Literaturnachweis - Detailanzeige
| Autor/inn/en | Bingman, Mary Beth; White, Connie |
|---|---|
| Titel | Appalachian Communities: Working To Survive. Chapter 19. |
| Quelle | (1994), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Education; Community Action; Community Centers; Community Education; Community Organizations; Community Programs; High School Equivalency Programs; Informal Education; Literacy Education; Preschool Education; Rural Education; Kentucky; Virginia |
| Abstract | Appalachia has a history of isolation, poverty, substandard education and services, and economic exploitation by outside forces, but also has a long history of resistance and community organizing. This paper describes three rural Appalachian community organizations whose mission is the strengthening and empowering of communities as well as improving individual literacy skills. McClure River Valley Community Development Center (southwest Virginia), the Ivanhoe (Virginia) Civic League, and Appalachian Communities for Children (Jackson County, Kentucky) host a variety of community activities and programs, such as those concerned with food distribution, housing rehabilitation, preschool education and child care, adult basic education and GED classes, community college classes, tutoring, counseling, and coordination of student volunteers providing community service. All three organizations have also provided many informal opportunities for learning and literacy use, and staff and board members have learned job skills and the knowledge and skills needed to run an organization. However, although these organizations are committed to empowering community members and bringing about change, their educational programs tend to be highly structured around traditional curriculum. The groups themselves recognize the contradictions and are working to change and democratize their classes, but the work is hard. Difficulties include powerful cultural images and attitudes concerning what school is "supposed" to be, and lack of experience with alternative approaches. (SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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