2.2: Spring 2008
Tuesday, May 8th, 2007
Articles:
Kim Lenters
Programming Family Literacy: Tensions and Directions
This paper explores the following questions related to family literacy programs: How is family literacy linked with family literacy programs? What are the theoretical frameworks supporting the various models educators and researchers are using in their pedagogical approaches to family literacy programs? As these questions are explored several tensions and directions in programming family literacy become apparent. By examining the various models in this way, family literacy providers and others interested in family and community literacy may be better equipped to evaluate the underlying principles of the programs they use and thereby make informed choices with regard to programming.
Eli Goldblatt, with Manuel Portillo and Mark Lyons
Story to Action: A Conversation about Literacy and Organizing
This is the first in a series of talks with community activists and educators I work with in Philadelphia. In each case, I hope to discover from my interlocutors how they think literacy figures in their work with people in under-resourced or marginalized neighborhoods. I’m also interested in what they think about their personal literacy histories and how their experiences may have affected their own life choices or modes of working. I have chosen to act largely as an interested interviewer in these conversations, prompting responses and asking further questions when I wanted to hear more. At the same time, I do have a point of view that may help academic readers understand more about the context for the following remarks. Although I have misgivings about adding my own voice to the voices of those I interview, I have appended some thoughts of my own to the interview in a way that seems the least intrusive.
Elizabeth A. Flynn and Rudiger Escobar Wolf
Rhetorical Witnessing: Recognizing Genocide in Guatemala
The article explores the rhetorical dimensions of witnessing. We concentrate, in particular, on two groups: university students at the University of San Carlos, Quetzaltenango, whose murals are dramatic reminders of the massacres that resulted in the deaths of over 200,000 indigenous people in the 1980s and early 90s and of the corrupt governmental leaders responsible for them; and U.S. accompaniers sponsored by an organization within my own community, the Copper Country Guatemala Accompaniment Project (CCGAP).