[NLA] Discourse on adult literacy

[George E. Demetrion]

(Note:  This is a bit long in part because I include substantive
statements by others).

Colleagues:

For a variety of reasons, I think this discussion on investment imagery
is an important one for our field, particularly if one assume that
language and beliefs have a significant impact on reality.  I briefly
comment on the last 4 messages on this topic, by David Hayes, Andrea
Wilder, Catherine King, and Harry Foster.  Among the several critically
important points David H. made, I refer to the following:

"The possibility that AE isn't even on the radar for mainstream Americans
suggests that a public awareness campaign would need to make an issue out
of something that isn't an issue to them already (contrast this with,
say, an antismoking campaign). Thus, the appeal would do well to go
initially to an issue which Americans are familiar with and already
embrace, such as equal opportunity.  While they may not be aware of the
range of barriers in place which limit access to the social and economic
opportunity they enjoy (and uncomfortable or ambiguous about eliminating
some of them), mainstream Americans are probably largely in agreement
that equal opportunity is critical to our national well-being, and that
education lays the foundation for equal opportunity.  By painting a
picture of the opportunities denied to people of all ages, races, and
beliefs -- and with an equally wide range of reasons for not having been
well educated in the K-12 system -- we can generate public support for
the idea that people who have not been well educated deserve to be
educated because it is as much their right as anyone else's, regardless
of whether they are over 18 or under 18."
 
I would simply add my agreement with these comments that equal
opportunity language offers a potentially viable way of shifting language
on literacy, from more restrictive versions on ROI that might be narrowly
construed, to common sense language about democracy.  I can't think of an
organization that could make this case more powerfully than VALUE which
can also show that such opportunity also results in individuals making
more viable contributions to important social institutions of the family,
workplace, and community.  Thus, providing such expanded opportunities
that increased support to adult literacy education would result in, can
also be seen as a sound social investment.
 
With Andrea, I agree that the idea of "investment in democracy," as
commented upon above, is a good way of moving the imagery issue forward
toward more empowering notions.  I also agree with her that democracy and
capitalism do not represent opposite poles.  Rather, as I might put it,
democracy and capitalism represent the two most powerful and enduring
sources of sustained influence inherent within the US political culture. 
Therefore, that the task, as I see it, is to construct a viable politics
of literacy within the US that is grounded in some version of democratic
capitalism. 

The concern, rather, is the tendency to reduce discourse on the public
value of adult literacy through a somewhat narrow economic calculus that
"return on investment" language often portrays, which is a business
metaphor that has also been appropriated by the government in the Clinton
era through the aegis of "reinventing government."  This is clearly
spelled out in Merrifield's NCSALL policy study, Contested Ground.  So,
based on this vision of democratic capitalism, the goal, as I see it, is
to help shift discourse about literacy a bit more toward the democratic
pole, perhaps starting with an expansion of what the notion of investment
means, such as investment in democracy as Andrea suggests, and then, via
the support of VALUE and EFF, incorporating specific democratic language
into discourse about the field.
 
In her last message, some of what Catherine King says is the following:

"That, whatever terms we use in advocacy, we need to 
include in our understanding of advocacy the more 
comprehensive relationship of adult education 
education) to democracies and to the civilizing of peoples. 

A part of our "civilizing" ourselves means the long-term
effects of communities supporting places where continuing
education is respected and even hallowed, and where people 
from all groups come together with a common purpose
(religions, ages, genders, races, families, classes).   

I suggest that, though we in the United States have come far
in our efforts to include everyone and to rid ourselves from
such blights as racism, sexism, classism, etc., I doubt anyone
can claim we are finished with this project--it is, as it were,
"continuing."  
 
 The law is where we work that out when we cannot settle it for 
ourselves.  But the community is where our hearts are,
and, though the law is essential, civility is in the heart.  
 
Adult education **in its broader sense** sets up the conditions to
change people's hearts.  All of the other important issues that
Tom and others speak to are absolutely essential.  But the whole
thing is couched in the development of civilized communities.
 
I suggested that, in our advocacy, if we do not understand and take
up the theme of developing ourselves as civilized, democratic 
communities to those who claim to work in-for-and-of a democracy
under commonwealth principles, we will have squandered our 
long-term investment potential by not betting on the best horse. 
 
I also suggest, if we are to join leaders in the international 
community, that we need to introduce and maintain this broader
intimate identity of adult education to civilized democracies in
our rhetoric so perhaps others, who do not understand how 
important adult education is to everyone's long-term survival,
may begin to do so."
 
Yes, I agree with all of this, that adult literacy education at its best 
makes an important contribution in the development of viable and healthy
communities, so in that sense, it contributes to the inherent worth of
the commonwealth, the collective people.  If one goes to the VALUE web
page and reads the biographies of the students who are listed there, one
will see a manifestation of this, where through adult literacy education,
individuals are also contributing to the commonwealth, or as I put in
different language yesterday, to the mediating institutions and
organizations of family, work, and community.  Without argument or
elaboration, this is also   the claim of EFF, so in addition to equal
opportunity language, discourse about "investment in democracy, the
contribution of VALUE to the culture and society as well as more
specifically to our field, democratic discourse can also be extended
through language provided by EFF.  All of this contributes to the
commonwealth tradition as discussed by Catherine.

Also, I would add to this, the importance of our national volunteer
literacy agencies.  In addition to the important work they provide in
assisting adults in basic literacy and ESOL instruction, they also
contribute to the public good through the ethos of voluntarism, which is
a major core value within the culture of the United States.  Volunteers
play a substantial role within the adult literacy sector not simply as
tutors, but as trainers, as specialists of a wide sort, and providing
support also on boards of directors, helping to keep the institutions
that provide these basic services intact and viable.  Thus, through the
service of such volunteers, the ethos of voluntarism is strengthened, a
cultural value of no small proportion in the commonwealth (if you will)
of the United States.

Finally, from Harry Foster, I comment on his three terms, "return on
investment," "cost benefits," and "quality of life."  On the first two
terms, the critique that I am issuing is aimed simply at a somewhat
reductive use of "return on investment" language particularly when tied
to a cost-benefits analysis interpreted predominantly through the venue
of economic worth, including the use of metaphors and arguments that draw
predominantly on such language.  As stated above, an elaboration of the
meaning of investment beyond such a narrow calculus is an important step
toward a more comprehensive vision of adult literacy grounded in a more
democratic discourse, though keeping attuned to the importance of
bridging in any language shifting, as I have argued.  Finally, on the
"quality of life" language yes, that also can be utilized to structure
discourse about the value of adult literacy in a more comprehensive
direction.

In short, the various comments by David, Andrea, Catherine, and Harry
provide much food for thought in the rethinking of issues related to the
discourses to which draws upon in discussing the public value of adult
literacy education.  May this thoughtful discussion continue.

George Demetrion
Literacy Volunteers of Greater Hartford
Sophocles5 at juno.com


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