NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1221] FW: [AAACE-NLA] Me

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From: Marie Cora (marie.cora@hotspurpartners.com)
Date: Thu Aug 18 2005 - 11:00:28 EDT


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From: "Marie Cora" <marie.cora@hotspurpartners.com>
To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
Subject: [NIFL-ASSESSMENT:1221] FW: [AAACE-NLA] Message for ILGreD
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Hi again everyone,

I’m forwarding this message from Andres Muro (I hope that’s ok Andres) -
I think his discussion of conscientization is a good one, and I can’t
stop thinking how much that process is about becoming aware of yourself
and your strengths and needs, and then consciously trying to change your
situation (self-evaluation and action for me).  Anyway, it strikes me as
one of the most important things that we as adult education workers need
to keep in mind:  that much of what we (should) do is help people
identify their strengths, needs, goals, etc, and then help provide them
with the means for making the changes that will improve their life
situations.  But if we are to be successful, then it must be a process
that comes from within the students (and teachers) – whose goals are
driving will determine how successful the person ultimately is.  Which
brings me right back to student goals, and my ever present question:
how do you help people identify their goals, and then help them work
toward those goals?  Forget the NRS right now – I want to know how you
help students go thru a process of conscientization in your classroom.
Thanks,
marie


-----Original Message-----
From: aaace-nla-bounces@lists.literacytent.org
[mailto:aaace-nla-bounces@lists.literacytent.org] On Behalf Of
andresmuro@aol.com
Sent: Thursday, August 18, 2005 7:45 AM
To: aaace-nla@lists.literacytent.org
Subject: Re: [AAACE-NLA] Message for ILGreD

 Great Message Tom:
 
One of the things that is also important to remember about Freire is his
social analysis. Freire felt that the oppressed were blinded, or made
unconscious by the oppressor into believing that fate was
unchangable. Freire wanted the oppressed to become conscious of their
oppression  and the oppressive forces. this was called conscientization.
Through conscientization, the oppressed would realize that their
circumstances were shaped by capitalism which needed the oppressed as
laborers. Freire argued that society had a visible surface or
superstructure and an invisible economic base. the purpose of literacy
was, among other things, to help the oppressed see this invisible
economic base that was shaping their oppression. Once they realized
this, the oppressed would work collectively to bring about change.
 
We have been working on a Freirian/Deweyian project with migrant
workers. They are writing their own stories which we will publish in a
book this Friday. For more info about this, please see:
http://www.bordersenses.com/memorias/
 
Also see:
http://www.borderlandnews.com/apps/pbcs.dll/article?AID=/20050815/NEWS/5
0814003/1001/ARCHIVES
 
Andres 
 
Please take a look at my artwork: www.geocities.com/andresmuro/art.html
 
 
-----Original Message-----
From: tsticht@znet.com
To: aaace-nla@lists.literacytent.org
Sent: Wed, 17 Aug 2005 13:52:20 -0700
Subject: [AAACE-NLA] Message for ILD
A Message for International Literacy Day September 8th, 2005

International Literacy Day and The Legacy of Paulo Freire (1921-1997)

Tom Sticht
International Consultant in Adult Education

>From 1987 through 1995 I had the honor and privilege of working with
Paulo
Freire for one week each year when we both served as members of UNESCO?s
International Jury that selects the literacy prize winners recognized by
UNESCO yearly on International Literacy Day

Already an international giant of adult literacy education when he
joined
the Jury in 1987, Paulo brought his philosophy of literacy for
liberation
and freedom to the evaluation of candidatures for literacy prizes from
countries where millions of adults were oppressed. He brought a passion
to
the evaluation of candidatures often expressed by clenching his hands in
a
fist, clutching his chest and saying, "I love this program!" He was also
quick to provide a critical commentary when he thought that a program
had
mistakenly claimed that it followed "the Freirean method", and he
admonished the Jury that there was no such method.

During the Jury?s deliberations regarding candidatures, and on our
breaks
when we would take tea or coffee, I had occasions to listen to him and
to 
talk informally with him about his philosophy of education and literacy,
and how he had worked early on in his career with the poor and oppressed
peasants of Brazil.

