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 f6UKxxf02864; Mon, 30 Jul 2001 16:59:59 -0400 (EDT) Date: Mon, 30 Jul 2001 16:59:59 -0400 (EDT) Message-Id: <ae.186656af.28972431@aol.com> 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: AndresMuro@aol.com To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:1537] Re: Ethical question 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: 2639 Lines: 24 I think that one of the ways to look at this question is from Giroux perspective. He argues that literacy spaces can be spaces for contestation and exploration of ideas in their historical contexts. This can allow for the exchange of ideas an the validation and/or invalidation of prespectives as they enter into conflicts of power with other ideas. The presumption is that literacy is not taught as a set of discrete skill, but a way to engage different contexts and contents. In this fashion, literacy can serve to promote difference, rather than to become the ally of a particular ideology. All this is consistent with Dewey, Freire and many critical theorists. While all this is easy to articulate theoretically, in pratice, it is a lot more difficult to implement. If you have a class with Blacks, Chicanos and KKK members in the same group the possibility of creating open spaces for contestation may not be there. Even in more tamed environments this is tough to do. But, as Elsa Awerbach says, the role of the teacher is to be a problem poser, and not a problem solver. Andres In a message dated Mon, 30 Jul 2001 11:09:38 AM Eastern Daylight Time, "Daphne Greenberg" <ALCDGG@langate.gsu.edu> writes: > <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> Folks, Lately I have been struggling with an ethical dilemma and I realize that in addition to sparking some interesting email conversation, I can get help in fleshing out my thoughts. Should we withhold literacy trainingfrom learners, technical assistance from providers, and literacy awareness from groups who espouse views that we are strongly morally against? On the one hand, by providing our expertise to these individuals, we are aiding the literacy cause. On the other hand, by engaging with these individuals, we are giving at least a passive okay to their ideas. I realize that by posing this question, I am treading dangerous ground, and I may end up regretting asking this question on a listserv type of environment. As a result, I am being very cautious with this question, and am purposely not giving very specific examples. Because of the nature of listservs, I do not know all! of your views and therefore I d o not want to offend anyone by giving examples. I am hoping that we can discuss my question without giving specific examples, which some may find offensive. Daphne > Daphne Greenberg > Associate Director > Center for the Study of Adult Literacy > Georgia State University > University Plaza > Atlanta, GA 30303-3083 > phone: 404-651-0127 > fax:404-651-4901 > dgreenberg@gsu.edu
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