International Migrants Day, Civics, & Current Events

December 18th is International Migrants Day (IMD), declared so by the UN in 2000 when it adopted the  International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families.  Wow, I have never heard of this day or its purpose.  But, my post is not about the (lack of) influence and relevancy of the UN, rather, it is about our US migrants, our newest citizens--legal or otherwise-- and how we adult educators integrate civics instruction in adult ESOL programs.  I include a link to an opinion article, written by Andy Nash in 2010, that came to my inbox with information about IMD.

Andy discusses how ESOL programs do a good job of educating migrants to be responsible citizens, to pay taxes and find employment.  Programs do a good job of preparing  migrants to be participatory citizens, to obtain citizenship, vote, participate in their children's school activities, and the like.  Programs fall short when it comes to preparing migrants to be action-oriented citizens.  An action-oriented citizen seeks to change the status quo, find justice, and analyze and criticize government.  Andy goes on to say how we need to report on measure of success that reflect civic engagement.  She provides a model for civics instruction that her organization has used successfully in MA.

One of Andy's points on how to motivate migrants to become action-oriented citizens is to use a current event.  She cited the example of 9/11 as an event that started dialogue and action.  It is a sad reality that we often need a horrific event to rekindle an action-orientation in ourselves.  In the wake of last week's tragedy in CT, perhaps another dialogue can begin.    Civics instruction needs to be raw, and it needs to be honest.  I feel we could all use some civics instruction right now.   In closing, I appreciate the information on IMD, and the reminder from Andy that our newest citizens are here to help change the status quo.

http://www.nelrc.org/publications/pdf/Civics%20and%20Adult%20ESOL.pdf

 

Deferred Action for Childhood Arrivals

I'm passing along a link to a TESOL International brief on the topic.  Nothing new.   I  love how USCIS requires undocumented young people to provide documentation about their birth, arrival in the U.S, schooling, even a gov issued ID, to be processed for deferment.  This is not a path to citizenship, just a 2 year holding pattern, work permit, possible driver's license.  And oh yeah, it's $465.  Then the person is in our gov "system."  They must renew after 2 years.  Then what?  It's a tactic to post pone a decision on citizenship.  I'm sorry to rant, but it was just to get votes, too.  



We had a lot of stressed out ESOL students worried about getting into GED classes so they could apply for DACA and avoid deportment / perhaps find a path to residency.   Most of these folks had literacy levels that were too low even for ABE classes.  We  issue letters of enrollment for  ABE/GED and ESOL , as it seems PWCS AE should qualify as a state/fed funded literacy program for the purposes of this action. That is an issue for USCIS to determine, anyway.   

Has anyone else had experience with DACA?   Forgive my rantings.  This is one of my hot buttons.

http://www.tesol.org/docs/advocacy/tesol_policy-brief_august-2012_8-15_final-final.pdf?sfvrsn=2

Opportunity Index

opportunity index

If you have a few minutes, you might want to check out this link or read more about it in the recent  OVAE newsletter.  The Opportunity Index provides a composite score for each county in the U.S.-- "a measure of opportunity at the community level."  Reduced to numbers, Virginia is ahead of the national average.   Sources are Bureau of Labor Statistics and Census Bureau, produced by Opportunity Nation & Social Science Research Council. One of the factors in scoring opportunity is education.  Here's what SSRC says about education:

Access to knowledge is a critical determinant of long-term well-being and is essential to individual freedom, self-determination, and self-sufficiency. Education is critical to people’s real freedom to decide what to do and who to be. Education builds confidence, confers status and dignity, and broadens the horizons of the possible—as well as allowing for the acquisition of skills and credentials. Globalization and technological change have made it extraordinarily difficult for poorly educated Americans to achieve the economic self-sufficiency, peace of mind, and self-respect enabled by a secure livelihood.
Access to knowledge is measured using two indicators: school enrollment for the population age 3 and older, and educational degree attainment for the population 25 years and older. A one-third weight is applied to the enrollment indicator and a two-thirds weight is applied to the degree attainment indicator. Both indicators are from the American Community Survey, U.S. Census Bureau.
  
It was not clear to me whether the GED credential is considered degree attainment, or if enrollment in ABE programs is considered "enrolled"  in this methodology.  While I agree 100% that knowledge is the key to long-term success, I question whether we should judge knowledge by degree attainment only.

On Line Certificate News

The VCU On Line Certificate in Adult Literacy Program provides a sequence of courses at "cohort tuition rate". Some of the students migrate into the MEd Program after taking one or more online courses. And, conversely, some MEd students substitute an online course for on campus course. Here are two new things happening:

Starting this summer, we are offering a brand new numeracy course, designed by the guru of adult numeracy, Myrna Manley.

We are working with Dr. David Coogan to use the Richmond Jail as an alternative site for the Practicum course.

We are vey excited about both developments. Write to Bill Muth (wrmuth@vcu.edu) or Joanne Huebner (huebnerjm@vcu.edu) for more details!

