I think that the systematic planning, including lesson plans relative to the local community and making connections with the community, to inform, support, and include or integrate the learner is what makes a program great.  My school experience as 'observer' of the UMCM non-profit literacy workers, used many methods of teaching based on the learning needs, and created sub-groups within their program - But, the most important difference between a government funded and affiliated group in literacy training was the caring and mutual respect that developed over time.  For example, this particular community was primarily of Mexican heritage, and for fun, the program holds a Cinco de Mayo celebration.  Parents, Grandparents and friends in the community were invited and had a the kids put on planned a program, prior to the potluck dinner - The program was given in English and then repeated in the Spanish dialect, of the group.  Respect and community involvement is the key to the s!
 uccess of
Although, this close relationship with the community identity, developed by UMCM workers, led to an investigation and break in a refugee/child exploitation ring in Tampa, FL.  This was carefully handled by the authorities, but the tip wouldn't have come out in a program, like Worknet Pinellas or any other program, in which a level of trust may not exist.  Literacy workers build communities, and can make a direct influence of reporting violence, promoting self-sufficiency, and understanding of American citizenship.  Our learners are not outsiders, if we can help them know how they can belong to a non-violent society and the worth of that there is power in literate/educated groups that can send their children to college, have their own businesses, or have grandmothers read to their children in English or Spanish - just a few examples of what occurs when there is mutual respect and trust in our literacy programs.
Shirley
----- Original Message ----- 
From: Bertha Mo <bertiemo at yahoo.com> 
Date: Saturday, August 19, 2006 11:27 am 
Subject: [WomenLiteracy 500] Re: RD: Bridges to Learning 
To: The Women and Literacy Discussion List <womenliteracy at nifl.gov> 


> I'm wondering if I am registered on the Discussion List... 

> 

> Anyway, here goes...I agree with Jenny that in our society 

> violence is pervasive, but I'm not sure about systematic. 

> 

> For me, violence is about power...having power over others and 

> expressing that in ways that make people feel powerless. The power 

> is exerted through the use of physical force, harassment or 

> intimidation it makes other people feel that they can't act 

> independent of the person who has power over them. 

> 

> Here are some examples of violence in education; 

> 

> 1. Teachers who tell students that they are in "weedout course" 

> and that only one out of four students will survive the 

> course...This is very common in math classes... 

> 

> 2. Teachers who make all the rules in class and do not 

> encourage questions by making fun of students who ask questions... 

> 

> Here are examples of ways to overcome violence in education; 

> 

> 1. Have students work in groups. 

> 

> 2. Tell students that the choice to pass or not is their 

> choice. The teacher expects everyone to pass if they do the work. 

> If they have problems they should talk with teacher. 

> 

> 3. I'm current running a summer program for incoming 

> freshies...Last night, my students and I participated in a 3-hr 

> team building and communications called, "Adventures in Reality". 

> The processes helped us get to know each other, begin building 

> team, learning what good communication skills are...After a week 

> of being together in interactive workshops and fieldtrips, next 

> Thursday we'll get together again and see how far we've come and 

> where we are going. 

> 

> We are building a learning community and I'm pretty excited. I 

> wonder if some of these activities can be built into "literacy work." 

> 

> Bertie Mo, Ph.D., MPH 

> CSTEP Director 

> SUNY Potsdam 

> 

> Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote: 

> I wonder what people think about Mev's statement and question: 

> "I agree 

> with Jenny that violence must be recognized as systemic and 

> pervasive in 

> our society. How do we recognize these connections in our educational 

> systems? " 

> Here are my wonders. 

> 1. What do we think Jenny means by the premise that violence is 

> systemic and pervasive? 

> 2. Do people agree with Jenny's premise that violence is systemic and 

> pervasive? If yes, why? If no, why not? 

> 3. Andres, in his message below, talks about the importance of space. 

> Do others see this as an important issue in relationship to 

> violence and 

> literacy instruction? If yes, how? How does this relate to the issues 

> Jenny has raised in her writing? 

> Any thoughts about these wonders, or any questions you feel like 

> sharing with the rest of us? 

