ABSTRACT
Educational scholarship provides broad and rich discourses, concepts, and practices to address the myriad intermingling aspects of the literacy encounter, from the role of socio-cultural contexts of literacy practices. This chapter provides the complexity of the individual, and the individual conditions, of teaching, but rather than focusing attention on any one component of the literacy learning experience, and looks at the relationship between them. Literacy education in the context of adult learning is heavily weighted with the practices of reading and writing, second or additional language acquisition, and skills training. The chapter focuses on different positions, pasts, and perspectives to our work in adult and literacy education. It explores the history and experience of relationship that touches on how each one of literacy educators “feels” or “experiences” relationships. Discourses of affect and interrelationality are put into relation with etymologies and ethics.
