| Author |
Title |
Publishing
Information |
Abstract |
Arnold,
R.
Burke, B.
James, C.
Martin, D.
Thomas, B. |
Educating
for a Change |
Doris
Marshall Institute for Education and Action, Toronto, Ontario, 1991 |
This
book describes the tools for transforming power relations and applying
the principles of democratic practice to change efforts as well as daily
work. Running through the book are two important threads: education must
empower all people to act for change, 2) education must be based on democratic
practice; creating the conditions for full and equal participation in
discussion, debate and decision making. It is a facilitator’s and
organizer’s manual for improving educational work. It is filled with
examples of participatory, democratic activities, and those activities
are embedded in a theoretical framework. |
| Christensen,
L. |
Reading,
Writing, and Rising Up: Teaching About Social Justice and the Written
Word |
Milwaukee,
WI: Rethinking Schools, 2000 |
This
book presents examples of thematic units that address issues of equity
while promoting literacy development. It is written for a high school
context, but is relevant for adult education as well. |
| Freire,
Paulo |
Pedagogy
of the Oppressed: 30th Anniversary edition |
Continuum
Pub Group, New York, NY, 2000
Online:
www.continuum-books.com
Also, try half.com or bookfinder.com for used copies.
|
The
work of this Brazilian thinker has formed the foundation for generations
of practitioners who feel that learners must be allowed share control
over educational content and methods and that one of the primary outcomes
of education should be social awareness and personal empowerment. |
| Friere,
P. |
Education
for Critical Consciousness |
New
York, Continuum Pub Group, 2000
Online:
www.continuum-books.com |
The
work of this Brazilian thinker has formed the foundation for generations
of practitioners who feel that learners must be allowed shared control
over educational content and methods and that one of the primary outcomes
of educaiton should be social awareness and personal empowerment. |
| 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. |
| Lee,
Enid, Menkart, Deborah, Okazawa-Rey, Margo |
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. |
| 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,
Sonia |
Affirming
diversity : the sociopolitical context of multicultural education |
Longman
Publishers USA, White Plains, N.Y, 1996 |
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."
|
| Portnow,
K. et al |
Transformational
Learning in Adulthood |
Focus
on Basics, Dec. 1998
Volume 2, Issue D
http://ncsall.gse.harvard.edu |
A
report on a study from the National Center for the Study of Adult Learning
and Literacy with excellent foundational adult development info: "In
our view, transformational learning relates to the expansion or enhanced
complexity in the very way people understand the world and their experiences.
It focuses on changes in how people know. We [the author-researchers]
link adult growth and competence in one's role as parent, worker, or learner
to transformational change, not informational change... Our hope is to
deepen knowledge about how to best promote and support the process of
learning, transformation, and role competency in adults by bringing our
theoretical perspective to this research on adult basic education."
|
Quezada,
S.
Nickse, R. |
Community
Collaborations for Family Literacy Handbook |
NY:
Neal-Schuman Publishers, 1993 |
A
key resource to promoting literacy in families at risk. The handbook is
divided into three sections. The first provides an overview of the history
of family literacy--and successful program models. The second shows how
to involve all appropriate community providers and develop a shared plan.
The third details a step-by-step process for writing a successful family
literacy proposal. An in-depth study of the Massachusetts Community Collaborations
for Family Literacy Model, which was the inspiration and basis for this
handbook, is provided as an appendix. |
| Website |
Color-Lines |
www.colorlines.com |
"The
nation's leading magazine on race, culture, and organizing." |
| Website |
LiteracyList |
www.alri.org/literacylist.html |
The
Literacy List is a large collection of free Adult Basic Education and
ESL/ESOL Web sites, electronic lists ("listservs"), and other
internet resources for adult basic skills learners and teachers. The resources
have been suggested by adult literacy and ESOL practitioners. Links to:
Websites for Teachers and Students; Free Internet Tools for Teachers and
Students; E-mail, Internet Service Providers, Web space, Web boards, and
Online Survey and Database Websites; Electronic Lists; Lesson Plans; Software
Reviews; Fundraising and Grant Information; Webpage Design Tools; On-line
Training Resources; MOO's; Web-based Virtual Field Trips; and An Eclectic
Collection of Other Good Websites |
| Website |
Street
Law |
www.streetlaw.org |
Street
Law is practical, participatory education about law, democracy and human
rights. Through its philosophy and programs, Street Law empowers people
to transform democratic ideals into citizen action. There is information
on their website about the materials they have published and the training
they do. This includes materials on how to help learners use critical
thinking skills in the context of law and civic participation. Some lessons
included are mock trials, jigsaw activities on supreme court decisions
which allow students to "be the Supreme Court Justice" etc.