Find Us On Facebook

Happy Thanksgiving!  Adult Literacy @ VCU is now on facebook!  Please find us on facebook by clicking on the link in the right margin of the blog.  Check it out and be sure to 'like' the facebook page. 

Hope House Mural Show

http://www.hopehousedc.org/

On Wednesday, November 14th, Hope House holds its annual mural show at the Long View Gallery in Washington DC.  I am on the HH Board. It is an awesome organization that works to connect children with their incarcerated fathers through family literacy projects. The murals are the products of the famous Hope House summer camps. If you ever want to visit for a day, or spend the entire week some summer, let me know! Use the link to learn more about the fundraiser and Hope House.

PS. Interested in oral history? HH is launching an oral history initiative that chronicles the closing of Lorton Prison and the diaspora of DC prisoners into the federal prison system. Will be interviewing everyone from Marion Barry to prison directors, family members, and prisoners....

Richmond Jail

I'm passing this along from Bill and VCU colleague Dave Coogan. 

"I want to see if we can figure out a way to get some of your  adult ed students ...down to the city jail... I'm sure there's more we could do to smooth the path for students interested in the opportunity. Perhaps you know others in the School of Ed, other groups of students/programs, who'd like to get involved. They do a hell of a lot of GED certificates there. Any one interested in assisting in that capacity in any subject would be most welcomed!"

Anyone interested in organizing a visit?  It's an opportunity to learn about another part of adult literacy education. 

Also, FYI

Join THE LONG WALK TO FREEDOM on SAT., NOV. 17, 9am-noon. Help raise awareness of the challenges former prisoners face as they try to rebuild their lives and become productive members of society. Hear their stories. The 3 mile walk starts at the City Jail and ends at the Conrad Center with a prisoners’ art and craft auction.  This year’s walk focuses on restoration of voting rights. There will be a petition to the Governor there for those who want to sign. The Walk also raises funds for 15 programs supporting successful reentry.  Donation: $15.00.  For information and registration, go to:  www.longwalktofreedom.org.  Questions: Call Beatrice Robinson at BOAZ AND RUTH (804)329-4900.

Join, Follow, Introductions

Hello and welcome to the adult literacy @ VCU blog!  This is a space to connect with colleagues, share ideas, seek feedback, or simply say hello.  It's whatever we want it to be.  Unlike a typical blog, all followers of this blog will have full author privileges.  This means all blog members can  start new conversations (posts) as well as comment on each others' postings.  In this way, our blog is a co-op that belongs to all.  Has anyone tried this before? You'll have to post and tell us about your experience.

In order to get started, please take a moment to "join" (in the right margin).  Once you join, we will upgrade you to blog "author" and you can begin posting.  You will need a google account to participate, and a thumbnail pic is always a nice way to add to your blogger profile. 

To stay connected, you can "follow by email" (in the right margin).  When you follow, you will receive a daily email when there is blog activity.  The email will contain a link that brings you right back here to read and post. It's very convenient.


Thanks so much for taking the time to join and follow!  You will hear from us shortly.  In the meantime, please comment to this post and introduce yourself to the group.

Kristin, JG, Susan, & Bill

Word Clouds

Would you like to learn how to make one of these word clouds?   You can tailor it to your needs by changing the text you use.  Think about your next presentation or lesson.  Wouldn't it be a beautiful logo or image to customize your work?  The word pattern and color choices are almost endless.

 I learned how to do this at a TESOL convention a few years ago.  It was part of a technology lesson for higher level ESOL learners.  The word cloud, or WORDLE, turns written text into art.  It's another way for our learners to see what they are capable of doing.  I loved this idea and wanted to share it with you.  Try it with your students and let us know what happens.

The website with all the information is    http://www.wordle.net/
 

A little about me...

Hi Everyone!
My name is "JG_ADLT" :). I am new to the ADLT program - currently in my third class and so far loving every moment of my journey...
I've lived in Europe for a total of seven and a 1/2 years off and on and felt more "at home" there; although I love my country.
I am an avid reader and cyclist - either stationery or open road. I hope to buy a place in Italy when I retire and be drunk on it's beauty!

Jim Crow Adult Literacy Policy?

http://www.npr.org/2012/10/28/163717277/undocumented-students-take-education-underground 

Thank you Susan Watson for setting up this blog. This NPR piece seems like a nice introductory post, since it involves undocumented adult literacy learners, state policies designed to suppress their learning, and one university's attempt to undermine (literally) this policy. It helps put a face on the state of adult literacy policy in the US and the systematic undermining of structures that legitimize our field: a career field (paid positions), rigorous teacher preparation (formal and non formal), and curriculum that recognizes and supports the dignity of learners. 

I recently was told  by an unnamed influential literacy bureaucrat in our state that the problem with the regional budget  proposals submitted last summer was that they are written by "literacy types" rather than business types. So I guess even the few remaining full time adult literacy jobs in the state are off limits to adult liteacy educators. What's going on? Are we a profession, or a charity?  

Introductions

Join the conversation!  Please introduce yourself  by sharing your connection to VCU, where you work, something unique, or anything else you feel is important.