Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id fBB3Wq017490; Mon, 10 Dec 2001 22:32:52 -0500 (EST) Date: Mon, 10 Dec 2001 22:32:52 -0500 (EST) Message-Id: <000701c181f3$8c537400$e738b118@fed1.sdca.home.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "John Stutzman" <j.stutzman@home.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1944] Re: EFF and civics X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.50.4133.2400 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3510 Lines: 63 This is extremely troubling. Here in California where we have a $13 billion dollar deficit, I have a strong feeling that literacy programs will be getting hit hard soon. I work in the legislation department for the county that I live in and many programs will be getting cut. Basically, if it's not related to terrorism or anthrax, it probably won't get funded. ----- Original Message ----- From: "Andy Nash" <andy_nash@jsi.com> To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> Sent: Monday, December 10, 2001 6:18 AM Subject: [NIFL-4EFF:1942] EFF and civics > As some of you may know, the Massachusetts adult education system is in > the midst of a sudden funding crisis. Five months into the fiscal year, > the legislature has passed a state budget that cuts adult education > funding by almost 50% (and forfeits future federal matching funds). If > you do the math, you'll see that a 50% cut mid-way through the year > pretty much means that the entire system may have to shut down by > February. > > Since the economic squeeze that has hit Massachusetts may be coming to > your state soon, I thought I'd share some of the EFF-inspired ideas that > some teachers are using to address this crisis with their students. > Contrary to what you might expect, explicit use of the "Advocate and > Influence" standard is not at the top of the list, since it's really > been educators who have figured out the advocacy strategy (due to the > need for speed and coordination). > > Instead, the standard "Use Math to Solve Problems and Communicate" has > been at the forefront, guiding teachers as they've explained the fiscal > situation to students, and as they've helped students prepare to express > their concerns to legislators: "What message do you want to convey to > your representative and what numbers can help to tell your story?" The > notion that you use math to communicate has become very clear. > > The "Speak So Others Can Understand" standard has also been key, as > students prepared to lobby at the state house. The particulars of the > context * speaking to officials who may respond with "budgetese" that > you don't understand; who may let you know, indirectly, that they're in > a rush by not inviting you to sit down; who want to satisfy you without > necessarily giving you a real commitment; etc. * these all provide > material for roleplays and rehearsal. And students also learn the > standard as they practice telling stories about the impact the cuts will > have on their lives, figuring out how much detail to go into, where to > focus, what tone to use, and how to connect their story to the stories > of classmates. One group of immigrant students explained (after the > senator's aide exclaimed at how easy it was to understand them) that > they, on the other hand, couldn't understand him, and went on to > describe the varied levels of success they have communicating in > different situations (demonstrating clearly that they "use multiple > strategies to monitor the effectiveness of communication"). > > It's only after the rush of activity has died down that classes will > have time to return to the role maps, purposes, and common activities to > note what they have done, and to address their many new questions about > state government. The events remind us, I think, that our "goals and > purposes" get changed and reprioritized as we deal with the world (or > the world deals with us!) each day. > > Andy Nash > World Education > anash@worlded.org
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