Daphne, the phrase hidden forces really allows us to
think about how we, as educators, work on
deconstructing myths and beliefs that we and our
students have.   A riddle to me has always been why 
people in many places of the world vote against their
own social and economic interests.  How are their
political views constructed?  I am hoping that
colleagues who know the Freirean method and/or other
interpretation frameworks share with us their
experience and knowledge as it relates to literacy.  

I would like to describe an interesting piece of
history about a grassroots movement and literacy in
the Southeast of Mexico but I think that first I will
wait and see what members of the list think about the
change from hidden rules to hidden forces.

Have a nice day,
Nadia
--- Daphne Greenberg <alcdgg at langate.gsu.edu> wrote:


> Sorry-but I pasted the wrong blurb in my previous

> posting. Please let me know what you think about

> this segment the person is suggesting we use:

> 

> "the hidden forces and consequences within and among

> diverse groups and the

> misunderstandings they can cause in the

> teaching/learning process"

> 

> and therefore, the new description would be:

> Examples of topics include: the relationships among

> poverty, race, women and

> literacy in the United States and in other

> countries; health as it pertains

> to women and the poor; the hidden forces and

> consequences within and among

> diverse groups and the misunderstandings they can

> cause in the

> teaching/learning process; sexual and gender

> orientation issues and how they

> impact learners and teachers; religious differences

> and adult literacy

> classrooms; body image and the impact it has on

> adult learners; the role of

> women's literacy in family literacy programs, and

> the assumptions about race

> and poverty often made in these programs; domestic

> violence and its

> intersection with poverty, race, and literacy;

> physically and mentally

> challenged adult literacy learners; the level of 

> women's literacy and its

> ties to economics and welfare of families; access to

> literacy in different

> cultures based on gender, racial, and economic

> status; connection between

> women's literacy, race, poverty and public policy;

> and identification

> of supportive communication networks.

> 

> As a reminder for what this is all about:

> 

> I am trying to finalize the description of our list.

> I am specifically struggling with the following

> segment in the old description:

> 

> "the hidden rules of persons living with the effects

> of poverty, the intersection of these effects with

> gender and race, and the misunderstandings these can

> cause in the teaching/learning process;"

> 

> Due to the rich discussion on the list I had

> suggested:

> 

> "the hidden rules of diverse cultures and the

> misunderstandings these can cause in the

> teaching/learning process"

> 

> After asking for reactions, someone emailed me off

> list and had the following response:

> 

> It seems to me that we might need to word this part

> of the description so

> that it includes within and among groups (groups

> instead of cultures because

> there are many groups within each culture). So, what

> about something like

> 

> "the hidden forces and consequences within and among

> diverse groups and the

> misunderstandings they can cause in the

> teaching/learning process"?

> 

> What do people think about the above suggestion?

> 

> Please let me know on list or off list

> (dgreenberg at gsu.edu) what you think.

> 

> Thanks,

> Daphne

> 

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