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 f1SIMr903376; Wed, 28 Feb 2001 13:22:53 -0500 (EST)
Date: Wed, 28 Feb 2001 13:22:53 -0500 (EST)
Message-Id: <sa9cfb20.029@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:1274] Download of Adult Education and Gay, Lesbian, Bisexual, and
X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
Content-Type: multipart/alternative; boundary="=_EEB54460.B0D1B6B6"
X-Mailer: Novell GroupWise Internet Agent 5.5.3.1
Status: O
Content-Length: 30166
Lines: 701
Content-Type: text/plain; charset=US-ASCII
Content-Transfer-Encoding: quoted-printable
>From time to time, gay/lesbian/bisexual/transgendered issues have been raised on this listserv. I therefore, thought that some of you may be interested in this report that "jwagner" publicized a day ago on the listserv. Here it is:
Adult Education and Gay, Lesbian, Bisexual, and Transgendered
Communities
Trends and Issues Alert no. 21
ERIC Clearinghouse on Adult, Career, and Vocational Education,
2001
Adult educators concerned with inclusiveness and social justice
are addressing issues related to students who are gay, lesbian,
bisexual, or transgendered (GLBT). Although there is scant
research in mainstream adult education literature (Hill 1995) and
"published adult education materials that include GLBT issues and
concerns" are scarce (Ahlstrom 1999, p. 18), more resources have
appeared in the last few years.
Adult developmental theories have been criticized for
inadequately representing sexual orientation; new development
theories that account for these perspectives are emerging
(Edwards and Brooks 1999; Resides 1996). However, research that
now has broadened to include ethnicity, gender, age, and class
still neglects sexual orientation (Medhurst 1999). Just as ethnic
minorities cannot be considered monolithic groups, there is great
diversity in GLBT communities and no unified homosexual identity
exists (Brooks and Edwards 1999; Sessions 1999). To include the
voices of these communities, adult educators are turning to such
techniques as autobiography, popular education, and
transformative learning (Brooks and Edwards 1997a,b; Edwards et
al. 1998; Hill 1995, 1996).
In adult basic education and English-as-a-second-language
programs, values of diversity, multiculturalism, and
inclusiveness are often celebrated, yet GLBT persons remain
invisible. For example, Ahlstrom (1999) and Dolan, Stum, and
Rupured (1999) observe that adult literacy and consumer education
materials dealing with family concerns presume heterosexuality.
Though not overt, this heterosexism creates a learning
environment that excludes or is hostile to students who are not
heterosexual.
Adult educators must address a number of issues: Do teachers have
to be homosexual to teach about it? (Medhurst 1999); should they
affirm GLBT identities in the classroom before or whether
students raise the issue? (Ahlstrom 1999); how do non-GLBT
researchers approach the study of these communities? (Edwards et
al. 1998); and should GLBT teachers come out to their students?
("Gay, Lesbian, Bisexual, Transgender Issues in Adult Education"
2000; Medhurst 1999). Edwards and Brooks (1999) and Hill (1995)
assert that, if adult education values social justice and
inclusiveness, the field must question existing dominant
practices and develop a space in which GLBT students can speak
from their own experience if they choose. The following resources
provide more information.
Ahlstrom, C. "Putting Lesbian and Gay Families in the Picture."
In Taking Risks. Connections: A Journal of Adult Literacy, vol.
8, edited by M. Merson and S. Reuys, pp. 18-22. Boston, MA: Adult
Literacy Resource Institute, Summer 1999. (ED 434 249)
Describes English-as-a-second-language class activities that
reflect awareness of the diversity of family structures and the
issues and concerns of lesbian and gay families.
Besner, H. F., and Spungin, C. I. Training for Professionals Who
Work with Gays and Lesbians in Educational and Workplace
Settings. Bristol, PA: Accelerated Development, 1998.
Provides a model for training college professors and instructors
who are responsible for preparing educators and business
professionals for occupations that place them in contact with
young gays and lesbians. Contains an extensive menu of practical
activities.
Brooks, A. K., and Edwards, K. "Narratives of Women's Sexual
Identity Development: A Collaborative Inquiry with Implications
for Rewriting Transformative Learning Theory." In 38th Annual
Adult Education Research Conference Proceedings, compiled by R.
Nolan and H. Chelesvig. Stillwater: Oklahoma State University,
1997a. (ED 409 460)
http://www.edst.educ.ubc.ca/aerc/1997/97brooks.html
Proposes revision of transformative learning theory to allow for
the integration of the individual with the sociohistorical and to
enable the understanding of the relationship between individuals
and social change.
