Received: (news@localhost) by literacy.nifl.gov (8.6.8/940311.01ccg) id OAA23369 for nifl-esl@novel.nifl.gov; Wed, 6 Dec 1995 14:48:38 -0500 Path: literacy.nifl.gov!nifl-esl@literacy.nifl.gov From: Fran Keenan <fran@cal.org> Newsgroups: nifl.esl Subject: x post participatory citizenship Date: 6 Dec 1995 14:48:37 -0500 Organization: National Institute for Literacy Lines: 45 Sender: listproc@literacy.nifl.gov Distribution: nifl Message-ID: <s0c5ad1a.001@cal.org> Reply-To: nifl-esl@literacy.nifl.gov NNTP-Posting-Host: literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov X-Mailer: Novell GroupWise 4.1 Apparently-To: nifl-esl@literacy.nifl.gov Status: RO X-Status: The message below is crossposted from the NLA list (12/6). Although not explicitly about "becoming a citizen," this project (Equipped for the Future) and the citizendship listserv may be of interest to readers of the NIFL-ESL list: (FK) The National Institute for Literacy is funding a planning effort based on Equipped for the Future (if you have not read this report on what adult learners have to say about Goal 6, you should, copies from NIFL). There are eight projects, two of which are addressing learners in their role as citizens. The Center for Literacy Studies in three southern Appalachian states (TN, KY and VA) and the New England Literacy Resource Center in its states are collaborating on one of those projects, and the other is led by the Mayor's Office on Literacy in Philadelphia. Together the Equipped for the Future projects are addressing two questions: what do adults need to know and be able to do, and what should adult education be teaching? Collectively we are addressing the three roles identified in Equipped for the Future -- worker, family member/parent, and citizen. All of us are addressing the four purposes for literacy which were identified by the 1500 learners who responded to the NIFL request -- literacy for access, voice, independent action and as a bridge to the future. In our project on citizenship with NELRC, we are doing focus groups in each region with people who are active citizens in various contexts, about what citizenship (or civic participation - we use both terms) means to them, and what they needed to know and be able to do in order to be active. We are also doing inquiry groups in both regions with teachers and learners to get into more depth about the ways in which adult education programs can support learners becoming more actively involved citizens (within the classrooms, programs and community). One of the things we had talked about was having a list serve open to anyone interested on the topic of citizenship. We would be interested in being part of a wider conversation. In the terms framed last week in a meeting of all the NIFL projects, "building a public argument." I am not sure how that conversation could best happen, but count us in. Juliet Merrifield and other staff at the Center for Literacy Studies, TN
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