Community Literacy Programs and the Politics of Change
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Grabill (English, Georgia St. U.) has an interest in institutional systems and how they give meaning and value to specific practices and not to others. In this analysis of community literacy programs, Grabill focuses on the case of one institution, Western District Adult Basic Education, to explore a number of issues: what literacy is, who makes decisions about literacy and in whose interest, and how a program can be designed collaboratively to be meaningful to those most affected by it. For researchers and teachers in the field of literacy. Annotation © Book News, Inc., Portland, OR
Figures and TablesPrefaceAcknowledgmentsCh. 1Disciplinary Gaps, Institutional Power, and Western District Adult Basic Education1Ch. 2Locating the Meaning and Value of Literacy17Ch. 3Exercising Power: Who Decides Which Literacies Count?45Ch. 4Utopic Visions, The Technopoor, and Public Access to Networked Writing Technologies: Community Literacy Programs as On-Ramps67Ch. 5Community and Community Literacies87Ch. 6Participatory Institutional Design119Ch. 7Next Steps: Tactics for Change141Notes163References175Index193
