| Author |
Title |
Publishing
Information |
Abstract |
Adkins,
M.A. Sample, B.
B irman, D. |
Mental
Health and the Adult Refugee: The Role of the ESL Teacher |
www.ericacve.org
ERIC Number 439625 |
This
article focuses on how teachers can help adult refugees and immigrant
learners make significant progress in adjusting to a new life in an unfamiliar
culture. It discusses the qualities of mental health, stresses faced by
refugees, and three things that teachers can do to help their students
adjust. |
Agger,
I.
Bille, M. |
The
Blue Room: Trauma & Testimony Among Refugee Women, a Psycho-Social
Exploration |
NJ,
Zed Books, 1992. |
A
collection of narrative accounts and insightful analyses of refugee women's
experiences. |
| Bledsoe,
L.J. |
Working
Parts: A Novel |
Emeryville,
CA: Seal Press, distributed by Publishers Group West, 1997 |
From
Amazon.com "Working Parts examines the life of a smart, funny, accomplished
woman who finally faces the hard truth that, at the age of 27, she cannot
read. Lori Taylor makes a pact with her best friend, fellow bike mechanic
Miguel, that she will learn to read if he, a virgin, learns to kiss. This
book follows these best buddies, a lesbian and a straight man, as they
confront then try to overcome their secret shames. Lucy Jane Bledsoe creates
believable, lovable, well-rounded characters while examining important
social issues of literacy, race, age, class, physical appearance, and
bicycle maintenance." |
| Daloz,
L.A. |
Mentor:
Guiding the Journey of Adult Learners |
Jossey-Bass,
1999 |
Drawing
on the myth of Mentor as companion and advisor to Odysseus, preeminent
educational mentoring expert Laurent A. Daloz uses the metaphor of the
mythic journey as a way of making sense of life's changes. He looks closely
at what good teachers and mentors actually do, and inspires post-secondary
educators to think of their work in fresh new ways. |
| Daloz,
L. A. |
Effective
teaching and mentoring |
Jossey-Bass,
San Fransisco, CA, 1986 |
The
primary purpose of "Effective Teaching and Mentoring" is to
offere new perspectives for understanding adult learners and to suggest
in concrete, practical ways based on current developmental theory how
we can work more effectively to improve the quality of their educational
experience. Chapters include: "Three Useful Maps of How Adults Change
& Develop," "The Unsettling First Steps of and Educational
Journey," and "How Learning Changes the Learner" |
|
Haddock, S.
Ross, P.
Hofer, J.
|
Together
We Bloom: Women Speaking Out Against Domestic Violence |
Greenfield,
MA, Literacy Project, 1998 |
The
six women featured in this documentary originally met in a GED class.
They formed a women's support group for the explicit purpose of exploring
the issue of domestic violence and later created this video and guide
to encourage others to address the issue of domestic violence responsibly. |
| Horsman,
J. |
Drawing
the Line Kit |
Online:
www.nald.ca/Province/Sask/
SLN/Resource/newords/
drawline.htm |
Saskatchewan
Literacy Network developed the Saskatchewan Level 2 Drawing the Line Kit
to provide literacy workers with the information they need about violence
and learning, and drawing the line between tutoring and counseling. The
kit is based on the research, experience, and writings of Dr. Jenny Horsman,.
Highlights of the Drawing the Line Kit include: Naming the presence of
violence, Balancing needs and respecting boundaries, Bringing the whole
person to learning and Taking safety seriously. See also her website:
www.JennyHorsman.com |
| Horsman,
J. |
Too
Scared to Learn: Women, Violence, and Education |
Mahway,
NJ: L. Erlbaum Associates, 2000 |
Jenny
Horsman - a community educator and researcher who has spent more than
two decades in the literacy field - has established herself as the foremost
voice on the effects of trauma on the educational efforts of adult women
learners. See also her website: www.JennyHorsman.com |
| Horsman,
Jennifer |
Something
in my mind besides the everyday: women and literacy |
Women's
Press, Toronto, 1990 |
The
author of this 238-page study set out to challenge the myths of illiteracy
by listening to women's accounts of their own lives. She interviewed 23
women participating in literacy and training programs and workers in these
programs in rural Nova Scotia. She examines some of the myths about illiteracy
such as literacy will automatically improve lives; "illiterates"
can't think abstractly or use logic; and women are to blame for their
own illiteracy. She identifies social structures that support the myths
of illiteracy. The author makes a powerful case for valuing these womens'
experiences and recognizing that many left school for complex reasons
rather than lack of motivation. |
| Journal,
One Issue |
Issue
Topic: Is Your Program Safe? |
Field
Notes, Winter 2000
v9, n3
www.sabes.org/bi93.htm |
This
entire number is devoted to issues relating to, and challenges facing,
gays and lesbians, with special emphasis on learners' and teachers' actual
stories. Also contains glossary, teaching ideas, and additional resources. |
| Lavoie,
R. |
VIDEO:
How Difficult Can This Be? The F.A.T. City Workshop |
www.ldonline.org/ld_store/
lavoie_fatcity.html
1989
|
This
remarkable video covers a workshop led by Richard Lavoie in which a group
of parents, educators, psychologists, and children actually experience
what it's like to have a learning disability. By dramatizing the LD child's
classroom experience so vividly, Lavoie lets us experience what many adult
learners have experienced. At the end of the workshop, participants discuss
strategies for working more effectively with learning disabled students.
|
Lee,
E.
Menkart, D.
