Recent survey research suggests that heterosexuals' attitudes toward lesbian and gay rights have become more progressive. However, we find in our research that negative attitudes and barriers against gay men and lesbians in workplaces still remain. Our project represents one case study of hidden animosity toward homosexuals, which varies from "overt disgust" to "don't ask, don't tell" policies that reinforce negative attitudes toward gay men and lesbians. As such, we contend that attitudes toward lesbian and gay rights are not becoming more progressive; instead various methods of discrimination are increasingly being used to exclude gay men and lesbians from the workplace. We argue that White working class men have constructed and maintained a form of White male solidarity, a collective practice directed toward women, People of Color, and non-heterosexuals that maintains racism, sexism, and homophobia in the local, national, and global context.

This article explores literacy education, especially the kinds practiced and promoted by organizations such as the World Bank and the United Nations Educational, Scientific, and Cultural Organization (UNESCO), as a form of neocolonialism. Although researchers in other educational contexts have examined how schooling and education operate as a form of neocolonialism, little research has been conducted exploring this connection within adult literacy education. Using postcolonial theory and Thomas and Postlethwaite's framework for analyzing neocolonialism in educational systems, the authors present findings from a qualitative textual analysis of UNESCO- and World Bank—sponsored publicity and policy documents in which they examined two dimensions of literacy programs sponsored by UNESCO and the World Bank: (a) the purposes of literacy and (b) the funding of programs. Despite progressive shifts in how literacy is defined and practiced from colonialist Western control to local governance, for these shifts to continue, financial structures must be reorganized.

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In recent years, disciplinary literacy has been at the forefront of adolescent literacy research and practice but has largely focused on the four core content areas: English language arts, social studies, science, and mathematics. Drawing on a physical education lens, this article is a call to expand the definitions, approaches, and framework of disciplinary literacy by examining three critical issues for disciplinary literacy: focus on the disciplinary expert (i.e., thinking like a historian, a mathematician, a scientist, etc.), emphasis on cognition over other forms of engagement and disciplinary practice, and notions of student participation and activity.