[AAACE-NLA] Re: Is literacy ability a privilege?
Catherine B. King
cb.king at verizon.net
Sun Dec 5 09:00:36 EST 2004
Hello Tanya:
Yes, I am sure you are right in terms of a judge's
interpretation of the law. My own point speaks to
the difference between the law and its interpretation,
on the one hand, and the philosophy of law and the
political philosophy embedded in democracies
and republics, on the other.
The right to read goes not to law as such (thought
perhaps it is time that it did) but to the heart of law,
the rule of law, and again, to whole idea of
democracy. It is my view that this is where our
best argument lies for, not only the rights of all
citizens to have access to literacy at any age,
but also for a democracy to carry the
responsiblity of funding that access.
The point is that literacy is not only for the adults
as a way to improve their lives, but also literacy
is, in fact, in the best interest of the nation that
embraces democratic principles, or at least
claims to do so.
Regards,
Catherine King
----- Original Message -----
From: ttweeton at comcast.net
To: Catherine B. King ; National Literacy Advocacy List sponsored by AAACE
Sent: Saturday, December 04, 2004 6:09 PM
Subject: Re: [AAACE-NLA] Re: Is literacy ability a privilege?
As I see it Catherine, a Supreme Court Justice's duty is just to interpret the Constitution, not create what isn't there.
Tanya Tweeton
-------------- Original message --------------
Hello Tanya Tweeton:
Thank you for publishing the interesting quote
from Justice Powell, which I copy below:
"Education is not among the rights afforded explicit protection under our Federal Constitution. Nor do we find any basis for saying that it is implicitly protected, thus he continues, "this finding that education is a fundamental right as an argument is unpersuasive."
It is the highest of ironies that a judge, who is above all
an advocate for the rule of law, would deny that those
who are governed by that law have a fundamental
right to become able to read it.
Catherine King
----- Original Message -----
From: ttweeton at comcast.net
To: National Literacy Advocacy List sponsored by AAACE
Sent: Friday, December 03, 2004 2:37 PM
Subject: Re: [AAACE-NLA] Re: Is literacy ability a privilege?
David , this is what I know about the rights to Education in this country thru my studies in School Finance.
One of the most important cases involving the question of states financing of Education in all districts, equitably ( which most don't) and whether they should, comes from the case of San Antonio Independent School District v. Rodriquez 1973, where the United States Supreme Court upheld the Texas school financing system , stating that Education was not a fundamental right under the federal U.S. Constitution, although it stated that
"one of the most important services performed by the state, it does not fall within the small catagory of rights that the Supreme Court court recognizes as being guaranteed by the Constitution."
This case was decided by a 5-4 vote.
Justice Powell goes on to say.
"Education is not among the rights afforded explicit protection under our Federal Constitution. Nor do we find any basis for saying that it is implicitly protected, thus he continues, "this finding that education is a fundamental right as an argument is unpersuasive."
Our founding fathers do not mention Education in the Constitution. Scholars surmise that they wanted to leave these decisions to the states (being afraid of too much federal control ) and not follow along with what Europe had done, in giving control of Education to the governments.
So, I guess, maybe then Education should be considered a priviledge.
Tanya Tweeton
ESOL and GED programs
Fort Lauderdale, Florida
-------------- Original message --------------
> Colleagues,
>
> Regardless of how many of us might want adult literacy to be a right,
> it isn't. At least adult literacy instruction isn't a legal right in
> U.S. federal law or in any state that I am aware of except Rhode
> Island.
>
> If it were a right -- in the way that preK-12 education is a right in
> every state -- every adult who desired basic skills learning (literacy,
> numeracy, and other basic skills up through college-entry level) would
> have a seat in a classroom or a tutor without waiting.
>
> In many states there are long waiting lists for these services,
> especially for English language learning. In most states, with current
> resources, less that 10% of the documented need is being addressed. In
> many states it is well under 10%.
>
> In most -- possibly all -- states, although students in preK-12 who are
> suspected of having learning disabilities are guaranteed access to
> formal assessment and individual education plans as a right, it is not
> a right for adults over 21.
>
> If it were put to a vote, I don't think this Congress would make it a
> right. And I don't think the majority of the American public would
> want them to.
>
> Those who care about rights for adult literacy will need to do a lot
> more than post to this list, and will need to work on it steadily for
> many years.
>
> David J. Rosen
> djrosen at comcast.net
>
> On Dec 3, 2004, at 9:50 AM, Catherine B. King wrote:
>
> > Hello Anne:
> >
> > You are right that literacy is a right. And seen from the
> > point of view of an individual, we can assume that
> > such a right exists.