Okazawa-Rey, M. |
Beyond
heroes and holidays: a practical guide to K-12 anti-racist, multicultural
education and staff development |
Network
of Educators on the Americas, Washington, DC, 1998 |
This
book functions as a interdisciplinary guide for teachers, administrators,
students and parents. It offers lessons and readings developed by teachers
that show how to analyze the roots of racism, investigate the impact of
racism on all our lives, our families and our communities, examine the
relationship between racism and other forms of oppression such as sexism,
classism and heterosexism, and learn to work to dismantle racism in our
schools, communities and wider society. |
| Leonelli,
E. |
The
ABE Math Standards Project |
Malden,
MA (MassDOE), Massachusetts ABE Math Team, 1994
Call 781-338-3833 for possible copy. |
"Main
funding came as an award from The National Institute for Literacy Grant
Program to Holyoke Community College in collaboration with SABES and The
Massachusetts Department of Education." Vol. 1. The Massachusetts
adult basic education math standards -- Vol. 2. Implementing the Massachusetts
adult basic education math standards: our research stories. |
| Martin,
Rachel |
Listening
up: reinventing ourselves as teachers and students |
Boynton/Cook
Publishers-Heinemann, Portsmouth, NH, 2001 |
Through
her own compelling example, Martin demonstrates the power of a sustained
dialogue between critical theory and classroom and community practice.
She advocates for a pedagogy that places teachers in a more genuine position
of colearner as together with students, they question the meanings they
make. Later chapters highlight the practical implications that notions
of multiple voices and identities have for the teaching of writing and
the questions they raise about the teaching of reading. The author also
describes community publishing projects. Poor and working-class people
are too seldom able to have their written visions and strategies distributed,
to become part of the way the world is described and possibilities for
change are widely considered. Martin argues that community publishing
does that, as it also links self-definition to self-determination. |
| Nash,
A. |
Civic
Participation and Community Action Sourceboo: A Resource for Adult Educators |
Boston,
New England Literacy Resource Center, 1999
View excerpts,
order from:
http://hub1.worlded.org/docs/
vera/index.htm
|
One
of the primary purposes, historically, of adult education has been to
prepare people for participation in a democracy. The writers of the Civic
Participation and Community Action Sourcebook believe that today the need
for community action and civic participation is just as great. The sourcebook
deals with many issues around this topic including more direct forms of
participation such as community education, advocacy, and organizing. The
Sourcebook, which was written for adult educators, includes narrative
accounts and skill-building activities that are organized by the following
categories: Finding Connections to Communities and Issues Holding Decision-Makers
Accountable Building Community by Helping Others Expressing Ourselves
and Educating Others, and Organizing for Change. It is a very useful resource
on its own but also has an online component at http://www.nelrc.org/cpcc/index.htm
where you can find related activities developed by teachers on these topics
as well as related web links. |
| Nieto,
S. |
Affirming
diversity : the sociopolitical context of multicultural education |
Longman
Publishers USA, Whiteplains NY |
Affirming
Diversity is a comprehensive presentation of the multicultural paradigm.
Sonia Nieto's holistic perspective holds that social and political realities,
school curricula and practices, and the multiple cultures of students
and their communities must be understood in tandem. In her view, multicultural
education entails a thorough pedagogical and structural reformation of
schooling, including a serious rethinking of tracking and testing, textbooks
and narrow curricula, and lack of student participation in their own learning.
Affirming Diversity is makes a good case for a democratic education that
"takes students seriously, uses their experiences as a basis for
further learning, and helps them develop into critical and empowered citizens."
|
| Nunan,
D. |
The
Learner-Centred Curriculum |
Cambridge
University Press, Cambridge, England, 1988 |
Traditionally,
curriculum has been thought of as a statment of what SHOULD BE done in
a course of study. This books takes as it's starting point, what IS being
done by language teachers in their classrooms. Mr Nunan puts forth in
the course of this book, a model for a negotiated curriculum which involves
collaboration between teachers and learners. |
| Sleeter,
C. |
"Diversity
vs. White Privilege" |
Rethinking
Schools, Winter 2000
v15, n2, Winter 2000
www.rethinkingschools.org/
Archives/15_02/Int152.htm |
This
article is an interview with Christine Sleeter, a professor at California
State University and co-editor of Multicultural Education, Critical Pedagogy,
and the Politics of Pedagogy. Ms Sleeter explains why multiculturalism
at its core is a struggle against racism, and must go beyond an appreciation
of diversity. Very accessible piece. |
| Vella,
J. K. |
Taking
learning to task: creative strategies for teaching adults |
Jossey-Bass,
San Francisco, CA |
Jane
Vella writes with one basic assumption: that learning is most effective
when teachers involve their students in the learning process. In Taking
Learning to Task, Vella shifts the spotlight from teaching tasks to learning
tasks. Unlike traditional teaching methods, learning tasks are open questions
leading to open dialogue between teacher and learner. To illustrate this
unique approach, Vella provides seven steps to planning learning-centered
courses, four types of learning tasks, a checklist of principles and practices,
critical questions for instructional design, key components for evaluation,
and other tools. She also shares real-world examples of successful learning
programs, including online and distance-learning courses. Taking Learning
to Task is a hands-on, practical guide to designing effective learning
tasks for diverse learners and diverse content. |
| Vella,
J. K. |
Training
through Dialogue:Promoting Effective Learning and Change with Adults |
Jossey-Bass,
San Fransisco, CA, 1995 |
"Training
Through Dialogue" applies the principles of adult learning to the
tasks of designing and implementing educational programs. She draws on
the field of popular education, in which learners are essentially partners.
Through numerous examples in a variety of settings, Vella illustrates
the effectiveness of her train-the-trainer program: in Chile with community
health educators, in rural Arkansas with small business developers, in
New England with trainers from diverse nonprofit organizations etc. Each
chapter ends with a summary that invites critique and suggestions and
presents indicators of changed behavior from individuals who took part
in that particular program. |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
