Assumptions about learner identity are often based on a deficit view of the working classes. This chapter illustrates an alternative discourse that shows how one family literacy program in Scotland generated useful knowledge.

Examines a family literacy program based in a disadvantaged area of Scotland, to show how deficit views of children and their parents (feeling that one's own ways of speaking and writing are "wrong") might be challenged and overcome so that real learning can take place, learning that focuses on people's strengths and different types of…