> Daphne 

> 

> >>> "Muro, Andres" 8/17/2006 11:41:27 AM >>> 

> In our program, we assume that all people victims of trauma and 

> violence. This also relates to the article about 

> normality/abnormality. 

> I met Jenny many years ago in a WIL conference. I wanted to address 

> the 

> issue of trauma but still had the mindset that trauma was the 

> issue of 

> the other. After reading Jenny's work but also talking with her, Jane 

> Hugo from Laubach and others I was able to understand that I was 

> medicalizing(?) the problem. Trauma was an issue of the "sick other" 

> and 

> we, teachers/program staff, were there to help by providing a 

> solution/intervention/cure. 

> 

> 

> 

> >From Jenny and others I understood that trauma is our issue and we 

> are 

> all victims of it. With this mindset, we create spaces in our programs 

> were there are opportunities for those who want to and are ready to 

> share and seek help, w/o anyone being forced to share if they don't 

> want 

> to. The spaces are many. Creative writing is one of those spaces. 

> Opportunities for students collaborating in projects and sharing is 

> another space. Many of opportunities for students to dialogue with 

> program staff with privacy is another space. Students knowledge that 

> there are support programs readily available is another space. There 

> is 

> also the opportunity for the program staff to share with each other 

> and 

> with students, and many of us have relied on each other to get over 

> crises. However, a strong asset for us is the awareness that there are 

> resources available for the students and ourselves. 

> 

> 

> 

> When someone reaches out seeking help, we need to be able to access 

> interventions, if necessary, that go beyond peer support. So, we have 

> contacts with all the local services that provide services for victims 

> of trauma. This knowledge creates a safety network for us. If we reach 

> out and seek help, there will be something available. 

> 

> 

> 

> Andres 

> 

> 

> 

> 

> 

> ________________________________ 

> 

> From: womenliteracy-bounces at nifl.gov 

> [mailto:womenliteracy-bounces at nifl.gov] On Behalf Of 

> mev at litwomen.org 

> Sent: Thursday, August 17, 2006 6:47 AM 

> To: The List 

> Subject: [WomenLiteracy 496] Re: RD: Bridges to Learning 

> 

> 

> 

> Shirley suggested having a list of support services available and 

> communicating understanding can work to help students in trauma. She 

> also indicates that the learning situation is not one in which 

> teachers/learners should discuss their experiences of trauma. 

> 

> 

> 

> These observations lead me to some related questions.... 

> 

> Jenny's work suggests that violence and trauma have an impact on our 

> ability to lean or to stay present in the learning situation. How do 

> we 

> as teachers and students recognize these impacts and when they are 

> actively affecting learners in a particular educational moment or 

> setting? We probably do not need to know the details of each 

> individuals' situation and Jenny suggests that we can reliably assume 

> that many (if not most) learners will have experienced some form of 

> violence. But part of the difficulty for those is trauma can be the 

> preservation of silence, invisibility, or shame. I would venture to 

> say 

> that as women we have learned that much in our life experience has 

> historically been silenced and it's only through discussion and the 

> realization that "we're not the only one" that we gain a sense of 

> relief 

> and the beginning of being able to make change. How do we balance 

> visibility and acknowledgment with good boundaries or learning 

> environments? 

> 

> 

> 

> Ryan also offers some concerns for us to consider (though I personally 

> would not use the language of "saving" or "being saved" as a way to 

> discuss these issues). Ryan makes 2 important observations: 1) the 

> burnout among educators and student peers that can come from the 

> concern 

> for (even frustration with) women who cannot leave their situations 

> for 

> whatever reasons, and 2) the experience of what is sometimes called 

> "survivor's" guilt (which might also lead to post-traumatic 

> stress!) 

> 

> 

> 

> I wonder if these experiences relate to the ways in which we make 

> violence and trauma the responsibility of individuals rather than 

> identifying complex social connections. Is it easier to locate these 

> issues as personal and then somehow in our control? I agree with Jenny 

> that violence must be recognized as systemic and pervasive in our 

> society. How do we recognize these connections in our educational 

> systems? And does this knowledge help us to understand violence in 

> more 

> depth or does it make our responses to it feel even smaller? 

