We are devoting this issue of Field Notes to social justice topics as they relate to our students and programs in adult basic education. For many educators, embracing issues of social justice "encourages learners to examine their lives critically and take action to change social conditions" (Kerka, 1997). Analyzing root causes of social problems as a classroom activity allows for the integration of many literacy and numeracy skills: critical reading, understanding data, and reviewing logical and spurious reasoning, among others. Probing the causes of social inequities and envisioning possibilities for change prompts us to gather energy for action—action that may lead to change and to the improvement of people's daily lives.

Some teachers may feel that it is too directive, or too "biased" to introduce politically charged topics into the classroom. I suggest that omitting topics dealing with social inequities, especially if these topics grow out of students' concerns, is an overt political act in itself. Choosing "what counts," just as choosing what doesn't count, each reveals our biases.

Teachers who have contributed to this issue of Field Notes have focused on topics relevant to their students. Amy Battisti-Ashé, Jenny Utecht, and Tess Ewing all examine aspects of worker education. Nancy Goodman explains how her course at Wellspring House, Women in Leadership, guides students toward more active civic participation as they understand how "the system" works. What makes the work of these teachers successful is that they start with listening to students, needs and concerns and build curriculum with them.

In addition to classroom experience, this issue also offers updates, resources, and student writing. Andy Nash provides us with information about a new resource for teaching immigrants based on an upcoming PBS series, The New Americans, and Silja Kallenbach invites us to join NELRC's ambitious efforts as they launch the 2004 Voter Education Registration, and Action (VERA) campaign. . Linda Werbner's ESOL students contribute their opinions about raising the minimum wage; we have also included some data about the history of minimum wage. As always, we have included listings of web sites and other resources that can provide information and inspiration for teachers.

One final note: Some social justice topics are conspicuously absent from this issue of Field Notes—not deliberately, but because we did not receive submissions devoted to them. Racism, discrimination, English-only movements, homelessness, the Patriot Act, the war, and many other issues that touch students' (and our) lives are missing from this collection of writings. So, we have more work to do.

Unless we can see the possibility of change, we can't act.... And what better place to imagine brighter possibilities than in our classrooms?

Lenore Balliro is the editor of Field Notes. She can be reached by phone at 617-482-9485 or by e-mail at: lballiro@worlded.org