Still today, millions of adults and their families around the world live
in
constant fear that they will not have adequate water, food, health care
and
security for their very lives. Many live in conditions of economic and
political oppression, and they may perceive that they have little chance
in
changing their lives in any significant manner. For this reason they may
elect to stay away from literacy classes. They see no use for literacy
in
their lives. In these circumstances Freire?s approach to adult literacy
education, if not a method, as he would claim, is nonetheless an
approach
that can instill a feeling of confidence in adult learners and motivate
them to engage in literacy learning.

In his work, Freire developed an approach to education aimed at helping
adults liberate themselves from the oppression of others. To do this he
first concentrated on  teaching adults to "read the world" so they could
then "read the word."  By "reading the world" he meant helping adults
understand the differences between the world of nature and the world of
culture. Nature is made by natural forces and is not subject to change
by
humans. Culture on the other hand is made by humans and can be changed
by
humans. We "read the world" to know what is nature and what is culture.
Oppressive conditions are cultural and hence capable of being changed by
humans.

Literacy is a technology for helping humans change the cultural contexts
in
which they live so that they can achieve social justice and is hence
worthwhile learning. This line of reasoning was to motivate adults to
learn
to read and write. To start the process, Freire introduced the use of
"multiple literacies," though he did not call his practice that. He used
pictures that adult literacy students "read" to distinguish what in the
picture was due to nature and what was due to culture, i.e., human
actions.
In discussing the pictures, the adults demonstrated that they possessed
a
lot of knowledge about the world, including both nature and culture.
This
knowledge was drawn on in teaching reading.

Freire listened to the adult learners discuss pictures depicting various
situations and then chose words that the students used to start the
process
of teaching literacy. Words with a lot of emotional meaning, such as
"favela" (slum) were selected to teach decoding of the written language.
The word was first discussed, along with a picture of a situation
denoted
by the word. Then the word was broken into syllables ?FA-VE-LA. This was
continued until the word could be read (decoded) fluently. This method
of
"reading the world" and then "reading the word" was used extensively to
build on the knowledge that adults possessed  and to teach them to read
the
language that they used to express their knowledge. Then new knowledge
was
introduced to stimulate adults to take actions to change their
oppressive
situations.

Freire contrasted this learner-centered, participatory approach in which
the
adults helped determine the content and direction of their own education
with the more traditional, school-centered education in which
policymakers,
administrators or teachers determine the content and direction of
education
and attempt to deposit and "bank" knowledge in learner?s minds even if
they
do not understand the value of the new knowledge.

In 1975 Paulo Freire was awarded a UNESCO Literacy Prize for his work on
the
pedagogy of the oppressed. Over a quarter century later, in 2003, a
non-governmental organization called the International Reflect Circle
(CIRAC) was awarded a UNESCO literacy prize for its work which built
upon
the work of Freire. The acronym REFLECT stands for Regenerated Freirean
Literacy through Empowering Community Techniques.

The REFLECT approach to adult literacy development makes use of
"multiple
literacies", much as did Freire in using pictures and other graphic
tools
to help adults "read the world."  To assist adults in capturing their
own
knowledge the REFLECT teachers show them how to make maps of their
communities, construct matrices, flow charts, and other graphics to
analyze
their needs and assist them in arguing for needed services and social
justice.

REFLECT makes use of internet technologies and has formed an
international
network of some 350 organizations and individuals in 60 nations to
facilitate sustainable community development using a participatory and
democratic process of reflection by adults in the development of their
own
literacy education.

Through the work of REFLECT and numerous other groups around the world,
Paulo Freire?s learner-centered, participatory approach to adult
literacy
education continues to help marginalized, socially excluded adults
develop
the confidence and abilities they need to not just "read the world," but
to
change it. This is an enduring legacy of the work of Paulo Freire.

This year celebrate Paulo Freire?s work and the work of tens of
thousands of
adult literacy educators and their students around the world on
September
8th, International Literacy Day.

Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619) 444-9133
Email: tsticht@aznet.net






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