Doctoral Dissertations

Date of Award

12-1996

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Education

Major Professor

John M. Peters

Committee Members

Larry Coleman, Carol Kasworm, John Gaventa

Abstract

What is community-based literacy education, and how is it practiced? How are the students, the teachers, the community-based organization and the community as a whole impacted by this approach to literacy education? What factors are important in creating and sustaining community-based literacy education?

To answer those research questions, this study examines a community-based literacy education program in Eastern Kentucky. The data collection involved participant observation as well as work with a participatory research group within the organization in order to identify examples of community-based literacy work, and the students, staff and volunteers most active in those efforts. Sources of data included interviews with 20 of those active participants; field notes, and journal entries kept over a five-year period; participatory research group meeting notes; and various other artifacts from the organization.

The study found these characteristics present in the community-based literacy education program, providing an on-the-ground definition of community-based literacy and its practice in this place: recognition of community context; students learning and growing in a supportive web of relationships with teachers and other students; opportunities for student leadership development systematically being identified and nurtured; teachers and students being close in class and culture; curriculum being drawn from community issues and issues in students' lives; community-based literacy education meeting community as well as individual needs. Students, teachers, organizations and communities are impacted in various ways by community-based approaches to literacy. Students gain opportunities to connect issues they care about to their education; they are invited to learn in many ways, including ways that are not classroom- or book-bound. Teachers find that students stay longer because of the approach which includes field trips, learner-centered curriculum, community-problem solving, and working in groups. The organization is enriched by the presence of adult basic education students who participate with others to carry forward the work of the organization. The community builds denser webs of support for civic participation through the many relationships that adult basic education participants form as they do their community work.

Factors which influence and support community-based literacy education include respect for the will and the self-determination of the students; the provision of many opportunities to work together to solve problems in the community; and recognition that there are many ways to learn, to contribute and to grow in community-based literacy education programs…it ain't all about the books.

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