> >
> > However, that right exists in the first place because it is
> > grounded in the basic ideas of both freedom and
> > civilization that most of us take for granted.
> >
> > We have discussed this issue on this list several times in
> > the past; however, and however briefly, it bears repeating:
> >
> > At the core of the issue, literacy is about the idea of letters
> > and reading. Further, the library, where we keep our books
> > (liter-ature) has as its central meaning , which is the
> > basis of both "liberty" and "to liberate;" or to make the
> > mind free. (Need I say "liberal"?)
> >
> > And so literacy is essentially about freedom because it
> > propels the mind to think into broad and nuanced fields
> > of meaning and to "converse" with history, and with others
> > of different times and different places, and with other ways
> > of human being. So if being free is to broaden our
> > horizons, and to know and have choices, then literacy is
> > concretely about bringing about that freedom.
> >
> > Further, literacy and its core connection with freedom are
> > also essential to civilization and, more specifically, to
> > various kinds of democracies and "republics."
> >
> > This is so because the power associated with these kinds
> > of political structures generates from the "bottom up," or
> > in "the people" and their direct representatives who must
> > not only be literate, but who must also have available
> > constant sources of formal and informal information and
> > education, where "education" is broadly defined, e.g., the
> > free press, a free academy, the freedom to converse and
> > to associate, freedom of speech, etc.
> >
> > We all know that maintaining democracies takes a certain
> > kind of vigilance by all concerned (power
> > The People).
> >
> > But if "The People" are not literate, informed, or involved
> > in their own education, then the internal vigilance required
> > to make and to maintain a democracy begins to wane, to
> > corrode, and even to disappear, where a once-vibrant
> > democracy becomes a vague shadow of the vibrant
> > persons who brought it about in the first place.
> >
> > Democracies don't die overnight. They are slowly
> > transformed internally from the diseases of fear,
> > ignorance, and misinformation. As such, each one of our
> > students who cannot read is a dollar in the bank that
> > funds that transformation.
> >
> > As such, both democracy, and more generally civilization,
> > are based on the intelligent functioning of The People. In
> > short, the other side of a "literate, informed, and educated"
> > people is an "illiterate, misinformed, and ignorant" people.
> >
> > And so neither democracy nor civilization will last long if
> > "The People" are either ignorant, misinformed, or illiterate.
> >
> > That's the broader argument about why our projects and our
> > professions are so important. It's not "handouts," "welfare,"
> > or "entitlements" we are talking about. Rather, we are talking
> > about providing the ground for what is essential about
> > both democracy and civilization. It about the
> > individuals and our rights to be literate and to become
> > educated and informed.
> >
> > However, it is about whether a still-quite-young
> > democracy will "fare well" through the education if its
> > People.
> >
> > Regards,
> >
> > Catherine King
> > Adjunct Instructor
> > Department of Education
> > National University
> > San Diego, CA
> >
> >
> >
> >
> >
> >
> > ----- Original Message ----- From: "Anne murr"
> > To:
> > Sent: Thursday, December 02, 2004 9:53 PM
> > Subject: [AAACE-NLA] Re: Is literacy ability a privilege?
> >
> >
> >> Every person (child and adult) has the right to be taught to read --
> >> in the manner in which they need in order to learn. Adults who have
> >> attended school for from 9 to 12 years and have not been taught to
> >> read have been deprived of that right. I believe this IS a justice
> >> issue. For the 25-30% of children (and adults) who do not learn to
> >> read through traditional, i.e., "learn to read by reading" methods,
> >> systematic, multisensory, direct instruction is their only hope.
> >> When they do not receive this type of instruction, they are deprived
> >> of a basic right.
> >>
> >> It is a privilege to born with a brain that processes verbal
> >> information effortlessly. I see so many struggling readers who do
> >> not have this privilege. But through determined effort -- and
> >> instruction which addresses their learning needs -- they are
> >> privileged to learn to read.
> >>
> >> Anne Murr, M.S.