Brooks, A. K., and Edwards, K. "Rewriting the Boundaries of
Social Discourse: Collaborative Inquiry into Women's Sexual
Identity Development." In Crossing Borders, Breaking Boundaries:
Research in the Education of Adults, 27th Annual SCUTREA
Conference Proceedings, edited by Paul Armstrong. London:
Birkbeck College, 1997b. (ED 409 438)
http//www.leeds.ac.uk/educol/documents/000000208.htm
Addresses the process of narration within collaborative inquiry
groups as a method of cultural change. Builds a theory of
cultural change as occurring through the uncovering of silenced
and subjugated knowledges and the collective documentation of
these knowledges within the context of a collaborative inquiry
group.
Brooks, A., and Edwards, K. "For Adults Only: Queer Theory Meets
the Self and Identity in Adult Education." In 40th Annual Adult
Education Research Conference Proceedings, compiled by A. Rose.
De Kalb: Northern Illinois University, 1999. (ED 431 901)
http://www.edst.educ.ubc.ca/aerc/1999/99brooks.htm
Brings the perspective of queer theory to the field of adult
education as a way of examining critically the notions of self,
identity, and sexuality as they have been taken for granted
within the field. Explores the relevance of queer theory for
adult educators.
Dolan, E. M.; Stum, M. S.; and Rupured, M. "Addressing the
Economic Security Issues Facing Same-Sex Couples." Advancing the
Consumer Interest 11, no. 1 (Spring-Summer 1999): 23-29.
Provides educators and researchers with an awareness of the
financial security issues faced by same-sex couples and offers
suggestions for incorporating the discussion of these ideas into
existing curricula and research.
Edwards, K., and Brooks, A. K. "The Development of Sexual
Identity." New Directions for Adult and Continuing Education no.
84 (Winter 1999): 49-57.
Examines traditional sexual orientation theories, cultural
understandings of sexuality, and the emergence of queer theory.
Discusses how sexual identity can open new learning pathways for
adults.
Edwards, K.; Grace, A.; Henson, B.; Henson, W.; Hill, R. J.; and
Taylor, E. "Tabooed Terrain: Reflections on Conducting Adult
Education Research in Lesbian/Gay/Queer Arenas." In 39th Annual
Adult Education Research Conference Proceedings, compiled by J.
C. Kimmel. San Antonio, TX: University of the Incarnate Word,
1998. (ED 426 247)
Symposium includes an introduction by Hill; "Reflections on Queer
Life Narratives as a Research Paradigm: Possibilities and Risks"
(Grace); "Border Crossing in Sexual Identity Research: A Straight
Male Perspective" (Taylor); "Scholars' Sexual Stories" (Edwards);
and "Hidden from View: Reflections of Lesbian Practitioners on
Abandonment and Inclusion" (Henson, Henson).
"Gay, Lesbian, Bisexual, Transgender Issues in Adult Education."
Bright Ideas 9, no. 3, Winter 2000. Boston, MA: System for Adult
Basic Education Support, 2000. http://www.sabes.org/bi93.htm
Articles include "Is Your Program Safe?"; "What Is It Like to Be
Different? Being Gay in an Adult Education Class"; "Are We
Imposing? Is It Too Uncomfortable? Do We Know Enough?";
"Confessions and Insights of a 'Self-Outed' Heterosexual";
"Glossary for Straight Readers"; "Defining Families"; "Things We
Can Do"; and "Questions for Exploring Sexual Orientation."
Hassett, M. "What It's Like to Be Different: Part II." Field
Notes 10, no. 1, Summer 2000. Boston, MA: System for Adult Basic
Education Support, 2000. http://www.sabes.org/f01diff.htm
An adult educator describes using the article in Bright Ideas,
Winter 2000 (about a gay adult student who withdrew from a class)
as a way to address both the specific issue of homophobia and the
more general issue of prejudice.
Hill, R. J. "Gay Discourse in Adult Education: A Critical
Review." Adult Education Quarterly 45, no. 3 (1995): 142-158.
Explores the emancipatory and oppressive roles adult education
plays in the gay community. Demonstrates how mainstream adult
education reproduces heterocentric assumptions, social relations,
and beliefs, disenfranchising gay discourse.
Hill, R. J. "Learning to Transgress: A Sociohistorical Conspectus
of the American Gay Lifeworld as a Site of Struggle and
Resistance." Studies in the Education of Adults 28, no. 2
(October 1996): 253-279.
