Daphne--

I am of the contrary opinion.  "Hidden forces" and "hidden rules" are 
different.  The "misunderstandings they can cause"  is closer, but 
still not exactly what we have been writing about over the last week.

Andrea

On Apr 30, 2008, at 9:00 AM, Nadia and Kevin Colby wrote:


> 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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>>

>

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