> >> Coordinator
> >> Drake University Adult Literacy Center
> >> Des Moines, IA
> >>
> >> On Tuesday, November 30, 2004, at 07:48PM,
> >> wrote:
> >>
> >>> Today's Topics:
> >>>
> >>> 1. Is literacy ability a privilege? (Thomas Sticht)
> >>> 2. RE: Is literacy ability a privilege? (Isserlis, Janet)
> >>> 3. Re: Is literacy ability a privilege? (AndresMuro at aol.com)
> >>> 4. Re: Is literacy ability a privilege? (AWilder106 at aol.com)
> >>>
> >>> ---------------------------------------------------------------------
> >>> -
> >>>
> >>> Message: 1
> >>> Date: Tue, 30 Nov 2004 12:40:33 -0800 (PST)
> >>> From: Thomas Sticht
> >>> Subject: [AAACE-NLA] Is literacy ability a privilege?
> >>> To:
> >>> Message-ID: <1711.69.19.254.191.1101847233.squirrel at la.znet.com>
> >>> Content-Type: text/plain; charset=iso-8859-1
> >>>
> >>> Janet Isserlis said:
> >>> "It is impossible to see what goes on around the world and not be
> >>> affected by the harm that comes to people. For some, the good we
> >>> hope
> >>> to do through our work - educational and other - necessitates using
> >>> the
> >>> privileges we hold (chief among them our own literacy abilities) in
> >>> order to try against all odds to lessen the imbalance, if not flat
> >>> out
> >>> change the world to a more just and equitable place."
> >>>
> >>> I was particularly struck by Janet's comments "the
> >>> privileges we hold (chief among them our own literacy abilities)".
> >>>
> >>> I have seen literacy referred to in many United Nations documents and
> >>> others as a "right" but I have never heard of a person's literacy
> >>> "abilities" as a "privilege." I understand that a "right" or a
> >>> "privilege"
> >>> as a political/legal standing can be conferred upon people, but one's
> >>> literacy "abilities" I have generally thought of as being acquired
> >>> and
> >>> developed through one's work over time. In this way of thinking,
> >>> though
> >>> one may have a "right" or "privilege" to education and literacy
> >>> conferred
> >>> through political means, one's actual learning, and in this case
> >>> learning
> >>> and development of literacy abilities, depends upon one's actual
> >>> actions
> >>> taken to transform these rights/privileges into knowledge and skill.
> >>>
> >>> This raises the issue, given that one has a "right" or "privilege" to
> >>> "access" education and literacy, does one have a "right" or
> >>> "privilege" to
> >>> a lot of knowledge and high literacy abilities without working or
> >>> studying
> >>> for them? In terms of the National Reporting System for adult basic
> >>> education, does an adult learner have the "right" or "privilege" to
> >>> level
> >>> 6 knowledge and skills (K/S), and if they do not achieve this level
> >>> of K/S
> >>> are they not as "privileged" as one who has?
> >>>
> >>> Does Janet's actual level of literacy ability constitute a
> >>> "privilege"
> >>> which she "holds" (presumably in her brain) or a significant
> >>> achievement
> >>> of hers due to her own efforts at learning?
> >>>
> >>>
> >>>
> >>>
> >>>
> >>>
> >>>
> >>> ------------------------------
> >>>
> >>> Message: 2
> >>> Date: Tue, 30 Nov 2004 16:36:16 -0500
> >>> From: "Isserlis, Janet"
> >>> Subject: RE: [AAACE-NLA] Is literacy ability a privilege?
> >>> To: "National Literacy Advocacy List sponsored by AAACE"
> >>>
> >>> Message-ID:
> >>>
> >>> Content-Type: text/plain; charset="iso-8859-1"
> >>>
> >>> Dr. Sticht and all,
> >>>
> >>> You wrote: < I understand that a "right" or a "privilege" as a
> >>> political/legal standing can be conferred upon people, but one's
> >>> literacy "abilities" I have generally thought of as being acquired
> >>> and developed through one's work over time. >
> >>>
> >>>
> >>> Interesting point. By "privilege" I meant that having had access to
> >>> education, having had that right as a given, I - and many of us
> >>> reading this post - have something, essentially unearned (for me -
> >>> the happenstance of my birth as a white, middle class female person
> >>> in the northeastern United States). This unearned privilege - my
> >>> access to good enough public schools, university, advanced degrees -
> >>> has certainly given me the job that allows me to stop what I'm doing
> >>> at this moment to respond to this post. Have I worked hard within
> >>> this job and to acquire the qualifications that were required for
> >>> it? Absolutely. I have worked hard - but have had the privilege of
> >>> doing this work and not something perhaps differently difficult (or
> >>> physically taxing, soul destroying, minimally paid without
> >>> benefits.).