Fugitive knowledge constructed outside the dominant discourse by
gay and lesbian people is distributed through networking and is
the basis for learning to transgress in social contexts. Popular
adult education is essential to the process of knowledge
construction and dissemination.
Medhurst, A. "Teaching Queerly: Politics, Pedagogy, and Identity
in Lesbian and Gay Studies." In Teaching Culture. The Long
Revolution in Cultural Studies, edited by N. Aldred and M. Ryle,
pp. 95-106. Leicester, England: National Institute of Adult
Continuing Education, 1999. (ED 439 261)
Presents a rationale for lesbian and gay studies and discusses
issues about teacher and student sexual identity that affect the
classroom.
Nelson, C. "Sexual Identities in ESL: Queer Theory and Classroom
Inquiry." TESOL Quarterly 33, no. 3 (Autumn 1999): 371-391.
Addresses the question of sexuality in
English-as-a-second-language classrooms. Introduces some of the
key concepts of queer theory and suggests implications for
teaching.
Resides, D. "Learning and New Voices: Lesbian Development and the
Implications for Adult Education." In 37th Annual Adult Education
Research Conference Proceedings, edited by H. Reno and M. Witte,
pp. 264-269. Tampa: University of South Florida, 1996. (ED 419
087)
Incorporating the unique life experiences of lesbians adds value
to the research base of the field. This type of research is
necessary to give voice to diverse groups in theory building and
to reveal the myths presented in adult education literature.
Sanlo, R. L., ed. Working with Lesbian, Gay, Bisexual, and
Transgender College Students: A Handbook for Faculty and
Administrators. Westport, CT: Greenwood Press, 1998.
The book's 42 chapters discuss such topics as career planning and
advising; health issues on campus; GLBT issues in athletics;
administration and policy; student leadership and organizations;
and technology and the Lavender Web.
Schweers, C. W. "Resources and Ideas for Working with Gay/Lesbian
Themes in the ESL Classroom." Paper presented at the Annual
Meeting of the Teachers of English to Speakers of Other
Languages, Orlando, FL, March 11-15, 1997. (ED 411 690)
Activities that could be incorporated into a communicative
approach to language teaching include conversational activities
(word association, discussion of students' points of view,
role-playing, discussion of radio and television programs on the
topic, and conversations with gays and lesbians), relevant
readings as a basis for class activities (conversation,
vocabulary development, writing, grammar review) and reading
practice, films on homosexuality and Acquired Immune Deficiency
Syndrome, and writing exercises.
Sessions, K. B. "Living Outside the Circle: The Politics of
HIV/AIDS Education and the Disenfranchisement of HIV-Negative Gay
Men." In 40th Annual Adult Education Research Conference
Proceedings, compiled by A. Rose. De Kalb: Northern Illinois
University, 1999. (ED 431 901)
http://www.edst.educ.ubc.ca/aerc/1999/99sessions.htm
The purpose of this qualitative study was to use the lens of
political planning theory to explore the relationship between how
HIV-negative gay men think HIV/AIDS prevention efforts should be
handled and how they actually are handled.
Tisdell, E. J., and Taylor, E. W. "Out of the Closet: Lesbian and
Gay Adult Educators and Sexual Orientation Issues in the
University Learning Environment." In 36th Annual Adult Education
Research Conference Proceedings, compiled by P. Collette, B.
Einsiedel, and S. Hobden. Edmondton: University of Alberta, 1995.
(ED 385 781)
This qualitative study examined how "out" lesbian and gay faculty
members deal with sexual orientation in the classroom and how
they perceive their own sexual orientation and the effect on the
learning environment in adult higher education contexts.
This project has been funded at least in part with Federal funds
from the U.S. Department of Education under Contract No. ED-99-
CO-0013. The content of this publication does not necessarily
reflect the views or policies of the U.S. Department of Education
nor does mention of trade names, commercial products, or
organizations imply endorsement by the U.S. Government. Trends
and Issues Alerts may be freely reproduced and are available at
<http://ericacve.org/fulltext.asp>.
Judy Wagner / wagner.6@osu.edu / ericacve.org/
ERIC Clearinghouse on Adult, Career, and Vocational Education
1900 Kenny Road / Columbus OH 43210-1090 USA
614/292-8625; 800/848-4815 (ext 2-8625); FAX: 614/292-1260
TTY/TDD: 614/688-8734
This archive was generated by hypermail 2b30 : Fri Jan 18 2002 - 11:32:10 EST