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 h34FnBU20424; Fri, 4 Apr 2003 10:49:11 -0500 (EST) Date: Fri, 4 Apr 2003 10:49:11 -0500 (EST) Message-Id: <3E973C49@webmail.utk.edu> 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: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:106] From Debby, How YES! is helping African American men X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: WebMail (Hydra) SMTP v3.61.08 Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 2753 Lines: 49 Good morning, all, Debby D'Amico, one of our "virtual visitors," asked that I forward her message to you. Debby, I hope you don't mind, but I also wanted to provide our audience a little bit more on your background as it informs our conversations here. Debby has a Ph.D. in Anthropology, and has focused on issues of race, gender and class since high school, in her academic, personal and political life. She has been a literacy researcher, administrator and advocate for almost 15 years, and has worked in union and worker education for much of that time. She was a National Institute for Literacy Fellow in 1996-7, and completed a review of the role of literacy in welfare to work intitatives during that time. Debby was Deputy Director of Education at the Consortium for Worker Education during the time the programs recieved the US Secretary's award for Excellence. Currenlty, She is a Reserach Associate at the Queens College Worker Education program of City University of New York, and she provides technical assistance and evaluation to the Workforce Development Centers of the New York State AFL-CIO. Jackie ----- Forwarded Message ----- From: DEBBYDAM@aol.com To: nifl-aalpd Subject: RE: [NIFL-AALPD:83] Re: How YES! is helping African American men I can't resist jumping in here, though my discussion time is coming up later. The description of YES is really an answer to a question Jackie posed about my article. In the same way that folks are discussing positionality here and acknowledging the hegemony of mainstream views, literacy programs attached to welfare to work or other employment efforts sometimes reinforce notions of blaming the individual for poverty because they do not do the things YES does. That is, build in time to reflect critically on why people are poor, and do not structure programs as if only a propoer resume and a new suit stand in the way of employment. If we professionals can hold in our heads a critical view of power while working and getting paid, so can everyone else. DD Jackie's question: Deborah, in your article you write, “…educators may be mandated to teach in ways that reinforce, rather than transform, differences of class, race, gender, and sexual orientation that affect the life chances of learners.” It would helpful for me to better understand what you mean, before I can begin to explore it in my own practice as an adult literacy professional developer. Could you please say more about teaching in a way that *reinforces* these differences, and give an example of what research suggests that might “look” like? On the flip side, how would one teach in a manner that *transforms* differences of class, race, gender, and sexual orientation?
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