ERIC Number: ED400407
Record Type: RIE
Publication Date: 1997
Rethinking Literacy Education. The Critical Need for Practice-Based Change. The Jossey-Bass Higher and Adult Education Series.
Quigley, B. Allan
This guide gives adult educators and trainers in the literacy field concrete suggestions and alternatives for their work. It provides historical and evolutionary frameworks they can use to shape a new philosophy of adult literacy and improve their practice. Part 1 looks at literacy through the eyes of society, describing myths, rhetoric, and stereotypes and placing particular emphasis on the media (chapter 2) and political parties (chapter 3). Part 2 looks at literacy through the eyes of practitioners. Chapter 4 assists them in rethinking educational approaches and suggests ways to restructure entire classrooms, programs, and institutions around learners' interests and practitioners' strengths. Chapter 5 explores the hidden curricula found in many commercial texts used in literacy and discusses possible solutions. Part 3 looks at the field through the eyes of at-risk and potential learners. Chapter 6 suggests specific steps to address the critical issue of at-risk learners who drop out. Chapter 7 offers suggestions for adults who resist programs altogether. Part 4 shows how action research by practitioners can be used to test ideas, create knowledge, and advocate for change. Chapter 8 outlines a multistate model for action research. Chapter 9 is an appeal to practitioners to rededicate themselves to advancing the field. Appendixes contain the following: a prior schooling and self-perception inventory, 22 resource organizations, 400 references, and name and subject indexes. (YLB)
Descriptors: Action Research, Adult Basic Education, Adult Educators, Adult Literacy, Classroom Techniques, Dropouts, Educational Change, Educational Philosophy, High Risk Students, Literacy Education, Program Improvement, Teacher Improvement, Teaching Methods
Jossey-Bass Publishers, Inc., 350 Sansome Street, San Francisco, CA 94104.
Publication Type: Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Grant or Contract Numbers: N/A