Reading is power. Power because of the knowledge it can bring.
The doors it can open and a
sense of self and identity it can help to shape or solidify
for the reader.
In adult education – literacy –
the ability to read and read well also brings freedom. Freedom to do – to try – to reach for
something more; whether you are in ESL, ABE, GED, K-12, or Higher Education.
For those that want to be seen
for who they are (on their own terms)
and not labeled by their education or lack thereof; the ability to manipulate those letters into sounds that form
words, enable language, and with that language the user has a voice. In the
world of education, having a voice is what gives you an arena or platform to be
seen.
In chapter one of Janks, Literacy
and Power, (p.11) English is defined as the “global language” in South Africa. In
a country where there are many tribal dialects and languages, representative of
the people that comprise its country and culture; the “linguistic diversity” of
the country is categorized by level of importance.
Janks argued that by teaching children
in only two languages - Afrikaans and English - children’s cultural identities
were not being acknowledged and were therefore, “compromised”. Those two languages
were seen as the key to learning, the key to power, and the key to freedom:
“I
could not but be aware that language is fundamentally tied to questions of
power.”
“…the
fundamental connections between language and learning were clear.”
Clearly identity is tied to
language and culture for all of us. When
your native language is not represented and acknowledge as important in your
own country, what message does that send to us about our importance? What does that do to you when you become an
adult? Where is your sense of self? What
is your sense of self? Where is your power?
These past week’s readings for
TEDU 681 were diverse in their subject matter and focus, to say the least. Yet,
I found that there was a universal thread that connected them all. Each assigned
reading (Strucker, Alamprese, Janks, and Reder) examined the many different
facets that make up or fall under the Adult literacy umbrella. I became more knowledgeable
about the lack of funding made available for more research studies, theoretical
discourse, critical theory, what comprises reading component assessment in a
constructive and beneficial way for the learner; along with literacy practices by
learners and their place in formal assessment of literacy skills in and outside
of the classroom. All of this had me
thinking about my own reading abilities, and how I learned as a child through
to my current status as “Adult learner” in Grad school. My fundamental identity
of who I am is comprised of many things.
But my ability to read and practice various literacy skill-sets, at this
point in my life, has empowered me beyond what I could have possibly imagined
for myself in this dual role I now inhabit as an educator and learner.
As a reader of this week’s
assigned material, there were times when I felt overwhelmed by the language and
uncertain that I understood or could connect with the material. Yet, I didn't
give up. I took my time (as much was possible and still meet the deadlines
imposed) and found myself going
“back to the basics” of how I was taught by
various teachers in my past. I went back
to learned skills of breaking apart the reading material and allowing myself
time to absorb what I was reading so that I could better understand the material. I didn't lose my dignity or sense of self in
the process and nor should any adult learner.
In the world of Adult literacy, educators assist adult learners find
their power.
