[NLA] Balancing Local, State, Federal control

Fri Nov 22 18:56:10 EST 2002

Hi Debbie,
What you are saying is appalling that adults without literacy skills are bunched like a grimey package with Civil Rights and Slavery in the South.  It truly isn't fair that somebody who can't read should shoulder such social issues as WELL as their shame about lacking literacy skills.  Well, what do I know.  We don't see that here ... maybe that's better put, on my behalf.  Thanks for explaining what you meant.
The mice who roar _do_ have a vehicle to roar FROM, ya know ... IF ... and it's a BIG "if" ... the decision-makers care to ask.  I've said it before, I'll say it again ... why in the world aren't the people who want data finding out what is being done in The Literacy Industry by asking questions of the national literacy connections??  One of which you and I have membership in ... ProLiteracy Worldwide.  Anybody know the answer to that one?   If the mice's roar is going to matter at all it has to be more than two really outnumbered practitioners on a listserv.
You wrote:

<< As a pragmatist, my usual strategy when advocating is to find out how I can
beat the adversary at his own game. Just as in teaching and business, 
find out what the man wants and give it to him! but get your own needs met
in the process. So, if the elephant wants research, I say let's give it to
him, OUR way. Which means the local mouse has to step up to the plate and
do the work. (I know, I know, we have to do our work AND his, in this case
the NRS, at the same time. ...>>

A point about this first and I'll go on ... a BIG *BUT* .. The point of it all **is**, Deb, the NRS *ISN'T* "OUR way" ... it's **THEIR** way!!  And in the process of "doing the work", the mouse will feed them data that's going into their suck-hole and will show them/prove to them what they think is true ... that there is little progress and few numbers of participants INSTEAD of proving success.  

What we actually are doing as literacy providers is not going to show up through records generated with NRS evaluative questioning -- unless you are working with the higher level adult who is seeking a GED.  

What my program is focused on is educating low level literacy students -- teaching / filling in the gap in their literacy skill base of knowledge /  helping them be independent and self-sustaining / offering simple, basic writing skills in a setting that is safe, as examples.  Our people need LIFE skills instructions.  Data that is basically unproven by any question the NRS asks.  So can I even BE "scientific" when the majority of students *I* see want/need what others on this listserv will probably term as "warm" or "fuzzy" needs?  It's not a true definition in my opinion, but is some people's view, it's real.  Our learners here would TELL you loudly how important this is to them ... when given the chance to verbally state that fact. 

Which brings me back to the elephant in the tree.  He isn't going up the tree at all because instead he will loom over us, flat-footed on the ground, shaking his big foot at us saying instead, "Told ya so!  YOUR program is INEFFECTIVE with a capital I!"

In conclusion, you wrote:

<< ...One thing we mice-leaders need to do, Nancy, is increase our numbers,
including on this listserv. Get your counterparts in your area to at least
lurk in this corridor.>>

In a couple words, Debbie,  "They're heeeee-rrrrrr-eeeee."  This listserv was a topic of conversation at a fall meeting in another state.  The mice are lurking.  They are not speaking because likely there are so many other responsibilities in programs as short-staffed as mine is and they have chosen to stay focused on "the real tasks at hand" - the daily crises. There are adult learners lurking here, too.  When we speak in plain English, they may read us.  If not, they hit /delete/.  If given a moment to voice an opinion without being chewed up, they might.  But that's their territory.

Which brings me to the fact that it's time to get out of here - close up the shop for two days - off for this weekend.  First one since Nov. 2nd.  Last Sat. I watched a First Time Reader Trainer blossom.  A learner who makes me proud - who went to San Diego and came away with newfound writing skills taught to her by a man whose hand I'd like to shake someday!!!  Todd Evans (staff of the used-to-be Laubach) taught our Reader she could DO it and she shared on Saturday with 15 Tutors/Learners that they could do it, too!  It was a "fuzzy" (by all OUTward appearances) Writing Workshop that others may not appreciate, but it was wonderful to behold as far as *I* was concerned.

Happy Thanksgiving everyone.

Nancy Hansen, EDirector from Sioux Falls, SD, sfallsliteracy at yahoo.com

 Debbie Yoho <dwyoho at earthlink.net> wrote:FROM nANCY: "...What
you are saying is our legislators have seen national
dollars used incorrectly back home when they backed
legislation to support local programs, thanks to
irresponsible local decision-makers. Correct?"

Correct

" What "for good reason" have you seen? Something happen in
your state that burned the prospect of adult ed being
properly funded due to another federally funded
project which turned out to be a fiasco?"

No, Nancy, not in Adult Ed., but remember I am in the South, and I
mentioned the Civil Rights movement as a case in point. Many people here,
as in Washington, remember that it took court action, troops in the street,
and a lot of broken heads (as well as federal dollars for bussing) to force
equal opportunity--the "crusade" the book speaks about which many feel has
yet to be fully realized, both here and in other parts of the country. 

And yes, of course we want to be held accountable "for the right things". 
That is the connection from research to policy. The powers that be (my
elephant) are saying that to determine the "right things", research must be
the criteria. And the elephant, being the elephant, gets to make the rules.
So let him, for the time being.

As a pragmatist, my usual strategy when advocating is to find out how I can
beat the adversary at his own game. Just as in teaching and business, 
find out what the man wants and give it to him! but get your own needs met
in the process. So, if the elephant wants research, I say let's give it to
him, OUR way. Which means the local mouse has to step up to the plate and
do the work. (I know, I know, we have to do our work AND his, in this case
the NRS, at the same time. "Aye, there's the rub." ) You and I are already
doing most of the work (that's why there are more mice than elephants). We
just need to come out of our mouse holes and roar! Once the elephant is up
the tree we can make the rules (because he wants to come down.)

Obviously, I love your cartoon. 

One thing we mice-leaders need to do, Nancy, is increase our numbers,
including on this listserv. Get your counterparts in your area to at least
lurk in this corridor.

Well, that's enough of stretching a metaphor far too thin. Cheers, Debbie 

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