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 f71EDPf29256; Wed, 1 Aug 2001 10:13:25 -0400 (EDT) Date: Wed, 1 Aug 2001 10:13:25 -0400 (EDT) Message-Id: <cd.a0453d9.28995653@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: AWilder106@aol.com To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:1550] Re: Ethical question X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 4.0 for Mac - Post-GM sub 146 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 930 Lines: 16 This is a very interesting discussion because we are considering both the roles of the teacher and the student, and the purposes of adult literacy. Who decides on the goals of adult literacy? Suppose, as Patricia says, our job is to "give people greater access to society and their rights within it," how do we go about doing that? As a teacher I would feel thrilled if a student came to me requesting help with a letter they wanted to send. Why? Because this gesture would show that the person wanted to achieve a specific personal goal and recognized that I could give help. This is engagement with literacy and with the process of solving problems, using other people's expertise. I see this letter writing as well within the scope of adult literacy, and as a desirable behavior. I am not suggesting a censorship of who we teach, I am looking at censoring what we teach and the issues around that. Andrea
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