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 h37CHxU07943; Mon, 7 Apr 2003 08:17:59 -0400 (EDT) Date: Mon, 7 Apr 2003 08:17:59 -0400 (EDT) Message-Id: <3E9564E2@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:119] question from Cris, to the group X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: WebMail (Hydra) SMTP v3.61.08 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 1076 Lines: 23 Good morning, all, I am forwarding a question to you from Cris Smith, that seems to be a topic for all of us to explore. I look forward to reading your insights. Thanks, Jackie >From Cris: There seems to be at least two ways (to me) to address "isms" in professional development for adult education practitioners. One way is to build a discussion of isms into every professional development that is organized and planned; there's always some facet of any topic that has to do with isms. The second way is to schedule one or more workshops, study circles, practitioner research opportunities, etc. for practitioners specifically focusing on racism or other isms. Is one of these ways preferable to another, or should professional developers aim to offer professional development activities of both types throughout the year (at either the state or program level)? For people who have planned specific "isms" workshops or other professional development, do you find that they are well-attended and what are some ways of recruiting practitioners to join them? Cris Smith
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