> 

> 

> 

> Mev 

> 

> 

> 

> 

> 

> 

> 

> 

> On Wednesday, August 16, 2006, at 03:34 PM, Ryan Hall wrote: 

> 

> 

> 

> I think Shirley makes a good point- that we can't save the 

> world. But, perhaps "saving the world" is subjective in that it is 

> usually defined by the person who is taking on that task. When we're 

> the 

> outsider looking at someone who so desperately needs to be saved, it's 

> easy to forget that the choices we can offer may not be ones they can 

> choose. Sometimes, choosing one of the options is too hard or too 

> dangerous. Perhaps it's watching as students continue to struggle in 

> their violent environment that causes much of the teacher burnout. I 

> think that it is important to remember that some, maybe many, students 

> can't be "saved" if for no other reason than it is just too hard for 

> them to make those choices. I wonder if this concept may be even more 

> difficult to understand for those of us who have seen and/or 

> experienced 

> trauma and been able to escape, or maybe just harder to deal with 

> because it makes us feel guilty that we were able to do what many of 

> them can't. 

> 

> Ryan 

> 

> 

> 

> On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" 

> wrote: 

> 

> 

> 

> I have a few thoughts on: 

> 

> 

> 

> In the articles we read, it was suggested that one approach to 

> opening 

> 

> possibilities for learners is to "provide a reassuring and 

> clear 

> 

> 

> structure while allowing for the possibility of choice and 

> freedom 

> 

> within careful boundaries." 

> 

> 

> 

> I had a very dear friend that told me once, you can't save the 

> world, but you can still be involved and help people by steering them 

> in 

> the right direction. The simple fact that "you" are not alone, I 

> believe, is a good start for the literacy worker and student. And, 

> remember to followp-through, or if you feel the need to be personally 

> involved, contact the social organizations you trust, support them and 

> share information. This has worked for me, because I am a victim of 

> trauma, but I don't believe that literacy learning is the place to 

> share 

> this kind of information - A look that says, "I understand," and you 

> can 

> do this and I know how you can work on bettering your life, by 

> directing 

> women in the right direction, is a way to keep boundaries - so 

> important, as workers can suffer burn-out and learners can give up 

> - 

> so 

> easily, it breaks your heart...Network, Be Informed and focus on 

> learning... 

> 

> 

> 

> Shirley 

> 

> 

> 

> ----- Original Message ----- 

> 

> From: "mev at litwomen.org" 

> 

> Date: Tuesday, August 15, 2006 8:45 pm 

> 

> Subject: [WomenLiteracy 492] RD: Bridges to Learning 

> 

> To: womenliteracy at nifl.gov 

> 

> Cc: NIFL Womenlit 

> 

> 

> 

> > Hi Everyone. I sent this message early this am (9:00) -- and 

> have 

> 

> > been 

> 

> > away most of the day. It appeared not to have gone through - 

> I 

> 

> 

> > have no 

> 

> > idea why. This is a second try. Sorry for the delay. We can 

> extend 

> 

> > the 

> 

> > discussion one more day of necessary. 

> 

> > Mev 

> 

> > ---------------- 

> 

> > 

> 

> > Good morning! 

> 

> > Welcome to the Reading Discussion on articles written by 

> Jenny 

> 

> 

> > Horsman's addressing the impacts of violence on women's 

> learning. 

> 

> > The 

> 

> > guidelines for discussion as previously outlined, the 

> articles 

> 

> 

> > being 

> 

> > discussed, and facilitator's bio are listed at the bottom of 

> this 

> 

> > email. 

> 

> > Providing a Reading Discussion is a new experience for the 

> 

> > Womenliteracy listserv -- it will be an exciting new 

> opportunity 

> 

> > for 

> 

> > many of us. Those with Distance Learning experience may adapt 

> to 

> 

> > this 

> 

> > forum quicker than others. I have been considering ways to 

> keep 

> 

> > it 

> 

> > manageable for our levels of experience. 

