Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g2KNTNu03345; Wed, 20 Mar 2002 18:29:23 -0500 (EST) Date: Wed, 20 Mar 2002 18:29:23 -0500 (EST) Message-Id: <10d.f53fd11.29ca74b5@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: PDRNRI@aol.com To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:774] Re: COABE X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Unknown (No Version) Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 2084 Lines: 13 Interestingly, i just signed on to my email account as a means of taking a break from a paper I'm working on which discusses the difficulty of finding space within adult education practice for the kind of critically reflective work Judy describes. Of course, it's difficult (within the community-based structure especially) to find space for ANY sort of collaborative development activities. When we do come together, it's often around issues of the most immediate and readily identified sort (e.g. standards based teaching, assesment. multi-level instruction, learning differences, etc.). The opportunities for sustained engagement with something as elusive as the effects of our unexamined assumptions upon our selves and our learners are very rare indeed. Yet, these issues inform our daily practices in the most fundamental ways. Our understanding of how we engage and challenge our learners, how power is exerted and resisted in our classrooms and our learners' lives, how ideas of race, gender, sexual choice, religion, etc. shape our beliefs -- are all abosulutely fundamental to any effort to educate in a democratic way. The line of discussion begun on the NLA list and introduced here has the potential to open such a dialogue. The whole question of the changing nature of protest is a fascinating one, and I'm curious to know what others think. What are our most constructive forms of engagement in this case? Is the NAACP boycott a productive enagement? Is the boycott limited to the NAACP, or are other organizations involved? If not, why not? On other lines, how are those of us who are in the calssrom engaging our learners around this issue? The COABE conference is a space where teachers function as learners around issues directly related to the adult ed. classroom - an immediate, familiar context in which to launch an examination of the whole South Carolina issue and corresponding concepts such as race, power and hegemony. I'd be very interested to here whether or not any of us are working around these themes. David Hayes
This archive was generated by hypermail 2b30 : Fri Jan 17 2003 - 14:46:06 EST