> >>>
> >>> I have had jobs in restaurants bars, and convenience stores, but
> >>> have not had those jobs for long long periods of time. or the most
> >>> part, because of the access I've had to what many do - and should -
> >>> view as a right (that of education), I made the rhetorical skip from
> >>> right to privilege because I don't assume that this "right" - to
> >>> education - is one that is, in reality accorded to all. Should it
> >>> be? Absolutely?
> >>>
> >>> Is it? No. Children and adults are being left behind at a rapid
> >>> clip.
> >>>
> >>> I don't deem myself better for not doing manual labor, but I do see
> >>> myself as being fortunate for that and especially fortunate to have
> >>> full time work in adult literacy (something I have not always had
> >>> over the past 24 years and which many many of our colleagues still
> >>> do not have).
> >>>
> >>>
> >>> Dr. Sticht again:
> >>>> In this way of thinking, though one may have a "right" or
> >>>> "privilege" to education and literacy conferred
> >>>> through political means, one's actual learning, and in this case
> >>>> learning
> >>>> and development of literacy abilities, depends upon one's actual
> >>>> actions
> >>>> taken to transform these rights/privileges into knowledge and skill.
> >>>>
> >>> [Janet] agreed.
> >>>
> >>> Dr. Sticht again:
> >>>> This raises the issue, given that one has a "right" or "privilege"
> >>>> to
> >>>> "access" education and literacy, does one have a "right" or
> >>>> "privilege" to
> >>>> a lot of knowledge and high literacy abilities without working or
> >>>> studying
> >>>> for them?.... does an adult learner have the "right" or "privilege"
> >>>> to level
> >>>> 6 knowledge and skills (K/S), and if they do not achieve this level
> >>>> of K/S
> >>>> are they not as "privileged" as one who has?
> >>>>
> >>>>
> >>> Is this what one might call a tautology?
> >>>
> >>> Likely not - Dr. Sticht is a deeper thinker than that.
> >>>
> >>> The question seems to ask implicitly about effort; it could as
> >>> easily be asking about access. I think the difficulty for me here
> >>> is in asking if one has or hasn't a right to "high literacy
> >>> abiltities *without working* for them.." One could digress around
> >>> "fast learners",one could ask about what it means to work at
> >>> learning, one could acknowledge that the print/literacy valued and
> >>> (dare I say ) privileged in mainstream discourse is not valued
> >>> equally by all.
> >>>
> >>> Again, it comes back to whether or not one has the time to study,
> >>> the intention and desire to learn, if learning is of value and if
> >>> the what of the learning leads the learner to places he or she
> >>> wishes to go.
> >>>
> >>>> Does Janet's actual level of literacy ability constitute a
> >>>> "privilege"
> >>>> which she "holds" (presumably in her brain) or a significant
> >>>> achievement
> >>>> of hers due to her own efforts at learning?
> >>>>
> >>> Can it be that it constitutes both - and that the two are
> >>> intrinsically connected? inseparable?
> >>>
> >>> other thoughts?
> >>>
> >>> Janet
> >>>
> >>>
> >>> ------------------------------
> >>>
> >>> Message: 3
> >>> Date: Tue, 30 Nov 2004 16:41:31 -0500
> >>> From: AndresMuro at aol.com
> >>> Subject: Re: [AAACE-NLA] Is literacy ability a privilege?
> >>> To: aaace-nla at lists.literacytent.org (National Literacy Advocacy List
> >>> sp onsored by AAACE)
> >>> Message-ID: <6DEF3F45.488FCB82.0AB94E44 at aol.com>
> >>> Content-Type: text/plain; charset=iso-8859-1
> >>>
> >>> Tom:
> >>>
> >>> I agree with you that literacy should be considered a right. In the
> >>> sense that literacy should be open to all, free and accessible it
> >>> must be a right. It is the same thing with health care. It ought to
> >>> be a right to all.
> >>>
> >>> However, unfortunately many are not so fortunate to have access to
> >>> literacy or healthcare. Those of us who are literate and have access
> >>> to health care are very fortunate, and have something that, while it
> >>> ought to be universally accessible, it is not. In this sense those
> >>> who are literate and have access to health care are privileged to
> >>> possess this. Not in the sense of superiority, but of "better
> >>> fortune". In this sense, we are privileged, and we must recognize
> >>> these privileges or advantages that others don't possess. If we
> >>> recognize the "good fortune" that we have in recognizing this
> >>> privilege, we should work to equalize society so that it will cease
> >>> to be a privilege.
> >>>
> >>> If we think of literacy as a right that everyone has access to,
> >>> then, we can look down at those who don't have it because "it is
> >>> their fault" for not acquiring it. By looking at it as a privilege
> >>> that ought to be a right, then we have an obligation to make it a
> >>> right.
