VOLUME 1 ISSUE 2
Health Insurance Literacy and Low Wage Earners: Why Reading Matters
Iris Feinberg, Georgia State University; Daphne Greenberg, Georgia State University; Elizabeth L. Tighe, Georgia State University; and Michelle Mavreles Ogrodnick, Georgia State University
In the United States, worker health care is funded through health insurance plans paid for by employers. Insurance plans are written in complicated language that low wage earners (LWE), who have lower levels of education, may find difficult to understand. We examined the relationship between health insurance literacy (HIL), education, and literacy skills for 75 LWE. Results indicated...
Contact: Iris Feinberg, email@example.com; Daphne Greenberg, firstname.lastname@example.org; Elizabeth L. Tighe email@example.com; and Michelle Mavreles Ogrodnick, firstname.lastname@example.org
Journeys of Transcultural Literacies: Working Toward Transformative Learning in Adult Literacy Education
Karen Magro, The University of Winnipeg
Transformative learning involves significant personal and social growth. Globalization, immigration, changes in socioeconomic patterns, geopolitical tensions, and advances in technology challenge teachers to understand and mobilize the changing dynamics, practices, and contexts of learning and literacy in more complex ways (Luke & Elkins, 2002). Transcultural literacies acknowledge multiple dimensions
of literacy learning that build upon learners’ unique talents and aspirations...
Contact: Karen Magro, email@example.com
The PIAAC Numeracy Framework: A Guide to Instruction
Donna Curry, Center for Adult Numeracy, TERC
Adult learners come to our classes at all different levels, with misconceptions, gaps in some areas but strengths in others. There is no class that is truly homogeneous, especially if the class is based on a one-time multiple-choice test. This messiness is one reason many adult education math teachers feel like the best way to work with their students is to have them all in separate...
Contact:Donna Curry, firstname.lastname@example.org
Why White Instructors Should Explore Their White Racial Identity
Stephen D. Brookfield, University of St. Thomas
Why should white instructors in multiracial ABE classrooms explore their own whiteness? If racial identity is largely a cultural, not biological, construct, then why focus on any form of racial markers? Doesn’t this constant harping on race create unnecessary divisions and stop us all from getting along? Well, it’s not talking about race that disrupts social harmony...
Contact: Stephen D. Brookfield, email@example.com
“Race”ing White Instructors: Beyond the Black-White Binary
Edith Gnanadass, University of Memphis
With the rise of overt racism, xenophobia, nationalism, homophobia, transphobia, and religious discrimination accompanied by attacks against women’s rights in the United States and other parts of the globe, Brookfield’s “Why White Instructors Should Explore their White Racial Identity” is a needed contribution to ABE. He shows how white normativity and the ensuing universalizing...
Contact: Edith Gnanadass, firstname.lastname@example.org
Response to Stephen D. Brookfield's Why White Instructors Should Explore Their White Racial Identity
Shantih E. Clemans, SUNY Empire State College
In principle, I agree with Stephen Brookfield’s strong assertion that white teachers need to carefully explore what it means to be white. However, I have two primary points of departure. First, Brookfield falls short in offering practical guidance to support the imperative of white- exploration. While I see the importance of white people embarking on self-exploration, I have more...
Contact: Shantih E. Clemans, email@example.com
Response to Edith Gnanadass and Shantih E. Clemans
Stephen D. Brookfield, University of St. Thomas
I want to thank my two colleagues for engaging so passionately and accurately with my work, and for problematizing all the omissions and blindnesses I carry. Their critiques are spot on and add nuance and context to a “fast and furious” analysis! As a 70-year old who is currently battling his employer for his speaking out on institutional racism, I am aware that my time for action...
Contact: Stephen Brookfield, firstname.lastname@example.org
Review of Foundations of Adult and Continuing Education
Cristine Smith, University of Massachusetts
Faculty of adult and continuing education (ACE), take notice: there’s a new textbook in town.
While there are plenty of textbooks for graduate students on adult education, adult learning, and continuing education theory and practice, the new Foundations of Adult and Continuing Education by Ross-Gordon, Rose, and Kasworm (2017) takes a slightly different tack. The authors have designed it as a textbook about the field of adult education as a profession...
Contact: Cristine Smith, email@example.com
Review of The Open Door Collective: The Workforce Basic Skills Resources Collection
Johan E. Uvin, Institute for Educational Leadership
The Open Door Collective (ODC) is a membership-driven, web-based resource portal for professionals in adult education, social services, and poverty reduction who have expertise
in connecting adult basic skills education to employment and training, health care, and family and social services. Practitioners are the primary audience with researchers and policy makers...
Contact: Johan E. Uvin, firstname.lastname@example.org
Cultivating Creativity in Adult Literacy Education Settings
Dominique T. Chlup, Inspiring the Creative Within®, LLC
Few traits are as desirable as creativity. In fact, according to chief executives around the world, creativity is the most sought-after trait in leaders. Yet creativity is also one of the most elusive concepts (Csikszenthmihalyi, 1996). There is no shortage of definitions. Some define creativity as novelty, effectiveness, ethicality (e.g., Cropley, 2001). Others characterize creativity...
Contact: Dominique T. Chlup, email@example.com
Blended Learning Program Development
David J. Rosen, Newsome Associates
The focus of the Technology Solutions for Adult Basic Skills Challenges column begins with common challenges facing adult basic skills practitioners, expressed, for example, in the LINCS Integrating Technology group for which I am the moderator, in other LINCS groups, in my national and state conference or webinar presentations, or privately in face-to-face discussions or by phone or email...
Contact: David J. Rosen, firstname.lastname@example.org