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Explains how recent political changes influence the literacy & adult education fields. Discusses the Adult Education Act (AEA), how the legislative processes work, & how the average citizen can participate in those processes. Appendix contains the complete Adult Education Act. Chapters cover the traditional reauthorization process, exceptions to that rule, a history of the adult education act, resources for literacy policy, & a legislative outlook for the 104th congress.
Distributed to some depository libraries in microfiche.
Distributed to some depository libraries in microfiche.
This report summarizes current programs for adult education and literacy, provides a funding history, and analyzes major provisions of the legislative proposals being considered by the 105th Congress for amending adult education and literacy programs. Specifically, the report examines the provisions of H.R. 1385, the Employment, Training, and Literacy Enhancement Act of 1997, as passed by the House, and H.R. 1385, the Workforce Investment Partnership Act of 1998, as amended by the Senate (originally considered as S. 1186). Key issues include state and local administration issues, comprehensive state plan requirements, integration with other federal training and employment programs, and program performance standards. The report will be updated as legislative action occurs. Related CRS reports: CRS Report 97-536, Job Training Reform: Legislation in the 105th Congress, by Ann Lordeman; CRS Report 97-283, Vocational Education: Legislation to Reauthorize the Carl D. Perkins Vocational and Applied Technology Education Act, by Richard N. Apling; and CRS Report 94-224, Rehabilitation Act: Major Programs, 105th Congress Legislation, and Funding, by Carol V. Oâ€TMShaughnessy and Alice D. Butler.
The book provides a historical overview of adult literacy theory, policy, practice, and research from the mid-1980s to the present. The main focus is a descriptive analysis of three distinctive schools of literacy: the Freirean-based participatory literacy movement grounded in oppositional politics and grass-roots community activism; the British-based New Literacy Studies that focuses on the ways in which diverse students utilize various literacy practices in their daily lives; and the U.S. federal government's focus on functional literacy linked to a 45-year policy emphasis on workforce readiness. These three schools of thought lead to substantially different implications over such critical areas as curriculum, assessment and accountability, and the socio-cultural role of literacy, policy, and political culture, which are discussed throughout the chapters of the book. This discussion includes a chapter on research traditions that closely parallels these perspectives on literacy education. Demetrion argues that unless values grounded ultimately in political culture emerge, it is exceedingly unlikely that the adult literacy field will be able to move from its current marginalized status toward that of achieving the level of public and policy legitimacy many believe it needs for its long-term institutional flourishing. It is argued that any settlement of this issue must be accomplished in the field of practice rather than the ground of theory, even as theoretical insight can help to frame the issues. Conflicting Paradigms in Adult Literacy Education: In Quest of a U.S. Democratic Politics of Literacy speaks to a wide audience, including not only the adult literacy community, but anyone interested in educational theory, practice, policy, research traditions, or political culture, and more fundamentally, in their intersection. Given the breadth of the topics covered, as well as the broad scope of the argument, the book is also meant for those who would like to gain a useful perspective on contemporary U.S. culture, through the window of these conflicting tensions within the field of adult literacy education.