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 XAA16549; Wed, 26 Jan 2000 23:14:17 -0500 (EST) Date: Wed, 26 Jan 2000 23:14:17 -0500 (EST) Message-Id: <ee.921528.25c11ec7@aol.com> 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: Ansongreen@aol.com To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:460] Re: New International Report on Abuse X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Windows AOL sub 44 Content-Type: text/plain; charset="UTF-8" Status: OR Daphne wrote: <<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 >> Yes, ...ummmm all of the above. From my experience, I don't think programs look at areas of specific focus (e.g. domestic violence) so specifically. In Texas, large programs put together standard literacy curricula and see what comes of it when students come in the door. (If you are lucky and the program is innovative....both of which I have been blessed with)...then the class curriculum can evolve around what students identify as worth coming to school to learn. If this is domestic violence (as was the case with my Culebra Road class last year) then there you have it, a distinct curriculum component. I feel that many programs probably operate that way (Though I know few engage issues of violence per se.) Am I getting anywhere???? If you asking pros/cons about your three choices...then I say "pros" to including domestic violence in all of them (or at least the availability of the resources to address it). If learners want it---in health literacy/ESOL/job prep/GED/computer readiness etc---give them access. Most of all though, TRAIN TEACHERS TO WORK WITH THIS---how to identify "red flags" that may point to violence (beyond something obvious like a black eye)---what to do if the topic comes up unexpectedly---how to care for one's own well being mentally (something I struggle with), how to actually facilitate it as a topic in class etc etc. It is extremely important work but takes even more extreme care form practitioners. I spent a few hours last week in Oklahoma talking with practitioners there who were facing these issues in their classes and, even though I'm working with a fellowship dedicated to the issue of violence and literacy, I still found myself in awe of the complexity of their situations. Thanks for hearing me out… And yes, for those of you interested in this topic in the least, ESSENTIAL reading is Jenny Horsman's new epoch making (For our field!) book: Too Scared to Learn-Women, violence and education, now available through CCLOW (514) 931-8731. As ever, Anson Anson Green Corporate and Community Development Northwest Vista College 3535 N. Ellison Drive San Antonio, Texas 78251 210-348-2398 http://members.aol.com/ansongreen/welcome.html
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