[AAACE-NLA] spirituality, public policy, and more

[Ellison, Art]

To the list,

 

  I find it almost incomprehensible that adult educators would think
that the world outside the classroom should not be a part of a student's
education. In respect to policy related issues, here in New Hampshire we
are building the concept of political literacy into our local programs.
Just as we focus on health literacy, economic literacy, math literacy,
and English literacy we are adding political literacy to the basic
skills and concepts that a student should understand and be able to use.

 

Art Ellison, NH Department of Education, Bureau of Adult Education 

 

-----Original Message-----
From: aaace-nla-bounces at lists.literacytent.org
[mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Jackie
Taylor
Sent: Sunday, November 05, 2006 12:27 PM
To: aaace-nla at lists.literacytent.org
Subject: Re: [AAACE-NLA] spirituality, public policy, and more

 

AAACE-NLA Colleagues,

While David Collings is away for the weekend, I've noticed some
interesting policy-related issues here: What is the teacher's role or
responsibility with regard to including public policy issues in class?

 

I hear Kearney saying not to include them, just teach English, and use
common world views to strengthen teacher-learner bonds. I hear George
saying, if you teach reading and writing from a meaning making
perspective, including political issues which are important to students
is essential. So where do we go from here? What is legally and ethically
possible, and what is not? How does one teach citizenship from a
position Kearney takes...a focus on the "facts only," just what is
needed to pass the test? Is a teacher with this approach just preparing
learners for a citizenship "license," not helping them to be active
participants in a democratic society? And using such an approach, how
would a GED teacher teach social studies?

 

And while this second point may now seem peripheral, I think it is
central to this discussion. What about Andrea's original concern? If the
Stern report is correct, and if global warming will have disastrous and
irreversible consequences, wouldn't it be important to include
information about global warming in all classes, and to seek dialogue on
the issues? Has this particular issue moved out of "policy issues of
concern" to an issue of "public safety and survival"? Or is it just
another life science lesson we tick off in preparation for the GED
Science Test?

 

Best, Jackie Taylor

-- Appalachia , Tennessee

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