David,

I have heard of a program or two in KY that use service learning to teach.  My learning is wanting to transition to a service learning program, where teachers would teach to the skills students would need for the project.  THe biggest problem isn't the teacher willingness, but the student's question, "How will this help me get my GED?"

I heard an instructor from a county in the Eastern part of the state say that the program was initially modeled by teachers, but that the next generation of project was led by the students, and the teachers were responding to the students.  Is this what you are thinking of?


-----Original Message-----
From: povertyracewomen-bounces at nifl.gov on behalf of David Rosen
Sent: Fri 1/5/2007 11:25 AM
To: The Poverty, Race,Women and Literacy Discussion List
Subject: [PovertyRaceWomen 185] Re: GED programs with a popular educationapproach
 
Hi Andrea,

Suppose we use the term "popular education" approach.  This suggests  
to me:

1. a lack of hierarchy, that teachers treat students as their equals  
in status and power although they have different roles, and the  
program or school incorporates democratic decision-making practices.  
Students and teachers, not just administrators and the board,  play a  
central role in the decision-making process;
2. a belief that the central purpose of education is to bring about  
the conditions for social and economic justice and democracy;
3. a commitment to raising the consciousness of students and  
teachers, and helping them to become critically aware of how their  
individual personal experiences are connected to larger social problems;
4. a commitment to social change, often at the community level;
5. learning history and other social sciences from a variety of  
perspectives, for example from the perspectives of: women, people of  
color, immigrants, and workers;
6. knowledge and skills learned in the context of issues which affect  
students in their lives and in their communities; and
7. an education process characterized by discussion and debate, not  
just memorizing facts or learning skills.

I doubt that this definition is complete, and some would say that  
some elements are more important than others.  But when I use the  
term, those are the ingredients I have in mind.

I can think of a couple of community-based programs in Boston, an  
ESOL program and an ABE/adult diploma program which -- currently or  
in the past -- fit most of these criteria, but these are not GED  
programs.  Anyone know of a GED program that has these ingredients?

David J. Rosen
djrosen at comcast.net


On Jan 5, 2007, at 10:05 AM, Andrea Wilder wrote:


> Hi David,

>

> I would be interested to know what a Freirian approach adult literacy

> program might look like.  In your opinion, what might be the

> ingredients?

> thanks.

>

> Andrea

>

> On Jan 5, 2007, at 3:13 AM, Ujwala Samant wrote:

>

>> Dear David,

>>

>> This is one question that I have been wondering about

>> for years. Aside from the 'glory days' in the 70s/80s

>> which colleagues of mine at NCSALL told me about and

>> one in NY, I could find no Freireian approaches to

>> adult literacy. I have studied the 70s-80s classics,

>> and I have been curious as to what happened since

>> then.

>>

>> Thanks for raising this question,

>> Warm regards,

>> Ujwala

>>

>> --- David Rosen <djrosen at comcast.net> wrote:

>>

>>> Colleagues,

>>>

>>> In a conversation yesterday I was asked if I know of

>>> good examples of

>>> GED preparation programs which use a popular

>>> education, or

>>> participatory (Freirean) approach.  I am only aware

>>> of one, a theme-

>>> based approach that the City University of New York

>>> adult literacy

>>> GED program has used for over a decade.  If you have

>>> others to

>>> suggest I would be pleased to hear about them.

>>> Thanks.

>>>

>>> David J. Rosen

>>> djrosen at comcast.net

>>>

>>>

>>>

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David J. Rosen
djrosen at comcast.net



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