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Discussion
Interview findings suggested that whether illiteracy results in direct response to an environmental imperfection or physical, affective, or cognitive flaw (Bishop, 1991; Kutner et al., 2007; Roman, 2004), these imperfections thread ultimate perfection. Interviews showcased common themes including, but not limited to: the decision to leave school before graduation, the impact of oppressive environmental stimuli, and conditional imperfections driven by either a physical, environmental, cognitive, or affective barrier. Respondents communicated that being illiterate caused them to be restricted in one or more facets of their lives, to be reactionary, socially withdrawn, and a victim fearful of failure. Those who once were quitted learners (Greenberg et al., 2013) have now emerged as committed learners, with the intrinsic motivation and desire to learn, succeed, and grow (Merriam & Bierema, 2014).
As a result of literacy, respondents believed they would grow more independently productive, stable, and reflect completeness as a whole person. Skill attainment, a newfound fearlessness, and an opportunity to pay it forward were common themes from respondents in terms of next steps and now, attainable opportunities. Another key theme from the interviews revealed adult learners’ desire to break the generational pattern of low literacy (Roman, 2004) within their family structure and transfer their learning to their children and grandchildren. Adult learners believed obtaining the gift of literacy would act as a provision for gainful independence, visible value, and a life necessity. Literacy and the gifts therein catalyzed wholeness.
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