Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f12H6l921496; Fri, 2 Feb 2001 12:06:48 -0500 (EST) Date: Fri, 2 Feb 2001 12:06:48 -0500 (EST) Message-Id: <sa7a9ee5.030@langate.gsu.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "Daphne Greenberg" <ALCDGG@langate.gsu.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:1199] Some more issues X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 5.5.3.1 Status: O Content-Length: 2728 Lines: 16 We have had a pretty rich discussion on race issues that resulted from the women and literacy conference, and I am wondering if there are any other conference issues/comments that people would like to share. For example, is there anything from the conference that has left you thinking, wondering or curious about trying in your workplace? As an organizer here are two issues that were raised for me: 1. When we invite and welcome deaf participants to conferences where the majority of participants are hearing-do we really make them feel welcome and part of the conference? For example-if we offer videos of missed sessions to hearing participants, what do we offer our deaf participants-transcripts? videos with ASL interpreters??? How do we really include deaf participants without making them feel as the "other" while in the midst of hearing participants? 2. The conference asked for proposals from people to focus on a broad definition of culture and language. However, it is very clear that some cultures/languages are easier to address, while others represent a risk taken by the presenter. For example, I was surprised, and yet understood why there were no proposals on GBLT (gay/bisexual/lesbian/transgender) cultural issues in the adult literacy classroom, while other cultural issues were represented (ex. welfare, deaf, native american, latina, african american, elderly, etc). 3. It became clear to me that when we deal with issues such as culture and language, it is very difficult it is to say what is on our minds, and to question speakers publicly or privately when we feel offended. This was particularly made clear to me, because I was on both ends of this discomfort! One person came up to me very hesitantly and apologetically to share her perceptions of something that I had said. After we talked about it, I strongly encouraged her to raise it in public to start an important discussion. She did not have the courage to do so. Similarly, the next day, I was in the position, where I was upset by something someone said publicly, but did not have the courage to speak out. The socialization processes that must go on for us as children that enforce this silence is really strong! I know how important it is to talk about all of this stuff, and I know that we can only move forward if we try, but it is so hard! I think that it all boils down to having to create a safe environment, before this kind of real heart wrenching conversation can take place. Anyone have any thoughts that they want to share? Daphne Greenberg Center for the Study of Adult Literacy Georgia State University University Plaza Atlanta, GA 30303-3083 Fax: 404-651-1415 Ph: 404-651-0400 E-mail: alcdgg@langate.gsu.edu
This archive was generated by hypermail 2b30 : Fri Jan 18 2002 - 11:32:09 EST