Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy最新文献

{"title":"Review of Foundations of Adult and Continuing Education","authors":"Cristine A. Smith","doi":"10.35847/csmith.1.2.69","DOIUrl":"https://doi.org/10.35847/csmith.1.2.69","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132151983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultivating Creativity in Adult Literacy Education Settings","authors":"Dominique T. Chlup","doi":"10.35847/dchlup1.2.77","DOIUrl":"https://doi.org/10.35847/dchlup1.2.77","url":null,"abstract":"Few traits are as desirable as creativity. In fact, according to chief executives around the world, creativity is the most sought-after trait in leaders. Yet creativity is also one of the most elusive concepts (Csikszenthmihalyi, 1996). There is no shortage of definitions. Some define creativity as novelty, effectiveness, ethicality (e.g., Cropley, 2001). Others characterize creativity as a psychological trait that produces high quality, novel, useful work appropriate to an audience (e.g., Sternberg, Lubert, Kaufman, & Pretz, 2005). Others argue creativity is a confluence of personality traits, alternative ways of thinking and knowing, and a mixture of social and environmental influences (e.g., Kerka, 1999).","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116999711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why White Instructors Should Explore Toward White Racial Identity","authors":"S. Brookfield","doi":"10.35847/sbrookfield.1.2.52","DOIUrl":"https://doi.org/10.35847/sbrookfield.1.2.52","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123407492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Blended Learning Program Development","authors":"David J. Rosen","doi":"10.35847/drosen1.2.84","DOIUrl":"https://doi.org/10.35847/drosen1.2.84","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130861317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Response to Edith Gnanadass and Shantih E. Clemans","authors":"S. Brookfield","doi":"10.35847/sbookfield1.2.66","DOIUrl":"https://doi.org/10.35847/sbookfield1.2.66","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117013735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Race\"ing White Instructors: Beyond the Black- White Binary","authors":"Edith Gnanadass","doi":"10.35847/egnanadass.1.2.57","DOIUrl":"https://doi.org/10.35847/egnanadass.1.2.57","url":null,"abstract":"With the rise of overt racism, xenophobia, nationalism, homophobia, transphobia, and religious discrimination accompanied by attacks against women’s rights in the United States and other parts of the globe, Brookfield’s “Why White Instructors Should Explore their White Racial Identity” is a needed contribution to ABE. He shows how white normativity and the ensuing universalizing of the white experience promotes and sustains white supremacy, and thereby, structural racism. Brookfield uses Yancy’s (2018) argument to show how whites are complicit with structural racism by stating that “ it’s a fact that whiteness as an identity is connected to power, particularly to the way that a learned blindness to racial inequality helps maintain a system that exhibits structural exclusion and normalizes brutality.” Brookfield’s analysis using race and structural racism clearly shows how whites as a group benefit from white supremacy by being “embedded in a pre-existing social matrix of white power” and how that confers privileges on the group as a whole. This, in turn, Brookfield contends has led to the idea of whiteness, the white experience being the norm, and the belief that white is not a racial identity. He argues that whites are raced and that race is a white problem, not just a problem for people of color, thus calling on white instructors to reflect on their racial identity to be better teachers and help students learn. With this in mind, I found Brookfield’s analysis and call for action a persuasive intervention; however, I would like to problematize and broaden his decontextualized, essentializing, and binary theorization and stated practices of whiteness by suggesting that we go beyond a binary conception of race by adding an intersectional analysis (Berger & Guidroz, 2009; Crenshaw, 1990) that includes race, social class, gender, nationality, and citizenship. Otherwise, we as ABE researchers and practitioners, will once again default to centering whiteness and the white experience while pushing all other racial identities and experiences to the margins and reducing racial relations and racism to the “white-and” binary paradigm of race. As Brookfield acknowledges in his paper, he speaks from a place of white male privilege, and based on this privilege and his experiences, there is both an essentializing of race and whiteness and binary perception of race, both of which stem from a particular cultural-historical perspective.","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132700791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering Transformative Learning in Educational Settings","authors":"L. Baumgartner","doi":"10.35847/lbaumgartner.1.1.69","DOIUrl":"https://doi.org/10.35847/lbaumgartner.1.1.69","url":null,"abstract":"The word “transformation” evokes images of profound change such as caterpillars turning into butterflies or humans shape-shifting into werewolves. Transformative learning refers to a perspective transformation or change in worldview. Teachers in literacy education and adult basic education as well as GED instructors can learn how to foster transformative learning. These techniques can help learners engage in critical thought and discussion with others and may gain a broader, more inclusive view of themselves and their world.","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131469389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Showing Up for Immigrant Learners (and Each Other)","authors":"A. Nash","doi":"10.35847/anash.1.1.63","DOIUrl":"https://doi.org/10.35847/anash.1.1.63","url":null,"abstract":"We are witnessing a mounting campaign in this country to blame immigrants and refugees for our economic insecurity, rampant violent crime, and a diminished social safety net. Under this banner, our government is using immigration policy to turn away asylum seekers and refugees, separate children from parents, and threaten the Temporary Protected Status (TPS) of communities that have lived in the United States for a generation and consider this their home.","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132206158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The CrowEd Learning Solution","authors":"David J. Rosen","doi":"10.35847/drosen1.1.75","DOIUrl":"https://doi.org/10.35847/drosen1.1.75","url":null,"abstract":"","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"551 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115896375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Policy Changes Affect Local Immigrant Learners","authors":"S. Miller","doi":"10.35847/sfinnmiller.1.1.54","DOIUrl":"https://doi.org/10.35847/sfinnmiller.1.1.54","url":null,"abstract":"Civics education is an important component of what we do in adult ESL classes. Therefore, in the fall of 2016, although most of the adults in my class were not yet citizens, and, therefore, not eligible to vote, I wanted the learners to understand the upcoming election and especially the significance of red and blue states as reflected in the electoral college. While learners had strong political opinions about who they wanted to win the election, my stance was always strictly nonpartisan. Over several days, learners worked in small groups to research the number of electors in each state, and they learned that the candidate who won at least 270 electoral votes would become president of the United States even if that person did not win the popular vote. Students learned that in 2000 Al Gore lost to George W. Bush, even though Gore had won the popular vote that year. In 2016, we saw electoral college history repeated.","PeriodicalId":306023,"journal":{"name":"Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125286340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}