Symposium Title: Rethinking Adult Literacy: Beyond Stigmatization

This symposium explores adult literacy from a eudaimogenetic perspective, focusing on how literacy practices, assessments, and learning environments shape human flourishing, self-perception, and social inclusion. Drawing on studies from Germany, the symposium brings together four papers examining the language used in literacy competence assessments, the emotional dimension of literacy-related shame, and approaches to measuring literacy competencies and subject-oriented perspective on literacy. The aim is to initiate critical dialogue on how literacy is conceptualized, experienced, evaluated, and researched—and how these processes can support or constrain individuals’ opportunities for equitable, inclusive participation in society, as well as their potential to lead flourishing lives. Paper 1: Linguistic Framing of Competence: A Content Analysis of the PIAAC 2023 Report As part of our research, we conducted a content analysis of the linguistic tools used in the German PIAAC findings report 2023 to describe adult literacy competencies. Specifically, we identified the terms, lexical items, and grammatical constructions used to describe such competencies. We examined the extent to which the report's language focuses on the measurement and scalar evaluation of competencies, rather than on their potential applications or benefits. This also reveals the effects of a competence orientation on inclusion processes and sensitivity to discrimination. Based on examples, we demonstrate how these linguistic tools shape perceptions of competencies as scalable—emphasizing comparative constructions such as mehr/weniger ‘more/less’ and (sehr) hoch/niedrig ‘(very) high/low’, as well as evaluative terms like ausreichend/nicht ausreichend ‘sufficient/insufficient’, grundlegend ‘basic’, and gering ‘low’ (Rammstedt et al., 2024) — while simultaneously raising the question of the concept of “sufficiency.” This approach is also suggested as a tool to analyze literacy-related discourses in international (e.g., Portuguese-speaking) contexts. Paper 2: Shame and Literacy: How Emotions Shape Literacy Learning Trajectories This linguistic framing also has implications for how people experience and internalize their perceived competencies. Recent studies highlight the connection between shame and literacy. Shame is a universal human emotion with profound social and cognitive effects. It connects the self, the social environment, and culture. In educational contexts, shame can lead learners to withdraw, conceal their difficulties, and avoid learning opportunities. People with low literacy skills often experience shame in educational situations. To avoid embarrassment, they develop avoidance strategies, which further limit access to education and participation. This presentation provides an overview of possible avoidance strategies and offers insight into how shame undermines learning and influences educational trajectories. It introduces pedagogical approaches for creating shame-sensitive learning environments and demonstrates how educational inequalities might be reduced as a result. Paper 3: Measuring Literacy: The Alpha Level Approach in Germany Building on this, we argue that literacy must be considered in relation to its social and educational environments. A key research question in adult literacy studies is how to determine who is literate to what extent. We refer to a study from Germany that demonstrates an approach to quantitative research. The Level-One Study (Grotlüschen & Buddeberg 2020), conducted by the University of Hamburg in 2010 and 2018, includes nationally representative measurements of everyday literacy practices and competencies across various domains. The results are categorized into so-called Alpha Levels, allowing for standardized assessment of literacy and basic education. Following the reference to the study, quantitative survey methods will be critically discussed in relation to other research approaches, including qualitative methods such as biographical research and self-assessment measures. Paper 4: A Subject-Oriented Perspective on Literacy Finally, insights from the previous contributions are synthesized and analyzed with regard to the following questions: What is literacy as a phenomenon? How does it manifest? And what significance does it hold for individuals and their life trajectories? Grounded in the paradigmatic positioning of this research project within eudaimogenesis, the relationship between a flourishing life and literacy is central. In this context, literacy research must navigate the challenge of avoiding mechanisms of stigmatization that certain research approaches may reinforce, shaping the discourse in ways that can be particularly harmful to individuals who do not conform to specific written language norms. This contribution argues that a subject-oriented understanding of literacy is essential—both to adequately address the heightened vulnerability of adults with low literacy skills and to focus on the conditions that enable a flourishing life. According to this perspective, subject-oriented literacy research requires an approach that actively mediates between vulnerability and flourishing. This entails striving for a less stigmatizing concept of literacy—one that recognizes life with low literacy as a reality to be acknowledged rather than a deficit or form of suffering. References (163 words): Fischer, J. (2022). Der Zusammenhang von Rechtschreib-Scham und Rechtschreib-Leistung: Eine Untersuchung bei Neuntklässler:innen in Baden-Württemberg (Dissertation, Pädagogische Hochschule Weingarten). Grotlüschen, A., & Buddeberg, K. (Hrsg.). (2020). LEO 2018: Leben mit geringer Literalität. wbv. Grotlüschen, A., Buddeberg, K., & Solga, H. (Hrsg.). (2023). Interdisziplinäre Analysen zur LEO-Studie 2018 – Leben mit geringer Literalität: Vertiefende Erkenntnisse zur Rolle des Lesens und Schreibens im Erwachsenenalter (Bd. 14). Springer Fachmedien Wiesbaden. Pabst, A., & Pape, N. (Hrsg.). (2023). Neue Wege und Begegnungen in der Grundbildung und Grundbildungsforschung: Eine Zwischenbilanz aus Forschung und Praxis. wbv Media. Rammstedt, B., Gauly, B., Kapidzic, S., Maehler, D. B., Martin, S., Massing, N., Schneider, S. L., & Zabal, A. (2024). PIAAC 2023. Grundlegende Kompetenzen Erwachsener im internationalen Vergleich. Waxmann Verlag GmbH. https://doi.org/10.31244/9783830999652 Stöhr, W., & Schulze, G. C. (2024). Die Emotion Scham in der Schule: Schulische Schamsituationen aus der Perspektive ehemaliger Schüler:innen. Journal für Psychologie, 32(1), 51–72. https://doi.org/10.30820/0942-2285-2024-1-51 Werden, R. (2013). Schamkultur und Schuldkultur: Revision einer Theorie [Inaugural-Dissertation, Albert-Ludwigs-Universität Freiburg]. Albert-Ludwigs-Universität Freiburg.