Abstract:Nonparticipation in literacy/ABE programs is a critical issue that can be illuminated by reproduction and resistance theory. This study attempts to do this by first analyzing the resistance to schooling of characters in ten works of literary fiction, then applying these findings to traditional literacy/ABE programs to determine if these "second chance" programs discourage the participation of some adults. The results suggest that resistance to schooling occurs when there is a values clash, and, since our liter… Show more
“…He refers to research by Quigley (1990) that is based on interviews with a small sample of adult learners and representations of school resisters in fiction, as well as a study by Willis (1978) of English school resisters. These sources suggest that negative school experience or membership in a subculture of school resistance can act as a barrier, even to well designed and implemented programs.…”
Section: Literature Reviewmentioning
confidence: 99%
“…Later, cultural and value differences between well educated and less well educated adults were given as the explanation for these barriers (Fingeret, 1983(Fingeret, , 1985Quigley, 1990). The influence of prior schooling has since been identified as a major source of these barriers (Beder, 1991;Cervero & Fitzpatrick, 1990).…”
“…He refers to research by Quigley (1990) that is based on interviews with a small sample of adult learners and representations of school resisters in fiction, as well as a study by Willis (1978) of English school resisters. These sources suggest that negative school experience or membership in a subculture of school resistance can act as a barrier, even to well designed and implemented programs.…”
Section: Literature Reviewmentioning
confidence: 99%
“…Later, cultural and value differences between well educated and less well educated adults were given as the explanation for these barriers (Fingeret, 1983(Fingeret, , 1985Quigley, 1990). The influence of prior schooling has since been identified as a major source of these barriers (Beder, 1991;Cervero & Fitzpatrick, 1990).…”
“…Thus, a principal focus of the educational experience, from the perspective of cultural relevance, is the reconstruction of learners' group-based identity from one that is negative to one that is positive. Learners from marginalized cultural backgrounds too often resort to a rejection of dominant cultural norms and standards (Ogbu, 1992;Quigley, 1990). However, such a stance consigns those individuals to further marginalization and exclusion (Darder, 1991).…”
Culturally relevant adult education can help learners validate their cultural identity and use their cultural knowledge as a basis for personal and social transformation.
“…Answers to this question could lead to the development of programs that not only attract African Americans to their programs but keep them there. Moreover, attention needs to be given to earlier educational influences (Quigley, 1990(Quigley, , 1992 and the lack of selfethnic reflectors (Colin, 1989) as they contribute to African American participation in adult basic education programs and classrooms.…”
Giving voice in adult basic education classes to the polyrhythmic realities of African American adult learners and teachers will allow both to see reflections of their shared history, language, race, and gender.
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