Dear Jackie and all,
I have enjoyed all the varied, wild and heartfelt stories - proof to me of the passion and vision developed through work with adult learners.
 
Here is a bit of my story:
1) beginning of my career, entry and role:   I have spent 30 years in Adult Basic Education, beginning as a GED teacher in a community school in Atlanta, Georgia. (I started my work at a VERY early age...)   I had earned a masters in journalism, had worked as a small town reporter, but had joined the social change movements of the 60's and 70's, and had left 'establishment' journalism. As a writer for an independent radical 'undergound newspaper',  I was intensely interested in the education/social contract, And I needed some income.  When a friend told me I could teach GED without a certificate, I applied.  After the first night in the classroom I was hooked - I realized how much I had to learn about 'education' versus learning.
 
3) Movement within the field:  I taught in a wide variety of venue from 1972 to 1985 - including housing projects, community centers, prison, homeless centers. etc.  I moved from Atlanta to Providence RI (an entirely other story!) and landed a position as both teacher and 'education coordinator' for a program for women on public assistance - moving into program development and direction. I held positions as 'education coordinator/director' at a series of programs: an intergenerational community program, ABE for the homeless, and a large adult and family literacy ESOL program.  I continued to do some teaching throughout these transitions.  I also became very interested in adult learning theory and research.  I returned to school, earning another degree in 'adult literacy' as well. I began developing 'professional development' processes with staff at various programs, and was excited by working with programs and teachers.  
 
In 2000, I moved to SABES, the Massachusetts system for ABE professional development.  As director of one of five centers in MA, I was engaged in dynamic systems development including planning and development of professional development across the spectrum of ABE.   This year, I moved again, after realizing that I missed working with students directly, and with the theory and practice of adult reading instruction.  I recently accepted a position as Reading Skills Specialist with the Bristol Community College Center for Developmental education.  While this is a step beyond ABE, I maintain my connection with ABE, and consider myself an ABE 'mole' in the community college world..  

7) What supports or resources, if any, were helpful to you along the
way?
The primary resources that have benefited my life in ABE have been first the many learners who have taught me about adult learning, the strength and ingenuity of the human mind as a learning tool, and the power of the human spirit.  Second, my colleagues in the field, in Atlanta, in Providence, and now in Massachusetts, and across the US have been my primary resources and teachers.   This includes the chance to meet and share with other practitioners, researchers and program administrators through organizational conferences (COABE, AAACE, etc.) and including the NIFL and AALDP list serves in recent years.  My intellectual inspiration has come from the work of Paolo Freire and Ira Shor, Maxine Greene and Elsa Auerbach among many.  

8) Other thoughts?
I am excited about continuing dialogue about literacy, critical literacy and learning, and the transition to higher education from ABE.  The world of adult education has continued to energize and inspire me, and has always enabled me to hold on to my faith in the strength of the human spirit, in spite of the chaos in our troubled world.  

With thanks for the chance to reflect on the privilege of being involved in ABE.  Sally Gabb
 
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