Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h33M1nU27497; Thu, 3 Apr 2003 17:01:49 -0500 (EST) Date: Thu, 3 Apr 2003 17:01:49 -0500 (EST) Message-Id: <41C1BE3C.657F5176.0A349A3F@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: AWilder106@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:93] Re: E-Panel Discussion Refocus X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 662 Lines: 9 Dear Jackie, I am fascinated by the positional issue. I do not want to go off track. What it leads me to, again, is that a person may have to see themselves represented within the work of the group for the group to have meaning for them, for the group to be legitimate. In terms of the classroom, the learner must be able to put themselves within the literate world (Andres gave the example of a picture)for them to see that this world will accept them,that they have a place in it. Gender and race would be prime examples--am I represented here? Do you or others have more examples of how this has played out in professional development? Thanks. Andrea
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