Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id RAA03683; Mon, 31 Jan 2000 17:34:23 -0500 (EST) Date: Mon, 31 Jan 2000 17:34:23 -0500 (EST) Message-Id: <s895aa3d.063@nmail.epcc.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "Andres Muro" <AndresM@epcc.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:471] Re: New International Report on Abuse X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise 5.5.3 Status: OR I would have to guess that it depends. If you announce a class to address domestic violence issues, participants will feel comfortable, but a lot of potential participants may not attend. A lot of the times adults know that they want to attend adult ed classes, but don't articulate much else about their expectations. most likely you will find adults attending ABE classes that did not specify a topic. Once a class starts, the instructor can discuss with studnets, the topics that they may be interesting in exploring. If you have an adult education class and you want to introduce domestic violence, as a topic, you have to be very careful not to scare students. A possible way to do it is to invite someone from a local entity, such as the shelter for battered women to talk about the issue. Once the issue is presented to the students, they may begin to further engage the topic. At that point, the instructor needs to be sure that there are available support services. If a student decides to disclose personal stuff to the instructor, or to the class, the instructor needs to be ready to provide the necessary intervention. Andres >>> ALCDGG@langate.gsu.edu 01/31 10:21 am >>> Thanks for all the different responses regarding the contexts for domestic violence curricula. I guess what I am wondering is if learners are more receptive and comfortable dealing with this topic, if when they enroll they are enrolling in a specific class that deals with literacy in the context of dealing with domestic violence, vs. enrolling in a health literacy class, vs. enrolling in a general adult literacy class where the topic comes up and may be a surprise. Daphne Daphne Greenberg Center for the Study of Adult Literacy Georgia State University University Plaza Atlanta, GA 30303-3083 Fax: 404-651-1415 Ph: 404-651-0400 E-mail: alcdgg@langate.gsu.edu >>> AndresM@epcc.edu 01/26 4:48 PM >>> Daphnee: It depends on the context. It must be available to participatns in all contexts. IE: If there is a stand alone lit. program, domestic violence should be explored. If the lit. program has a health ed. component, domestic violence could be articulated into health. If the lit program is part of a larger institution, all participants in the institution should have access to domestic violence presentations. However, the presentation may be adapted to the context of the class. Andres >>> ALCDGG@langate.gsu.edu 01/26 11:54 am >>> A question: Do people have any thoughts about the pro and cons of including domestic violence as part of a general health literacy program, vs. treating it as part of a general adult literacy program, vs. treating it as a distinct curriculum? Daphne Daphne Greenberg Center for the Study of Adult Literacy Georgia State University University Plaza Atlanta, GA 30303-3083 Fax: 404-651-1415 Ph: 404-651-0400 E-mail: alcdgg@langate.gsu.edu
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