> >>>
> >>> There are many cases of things that are privileges in the sense that
> >>> give people advantages, but should not be. Whitness, maleness,
> >>> heterosexuality, literacy, housing, health are privileges that we
> >>> are often not aware of but give some of us an advantage.
> >>>
> >>> Andres
> >>>
> >>> In a message dated 11/30/2004 3:40:33 PM Eastern Standard Time,
> >>> Thomas Sticht writes:
> >>>
> >>>> Janet Isserlis said:
> >>>> "It is impossible to see what goes on around the world and not be
> >>>> affected by the harm that comes to people. For some, the good we
> >>>> hope
> >>>> to do through our work - educational and other - necessitates using
> >>>> the
> >>>> privileges we hold (chief among them our own literacy abilities) in
> >>>> order to try against all odds to lessen the imbalance, if not flat
> >>>> out
> >>>> change the world to a more just and equitable place."
> >>>>
> >>>> I was particularly struck by Janet's comments "the
> >>>> privileges we hold (chief among them our own literacy abilities)".
> >>>>
> >>>> I have seen literacy referred to in many United Nations documents
> >>>> and
> >>>> others as a "right" but I have never heard of a person's literacy
> >>>> "abilities" as a "privilege." I understand that a "right" or a
> >>>> "privilege"
> >>>> as a political/legal standing can be conferred upon people, but
> >>>> one's
> >>>> literacy "abilities" I have generally thought of as being acquired
> >>>> and
> >>>> developed through one's work over time. In this way of thinking,
> >>>> though
> >>>> one may have a "right" or "privilege" to education and literacy
> >>>> conferred
> >>>> through political means, one's actual learning, and in this case
> >>>> learning
> >>>> and development of literacy abilities, depends upon one's actual
> >>>> actions
> >>>> taken to transform these rights/privileges into knowledge and skill.
> >>>>
> >>>> This raises the issue, given that one has a "right" or "privilege"
> >>>> to
> >>>> "access" education and literacy, does one have a "right" or
> >>>> "privilege" to
> >>>> a lot of knowledge and high literacy abilities without working or
> >>>> studying
> >>>> for them? In terms of the National Reporting System for adult basic
> >>>> education, does an adult learner have the "right" or "privilege" to
> >>>> level
> >>>> 6 knowledge and skills (K/S), and if they do not achieve this level
> >>>> of K/S
> >>>> are they not as "privileged" as one who has?
> >>>>
> >>>> Does Janet's actual level of literacy ability constitute a
> >>>> "privilege"
> >>>> which she "holds" (presumably in her brain) or a significant
> >>>> achievement
> >>>> of hers due to her own efforts at learning?
> >>>>
> >>>>
> >>>>
> >>>>
> >>>>
> >>>> _______________________________________________
> >>>> AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
> >>>> http://lists.literacytent.org/mailman/listinfo/aaace-nla
> >>>> LiteracyTent: web hosting, news, community and goodies for literacy
> >>>> http://literacytent.org
> >>>>
> >>>
> >>>
> >>> --
> >>> Please take a look at my artwork:
> >>> www.geocities.com/andresmuro/art.html
> >>>
> >>>
> >>>
> >>> ------------------------------
> >>>
> >>> Message: 4
> >>> Date: Tue, 30 Nov 2004 16:45:17 -0500
> >>> From: AWilder106 at aol.com
> >>> Subject: Re: [AAACE-NLA] Is literacy ability a privilege?
> >>> To: aaace-nla at lists.literacytent.org (National Literacy Advocacy List
> >>> sp onsored by AAACE)
> >>> Message-ID: <5480F562.66F463DB.0A349A3F at aol.com>
> >>> Content-Type: text/plain; charset=iso-8859-1
> >>>
> >>> Maybe what Janet meant was an atmosphere of support for literacy,and
> >>> that can be a privilege: educated parents, good schools, patient
> >>> teachers, an expectation of college. I think of this as a
> >>> privileged background.
> >>>
> >>> Ability needs nourishment--prodding, models, learning experiencess.
> >>> A sound mind in a sound body--adequate nutrition, eye glasses, other
> >>> kinds of supports that nourish ability.