> 

> > 

> 

> > In the articles we read, it was suggested that one approach 

> to 

> 

> 

> > opening 

> 

> > possibilities for learners is to "provide a reassuring and 

> clear 

> 

> > structure while allowing for the possibility of choice and 

> freedom 

> 

> > 

> 

> > within careful boundaries." In that spirit, I would like to 

> 

> > propose 

> 

> > this framework for the week as we move forward. For the first 

> few 

> 

> > days, 

> 

> > let's focus on "Moving beyond 'Stupid"" as it discusses some 

> of 

> 

> > the 

> 

> > more general impacts of violence on women's learning. In the 

> 

> > middle of 

> 

> > this week (as the discussion leads us), we can focus more 

> directly 

> 

> > on 

> 

> > the 2nd article, "Learning in the Context of Trauma" from 

> Chapter 

> 

> > 5 of 

> 

> > _Too Scared to Learn_. In the last 2-3 days of this 

> discussion, we 

> 

> > can 

> 

> > draw from both articles and our own experience and discuss 

> more 

> 

> > broadly 

> 

> > some ways to develop creative, holistic, and "safer" learning 

> 

> 

> > environments for women. 

> 

> > 

> 

> > As I read "Moving Beyond Stupid," several questions emerged 

> for me 

> 

> > -- 

> 

> > and I'm sure they did for you as well. 

> 

> > Perhaps we can begin by discussing how we understand and 

> define 

> 

> > violence and trauma. How has Jenny's descriptions in this 

> article 

> 

> > informed your own views or understanding of violence and 

> trauma? 

> 

> > To 

> 

> > what extent have we understood the pervasiveness of violence 

> and 

> 

> > the 

> 

> > systemic ways it exists and operates? 

> 

> > 

> 

> > This article reveals that slightly more than half of Canadian 

> 

> 

> > women 

> 

> > have experienced at least one incident of violence. Jenny 

> states 

> 

> > (p. 

> 

> > 181): "...we have to assume that every class will include at 

> least 

> 

> > some 

> 

> > with this experience." What do you make of this assumption? 

> Does 

> 

> > this 

> 

> > information correspond with the experiences of people from 

> other 

> 

> > countries on this list? 

> 

> > 

> 

> > This article also discusses shame and the way it continues to 

> 

> 

> > silence 

> 

> > women and limits their success in learning situations. How 

> have 

> 

> > you 

> 

> > experienced the impacts of violence and trauma on students 

> and 

> 

> 

> > their 

> 

> > learning as well as on yourselves as teachers/educators? 

> 

> > 

> 

> > This article makes the warning to avoid making violence 

> simply 

> an 

> 

> > individual problem needing diagnosis and treatment 

> (medicalizing). 

> 

> > Have 

> 

> > you been able to balance the needs and experiences of 

> individuals 

> 

> > while 

> 

> > recognizing and addressing larger social and systemic 

> connections 

> 

> > to 

> 

> > violence? How? 

> 

> > 

> 

> > I think this gives us enough to start with for now.....begin 

> where 

> 

> > you 

> 

> > will, either with these questions or with something else in 

> the 

> 

> > "Moving 

> 

> > Beyond Stupid" article that created a stir in you... 

> 

> > 

> 

> > Mev Miller, Facilitator for RD: Bridges to Learning 

> 

> > Director, WE LEARN 

> 

> > 

> 

> > 

> ------------------------------------------------------------------- 

> 

> 

> > ----- 

> 

> > ------------ 

> 

> > Guidelines for Reading Discussion - August 15 - 22, 2006 

> 

> > * During the designated discussion period, use the assigned 

> 

> > discussion 

> 

> > subject line each time you post. For this reading discussion, 

> 

> 

> > please 

> 

> > use: [RD: Bridges to Learning] 

> 

> > 

> 

> > * Though it will be helpful to have read the articles, 

> everyone is 

> 

> > 

> 

> > welcome to participate in the discussion. Subscribers to 

> 

> > Womenliteracy 

> 

> > may join the discussion at any time, or read/listen as 

> interested. 

> 

> > 

> 

> > * Be mindful that many people only check email once a day or 

> 

> > sporadically. As with any discussion, if you have made a 

> post, 

> 

> 

> > please 

> 

> > allow space and time for others to come into the discussion. 