|
| Website |
The
Center for Media Literacy |
www.medialit.org |
"A
democratic civilization will save itself only if it makes the language
of the image into a stimulus for critical reflection, not an invitation
to hypnosis." -Umberto Eco This is a quote which appears on the Center
for Media Literacy’s website. The Center’s mission is to help
individuals learn to use critical thinking skills in accessing, analyzing,
evaluating and creating media. The website provides numerous full text
articles on topics such as violence and the media, how to analyze media
messages, what parents should know about children and television, how
the media shapes society, and how students can learn critical thinking
skills along with literacy skills in the production of media. |
| Website |
The
Literacy Assistance Center's (LAC) |
www.lacnyc.org/resources/
curricula.htm |
This
website contains many lesson plans for use with adult learners on such
topics as writing dialogue poems, creating a time capsule, the alphabet
game, a fun icebreaker that can be used with adults in ESOL or ABE classes,
and how to research jobs online. The lesson plans are broken down by category.
The following categories are listed: general, Workforce development, ESOL,
and Children, Youth, and Family Literacy. |
| Website |
The
Right Question Project |
http://www.rightquestion.org
|
From
their website "The Right Question Project, Inc. (RQP), a nonprofit
organization based in Cambridge, Massachusetts, USA, is simultaneously
offering an effective, easy-to-use educational strategy and a clear vision
of how to build a more democratic society." Their techniques teach
people how to formulate their own questions and focus on how decisions
are made in order to advocate for themselves and others.
|
| Website |
The
Whole World Was Watching |
www.stg.brown.edu/projects/
1968/ |
This
website is a wonderful example of a project based learning activity which
integrates technology. It's a joint project between South Kingstown High
School and Brown University's Scholarly Technology Group. The resource
contains transcripts, audio recordings, and edited stories of a series
of interviews conducted in the spring of 1998. Members of the Sophomore
Class at SKHS interviewed Rhode Islanders about their recollections of
the year 1968. Their stories, which include references to the Vietnam
War, the struggle for Civil Rights, the Assassinations of Martin Luther
King and Robert Kennedy as well as many more personal memories are a living
history of one of the most tumultuous years in United States history.
The project includes a glossary, timeline, and bibliography of references
for 1968 and the period in which it is embedded. |
| Website |
VALUE
(Voice for Adult Literacy United for Education) |
http://literacynet.org/value/
index.html |
This
is the website for the national group called VALUE, a non-profit organization
whose members consist of adult learners, adult learner organizations,
other individuals who support learner leadership, non-profit adult education
organizations, other kinds of non-profits, and corporations. VALUE’s
mission is to help adult learners become effective leaders in their education
programs. From that experience, learners can then apply their leadership
skills in their communities, workplaces, and families. They encourage
adult learners to have a voice and participate in their programs and communities
through: recruitment of new learners into adult education programs, retention
of learners in programs by providing support so learners don’t drop
out. The website provides information not only about the organization
but also a newsletter, sections on learners as writers and as advocates,
as well as resources for learners and practitioners interested in developing
learner leadership skills. |
| Wrigley,
H.S. |
"Knowledge
in Action: The Promise of Project-Based Learning" |
Focus on
Basics, December 1998
v2, nD
|
This
article describes the history, process, and strategies involved in doing
project-based learning with adult learners. It discusses the role of the
teacher in project based learning as well as the many benefits and skill
gains on the part of students who take ownership of the project. |
| 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 |