> >>>
> >>> Andrea
> >>>
> >>>
> >>>
> >>>
> >>> ------------------------------
> >>>
> >>> Message: 5
> >>> Date: Tue, 30 Nov 2004 13:51:54 -0800
> >>> From: "Virginia Tardaewether"
> >>> Subject: RE: [AAACE-NLA] third world countries
> >>> To: "National Literacy Advocacy List sponsored by AAACE"
> >>>
> >>> Message-ID:
> >>>
> >>> Content-Type: text/plain; charset="iso-8859-1"
> >>>
> >>> One might try the lesson of asking ones students or neighbors this
> >>> question.
> >>> If you were to think of USA television as one of the major exports
> >>> from the USA, what are all those other countries importing? What is
> >>> the message the USA sends to the world via television? How might
> >>> this message (theses messages) impact peoples opinions of the
> >>> citizens of the USA?
> >>>
> >>> Try it out and see what your students tell you. I found it most
> >>> interesting.
> >>>
> >>>
> >>> -----Original Message-----
> >>> From: aaace-nla-bounces at lists.literacytent.org
> >>> [mailto:aaace-nla-bounces at lists.literacytent.org]On Behalf Of
> >>> Cochran, Judith
> >>> Sent: Tuesday, November 23, 2004 11:14 AM
> >>> To: National Literacy Advocacy List sponsored by AAACE
> >>> Subject: RE: [AAACE-NLA] third world countries
> >>>
> >>>
> >>>
> >>> Your question is interesting, Anna. The answer is that western
> >>> influences are not always beneficial to third world countries. For
> >>> example, we send computers to universities that do not have the
> >>> electrical support to connect them. The computers sit for years in
> >>> the hallway for the students to pass by them and see the western
> >>> influence as useless to their instruction. This is just one of many
> >>> misconceptions of how western education is "transfered" to third
> >>> world countries. I have published a couple of books on this
> >>> difficulty. Check Croom Helm and Westview Publishers for additional
> >>> information.
> >>>
> >>> Judith Cochran
> >>>
> >>> -----Original Message-----
> >>> From: aaace-nla-bounces at lists.literacytent.org
> >>> [mailto:aaace-nla-bounces at lists.literacytent.org]On Behalf Of Anna
> >>> Cannon
> >>> Sent: Tuesday, November 23, 2004 8:31 AM
> >>> To: aaace-nla at lists.literacytent.org
> >>> Subject: [AAACE-NLA] third world countries
> >>>
> >>>
> >>> Can any of you direct me on where I can valuable information on the
> >>> western influences on third world countries in the area of adult
> >>> education. Mainly, why aren't western influences not always seen as
> >>> beneficial to third world countries.
> >>>
> >>> Thanks,
> >>> Anna Cannon
> >>>
> >>> -------------- next part --------------
> >>> An HTML attachment was scrubbed...
> >>> URL:
> >>> http://lists.literacytent.org/pipermail/aaace-nla/attachments/
> >>> 20041130/1cc07224/attachment-0001.htm
> >>>
> >>> ------------------------------
> >>>
> >>> Message: 6
> >>> Date: Tue, 30 Nov 2004 16:44:31 -0600
> >>> From: "Cochran, Judith"
> >>> Subject: RE: [AAACE-NLA] Christmas message
> >>> To: "National Literacy Advocacy List sponsored by AAACE"
> >>>
> >>> Message-ID:
> >>> <3D3A481E8BD467479AF9190FAB261723072106 at STL-MAIL2.umsl.edu>
> >>> Content-Type: text/plain; charset="utf-8"
> >>>
> >>> To Concerned Citizen,
> >>>
> >>> The purpose of this subgroup of AAACE is to discuss issues realted
> >>> to Adult Literacy. Should the literacy of Iraqis' be considered, the
> >>> imbalance of educational resources for Suni, Shite, and Christians
> >>> couldn't help but be positively influenced by the next government
> >>> which will not be controlled by Sadam. Thus, there is hope for
> >>> educational improvement in Iraq as a result of our efforts. If this
> >>> is arrogance in imposing our belief in equal educational access for
> >>> those who want it, then I am all for it.
> >>>
> >>> There are multiple perspectives regarding our response to the
> >>> request of the Iraqi people for help. Some see it an an invasion
> >>> against the people's will others know of the people's request for
> >>> help was delivered to the French, Germans, Italians and US on
> >>> multiple occasions. The US, British, Spain, Chile etc. were the
> >>> countries to respond. There is no "series" or serious flaw in
> >>> assuming that our armed forces are doing anything differently in
> >>> Iraq than they are doing in Afghanistan...where we did not impose
> >>> our religion or politics. Afghanistan recently had an election that
> >>> successfully put a elected Afghani in place of the Taliban. Our
> >>> safety at home continues to be at risk. Was the 1993 attempted
> >>> bombing of the World Trade Center a fluke? When will concerned
> >>> citizens like yourself wake up to the crisis that began with the
> >>> bombing of our Embassy, (1973/1979) killing of our diplomats and
> >>> scholars (remember the murder of President Kerr, formerly of UCLA,
> >>> at American Universit!