> 

> > 

> 

> > * Remember, this is an open, public discussion. If you have 

> 

> > something 

> 

> > private or sensitive to respond, you may want to take it off 

> list 

> 

> > with 

> 

> > an individual. 

> 

> > 

> 

> > Articles by Jenny Horsman for Reading discussion, August 15 - 

> 22, 

> 

> > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact 

> of 

> 

> > Violence on 

> 

> > Women's Learning (12 pages) 

> 

> > 2) Chapter 5 from Too Scared to Learn, "Learning in the 

> Context of 

> 

> > 

> 

> > Trauma: The Challenge of Setting Goals" (37 pages) 

> 

> > Download these two articles from the Jenny Horsman website: 

> 

> > http://www.jennyhorsman.com 

> 

> > (if you look at the right side bar of her website, you will 

> see 

> 

> > the two 

> 

> > readings listed. Click on the readings and you will be taken 

> to 

> 

> > the 

> 

> > material. Depending on your computer, it may take a few 

> minutes 

> 

> > for the 

> 

> > article to download).*** These articles are posted as a 

> courtesy 

> 

> > on the 

> 

> > Internet for the purposes of this discussion. They will be 

> 

> > available 

> 

> > for download only until August 22, 2006. *** 

> 

> > As supplemental reading, you may also want to look at this 

> article 

> 

> > 

> 

> > available on the WE LEARN website: 

> 

> > "But Is It Education?" The Challenge of Creating Effective 

> 

> > Learning for 

> 

> > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 

> 2004-- 

> 

> > (16 

> 

> > pages) 

> 

> > http://www.litwomen.org/Research/horsman_wsq.pdf 

> 

> > 

> 

> > Facilitator: Mev Miller 

> 

> > Mev Miller, Ed.D. is director and founder of WE LEARN (Women 

> 

> > expanding 

> 

> > Literacy Education action resource Network -- 

> 

> > http://litwomen.org/welearn.html). A long time feminist 

> activist, 

> 

> > Mev 

> 

> > has years of experience in facilitating reading-discussion 

> circles 

> 

> > on a 

> 

> > variety of women's issues. Her experience also includes 

> facilitating 

> 

> > Women Leading Through Reading Reading-Discussion Circles with 

> 

> 

> > women in 

> 

> > both ABE and ESOL learning Settings.WE LEARN Women Expanding: 

> 

> 

> > Literacy 

> 

> > Education Action Resource Network 

> www.litwomen.org/welearn.html 

> 

> > 

> 

> > 

> 

> > WE LEARN 

> 

> > Women Expanding: Literacy Education Action Resource Network 

> 

> > www.litwomen.org/welearn.html 

> 

> > 

> 

> > Mev Miller, Ed.D., Director 

> 

> > 182 Riverside Ave. 

> 

> > Cranston, RI 02910 

> 

> > 401-383-4374 

> 

> > welearn at litwomen.org 

> 

> > 

> 

> > ---------------------------------------------------- 

> 

> > National Institute for Literacy 

> 

> > Women and Literacy mailing list 

> 

> > WomenLiteracy at nifl.gov 

> 

> > To unsubscribe or change your subscription settings, please 

> go 

> to 

> 

> > http://www.nifl.gov/mailman/listinfo/womenliteracy 

> 

> 

> 

> 

> 

> ---------------------------------------------------- 

> 

> National Institute for Literacy 

> 

> Women and Literacy mailing list 

> 

> WomenLiteracy at nifl.gov 

> 

> To unsubscribe or change your subscription settings, please go 

> to http://www.nifl.gov/mailman/listinfo/womenliteracy 

> 

> 

> 

> ---------------------------------------------------- 

> 

> National Institute for Literacy 

> 

> Women and Literacy mailing list 

> 

> WomenLiteracy at nifl.gov 

> 

> To unsubscribe or change your subscription settings, please go 

> to http://www.nifl.gov/mailman/listinfo/womenliteracy 

> 

> ---------------------------------------------------- 

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> Women and Literacy mailing list 

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