely a technical process but a deeply personal journey requiring empathetic, learner-centred approaches that address emotional barriers alongside cognitive challenges. By situating literacy within a holistic framework of social justice and inclusion, the paper underscores the need for interventions that foster resilience, trust, and psychological safety in adult education.