> >> y in B!
> >> e!
> >>> ruit?). Our soldiers, politicians and generals are certainly taking
> >>> care of difficult situations in Iraq and they deserve respect and
> >>> support. Does Art think he is helping them by trying to undermine
> >>> their efforts with an e-mail to a literacy listserve?
> >>>
> >>> -----Original Message----- From:
> >>> aaace-nla-bounces at lists.literacytent.org on behalf of Ellison, Art
> >>> Sent: Mon 11/29/2004 8:30 AM
> >>> To: 'National Literacy Advocacy List sponsored by AAACE'
> >>> Cc:
> >>> Subject: RE: [AAACE-NLA] Christmas message
> >>>
> >>>
> >>>
> >>> To the List,
> >>>
> >>> Tom Sticht's belief that our armed forces "have gone into harm's
> >>> way to
> >>> protect our safety and freedom at home and to bring freedom to
> >>> oppressed
> >>> peoples around the world" has a series flaw if he is referring to our
> >>> current efforts in Iraq. There is very little evidence that our
> >>> involvement
> >>> in that country have anything to do with protecting our safety and
> >>> freedom
> >>> at home and some question about whether or not our efforts are aimed
> >>> at
> >>> bringing freedom to that country.
> >>> An equally compelling argument can be made that the primary
> >>> motivation for
> >>> our occupation of Iraq lies with our need to control their oil and
> >>> the
> >>> arrogance of the current administration who thinks we as a country
> >>> have a
> >>> God given right to impose our economic, social and religious values
> >>> anywhere
> >>> in the world.
> >>>
> >>> Art Ellison
> >>> Concerned Citizen
> >>>
> >>> -----Original Message-----
> >>> From: Thomas Sticht [mailto:tsticht at znet.com]
> >>> Sent: Saturday, November 27, 2004 5:38 PM
> >>> To: aaace-nla at lists.literacytent.org
> >>> Subject: [AAACE-NLA] Christmas message
> >>>
> >>> Christmas Greeting
> >>> November
> >>> 27, 2004
> >>>
> >>> Tom Sticht
> >>> International Consultant in Adult Education
> >>>
> >>> During World War II, over a quarter million young men learned to
> >>> read in
> >>> Special Training Units in the Army. One of the resources used to
> >>> teach
> >>> reading was a newspaper, Our War, which was published monthly from
> >>> June
> >>> 1942 through September 1945. Each issue of Our War included a cartoon
> >>> strip about Private Pete and his buddy, Daffy. The December 1943
> >>> issue
> >>> discussed Christmas. It has a message pertinent to today's times and
> >>> circumstances. Following is a synopsis of the strip.
> >>>
> >>> Our War December 1943 Christmas in
> >>> Camp
> >>>
> >>> The strip opens with a panel showing Private Pete placing a star at
> >>> the
> >>> top of a Christmas tree outside a barracks on an Army Camp. A group
> >>> of
> >>> soldier's are standing around and one says, "Sure looks great, Pete!"
> >>> Another says, "Too bad Daffy has KP."
> >>>
> >>> The next panel in the cartoon strip shows Daffy on a stool with tears
> >>> coming out of his eyes as he works on peeling onions and he says
> >>> aloud,
> >>> "Why do they have to put onions in dressing?" Then in the next panel
> >>> Daffy looks at three Army cooks walking by with turkey, cranberry
> >>> sauce,
> >>> and a big bowl of food and he says, "O-O-O Boy! Oh Boy!!"
> >>>
> >>> Then the following panel shows Daffy that evening after KP and he is
> >>> getting dressed and says, "Now for the party!" and the next panel
> >>> shows a
> >>> bunch of soldiers at the party singing "Jingle Bells! Jingle
> >>> Bells!" And
> >>> then there is a picture in the next panel showing the troops at
> >>> services
> >>> in the chapel on Christmas Eve. The first page of the strip ends
> >>> with a
> >>> panel showing a moon lit night with pine trees, the church and some
> >>> troops, all in silhouette, walking down a snow covered hill and the
> >>> words
> >>> "Merry Christmas to All" are written in white across a dark sky.
