A critical perspective "asserts that all knowledge is socially and historically determined" and "its central focus is on conducting research and building structures that enhance empowerment and democracy" (Tierney, 1993, p. 50). This international comparative study afforded me the opportunity to approach policy research from such a a critical perspective.

I stepped out of the parameters I had known both on a personal and policy level. According to Rubenson (1994b), this conceptual function of policy research "involves widening the debate, reformulating the problem, clarifying goals, and analyzing eventual conflicts between multiple goals" (p. 154). In using a critical perspective informed by the New Literacy Studies and based on Guba's typology, I sought to see how public policy might more effectively meet the needs and interests of adult learners.

Scope of the Study

This study focused on a comparison of the relationship between adult learning and literacy policy at the micro level and at the macro level in Canada and Sweden using two selected geographic locations in each country. Notwithstanding the critical importance of social history and culture in providing a context for policy development, this study concentrated on the years between 1994, the year the International Adult Literacy Survey was conducted, and 2003. A few relevant reports and documents from earlier periods were included.

I used "ethnographically-informed" methodology to study policy at the community level. The research comprised parallel comparative case studies in urban and rural settings in both Canada and Sweden. The urban settings I chose were racially diverse; both had large universities and active business communities. The rural sites were regional distribution centres with significant agricultural or resource-based sectors. The key informants in all cases were policymakers, community leaders, educators and adult learners.