[AAACE-NLA] Delusion of Accountability in Adult Education
Catherine B. King
cb.king at verizon.net
Sun Jun 6 09:33:02 EDT 2004
FYI The underpinning framework of, or paradigm governing, the
research and development for participatory curriculum
development is what Donna Mertens and others call the
In her work, she clearly sets out and explains several paradigms
(including what is essential about post-positivist and statistical
methods in research), shows what each paradigm can and cannot
do, shows their short-comings and what their contribution to
research is (especially as it relates to the data--human beings) and
relates each paradigm to one another.
As such, it is a fundamentally theoretical--and critical--work.
I have mentioned her work here before, but I think it deserves
mention again: Donna Mertens, "Research Methods in Education
and Psychology: Integrating Diversity with Quantitative & Qualitative
Approaches" (1998). Thousand Oaks, CA: Sage.
Catherine B. King
----- Original Message -----
From: "Elsa Auerbach" <elsa.auerbach at umb.edu>
To: <aaace-nla at lists.literacytent.org>
Sent: Saturday, June 05, 2004 6:41 PM
Subject: Re: [AAACE-NLA] Delusion of Accountability in Adult Education
> I appreciate this comment but I want to clarify that participatory
> curriculum development originated with many people's work; the work that
> did in the UMass family literacy project was collective (I was not one of
> the teachers, just the coordinator) and it was inspired by work in Latin
> America, Canada, Africa and others in the U.S. So I don't deserve credit.
> Also, I would say that an integral aspect of participatory curriculum
> development is some analysis of the social context (beyond
> or collaborative curriculum development). I wrote a short piece entitled
> "Putting the 'P' Back in Participatory," (TESOL Quarterly, Vol. 27, No.
> 1993) which explains my views on this. Elsa
> On 6/2/04 11:47 PM, "mdryden at mail.utexas.edu" <mdryden at mail.utexas.edu>
> > Andrea,
> > Participatory curriculum was first advocated for Elsa Auerbach her text,
> > Making
> > Meaning, Making Change, based on a family literacy program at UMass,
> > Decade and a half ago. It is also called teachers collaborating with
> > learners. If we have any decent professional development (with follow
> > course) across the country, I hope that at least a few people are doing
> > Marianne
> > Quoting AWilder106 at aol.com:
> >> Colleagues,
> >> I may be ahead of the argument, here.
> >> Victoria Purcell-Gates showed that contextualized adult literacy, where
> >> students had more of a say in what was included in their programs,
> >> translated into higher literacy gains as measured by increases in
> >> literacy in the home. Soft, right? But tatistically sound. NCSALL
> >> Hypothetically, then, students who worked toward their own goals (with
> >> hopes, connected texts that supported those goals), might score higher
> >> (gasp!) TABE. This assumes, following Art's point, and Tom Sticht's
> >> post quite a while ago, that literacy is generalizable across domains,
> >> words that appear on menus are likely to appear other places, too.
> >> Certainly a kind of triangulation.
> >> Who is doing this?
> >> Andrea
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