> >>>
> >>> The next page of the strip has panels with troops opening gifts from
> >>> home,
> >>> then eating with officers at the mess hall, and then giving gifts to
> >>> wounded men in the camp hospital.
> >>> At the bottom of the page are three panels. In the first Private
> >>> Pete and
> >>> Daffy are walking along and Pete says, "I hope the folks at home had
> >>> as
> >>> good a day as we did." Daffy replies, "Let's write them and tell
> >>> them
> >>> about it."
> >>>
> >>> Next there is a picture of Pete's letter home saying:
> >>>
> >>> "Dec. 25, 43
> >>>
> >>> Dear Folks,
> >>> Thanks for the presents. We had a grand day. Our dinner was as good
> >>> as Mom
> >>> could make. Then we took presents to the men in the hospital. Hope
> >>> you had
> >>> a good day too. Did you like your presents?
> >>> Pete"
> >>>
> >>> In the final panel Pete and Daffy are in silhouette again and Pete
> >>> says,
> >>> "Let's hurry up and win the war. Then everybody can have a good
> >>> Christmas." To which Daffy replies, "That is what we are fighting
> >>> for."
> >>>
> >>> This year of Christmas 2004, the words of the fictional Private Pete
> >>> and
> >>> Daffy, written over a half century ago, speak for hundreds of
> >>> thousands of
> >>> military service members who are away from home and loved ones.
> >>> Aboard
> >>> ships, in airplanes, and on the ground in dangerous places, these
> >>> sailors,
> >>> airmen, soldiers and marines have gone into harm's way to protect our
> >>> safety and freedom at home and to bring freedom to oppressed peoples
> >>> around the world.
> >>>
> >>> Today, as with Private Pete and Daffy, millions of adults here in the
> >>> United States are in classrooms across the nation learning to read,
> >>> write,
> >>> and speak English. And no doubt many of them will celebrate
> >>> Christmas Day
> >>> this year. We need to give them and their instructors special
> >>> recognition
> >>> for their work to help keep America free through the power of adult
> >>> literacy.
> >>>
> >>> Like those tens of thousands of adult literacy teachers who have
> >>> taught
> >>> hundreds of thousands of military troops to read and write in
> >>> military
> >>> literacy classrooms from the Revolutionary War to the present, and
> >>> like
> >>> those teachers who work in the thousands of literacy classrooms
> >>> across
> >>> America today, we must all bear in mind that for preserving freedom
> >>> and
> >>> democracy, literacy is our first line of defense!
> >>>
> >>> Merry Christmas, and many thanks to each and every one of you!
> >>>
> >>> Thomas G. Sticht
> >>> International Consultant in Adult Education
> >>> 2062 Valley View Blvd.
> >>> El Cajon, CA 92019-2059
> >>> Tel/fax: (619) 444-9133
> >>> Email: tsticht at aznet.net
> >>>
> >>>
> >>>
> >>> _______________________________________________
> >>> AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
> >>> http://lists.literacytent.org/mailman/listinfo/aaace-nla
> >>> LiteracyTent: web hosting, news, community and goodies for literacy
> >>> http://literacytent.org
> >>>
> >>>
> >>> The information transmitted is the property of New Hampshire
> >>> Department of Education and is intended only for the person or
> >>> entity to which it is addressed. It may contain confidential and/or
> >>> privileged material. Any review, retransmission, dissemination, or
> >>> other use of, or taking of any action in reliance upon, this
> >>> information by persons or entities other than the intended recipient
> >>> is prohibited. If you received this in error, please contact the
> >>> sender and delete the material from any computer.
> >>>
> >>> _______________________________________________
> >>> AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
> >>> http://lists.literacytent.org/mailman/listinfo/aaace-nla
> >>> LiteracyTent: web hosting, news, community and goodies for literacy
> >>> http://literacytent.org
> >>>
> >>>
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> >>> ------------------------------
> >>>
> >>> _______________________________________________
> >>> AAACE-NLA mailing list
> >>> AAACE-NLA at lists.literacytent.org
> >>> http://lists.literacytent.org/mailman/listinfo/aaace-nla
> >>>
> >>>
> >>> End of AAACE-NLA Digest, Vol 18, Issue 38
> >>> *****************************************
> >>>
> >>>
> >> _______________________________________________
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> >> http://lists.literacytent.org/mailman/listinfo/aaace-nla
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> >> http://literacytent.org
> >
> >
> > _______________________________________________
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> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
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> >
>
> _______________________________________________
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