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ERIC Number: ED535301
Record Type: Non-Journal
Publication Date: 2008-Oct
Pages: 5
Abstractor: ERIC
Reference Count: 8
Moving towards Participatory Adult Education: Involving Family Literacy Students in Meaningful Leadership Experiences. Research Brief #4
Toso, Blaire Willson; Prins, Esther; Drayton, Brendaly; Gungor, Ramazan; Gnanadass, Edith
Goodling Institute for Research in Family Literacy
Although adult educators espouse values such as inclusion and ownership, adult learners seldom play a substantive role in programmatic decision making. This collaborative research project explored family literacy participants' experiences in their program's parent advisory council (PAC). The study shows that involvement in the PAC enhanced program effectiveness, increased learners' investment in the program, and fostered capacities that learners transferred to personal, educational, and social domains. However, learners had little or no influence over some programmatic areas. In sum, giving learners a meaningful say in programmatic and curricular matters can prepare them to exercise more control over decisions in their lives and communities. This study contributes to a deeper understanding of the benefits and challenges of student leadership in adult basic and literacy education, insights that can assist teachers and administrators in creating programs of, by, and for adult learners. (Contains 1 endnote.)
Goodling Institute for Research in Family Literacy. 405 Keller Building, University Park, PA 16802. Tel: 814-865-5876; Fax: 814-863-6108; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Adult Basic Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Pennsylvania State University, Goodling Institute for Research in Family Literacy