Response to Spirituality and Adult Learning

After reading this chapter I can certainly see the connection between academic learning and spirituality. As Tisdell explains, spirituality is an individual process that, yes can be part of a larger religious ideology, but doest not necessarily have to be tied to any particular denomination. Spirituality in this case is striving towards wholeness.
Similar to transformative learning, spirituality allows for the reframing of ideas and promotes critical reflection. Often this transformation results in the learner drawing upon past experiences even questioning prior beliefs. Additionally, this process creates the sense of the interconnectedness of things - parallel to the planetary view of transformative learning - and may impact how the learner views the world on a grander scope. No longer will it be just an individual transformation but one of action to eradicate the conditions that have oppressed them.
When it comes to adult learning I consider spirituality to be influential on a case by case basis, as all students are diverse. Learning involves critical analysis with existing knowledge as the foundation that students expand upon. This knowledge may be closely linked to spirituality which may affect learning. Understanding the role of spirituality in education grants the opportunity for instructors to connect to their students on a more profound level.

Response To English and Creole

Language is a reflection of identity. It is the means in which cultures and members of societies communicate and connect. When students aren't able to draw on their native language or are forced to disregard it's use in an academic setting, limited learning and retention may result. Perhaps the language is perceived as "low in prestige" creating negative views of those who use it. But how do these sociolinguistic norms silence students?
Since language is tightly linked to identity then it's acceptance is therefore the tacit acceptance of the student. For adults entering college classrooms this is a significant issue in the manner in which they learn. As the article depicts, often students can produce grammatically correct writing but that may be devoid of sentiment, their own voice considerably hampered. Adult Biliteracy (last semester's assigned reading) touches on the positive effects of introducing biliteracy into classroom curriculum. Students who are biliterate can process text on two platforms which enhances their ability to understand the materials that are being covered. Although, there is a negative notion that the utilization of the native language - Creole being the language discussed in the article - will impede in learning a second language -  in this case English - the experimental curriculum employed at the College of the Virgin Islands proves otherwise. 
As instructors design their curriculum they should take into account the cultural implications of langauge as well as recognizing the students who will benefit most from adult biliteracy methods.

Response To Strangers No More

Perhaps what I enjoyed most about the article was the sense of collaboration between the women who were part of the experimental curriculum. They had all, in some form, dealt with the societal and cultural factors that demarcate the roles between men and women, in particularly those within a marriage. Having a relevant topic as the foundation for discussions and assignments, generated an interest that allowed for their linguistic growth.
Their group discussions prompted new ideas that connected to their lives within a social context, in similar fashion to Freire's work.
The instructor guided them through the process of transformative learning and presented them with challenging material that resulted in a more analytical approach for reasoning. This was evident in the evolution of their writing from succinct and personal to exceedingly more developed and concrete. They had become truly empowered through literacy. This empowerment led to a desire for change - there is Freire's theory coming to light again - and thus the "Open Letter to Bahamian Men" was created. The letter accentuated the womens concerns and struggles in relation to Bahamian mens disregard for continual loving and respectful behaviors within the marriage. It presented the effect these behaviors have on family structure and provides reccomendations for improvement.
The success of the curriculum highlights how beneficial shaping a curricuum that responds to student's lives can be.

Response to Lives On The Boundary (First few chapters)

Testing
Categorization of students based on test results has been the recurring factor in to what classes students are placed in. Mike Rose begins his book by addressing the accuracy of tests which overlook and fail to take in to account the different strengths of students. Reading the internal dialogue that students have regarding their academics, delineates the difficulty that many students face in their educational journey. There is a definite stigma that failing students are ill equipped and incapable of learning what is required of them. Their shortcomings are perceived as a blow to the American educational system and that somehow the literacy crisis is a "new" problem. As a result, standardized tests are implemented as well as curriculum that is designed around passing such exams. How is this system hindering students in their learning? And how limiting are these tests in terms of the content material that students are exposed to?

http://www.huffingtonpost.com/kristen-houghton/square-pegs-in-round-holes_b_4277650.html

Disengaged Student
Mike Rose acknowledges his lack of motivation during his high school years and depicts the frustration that students undergo at being repeatedly shown material they have not mastered in their earlier years of schooling. Students create methods to get by and often reject the educational system altogether by refusing to participate. What inspiration do students have then to pursue a college education? Those who do are often thrown into a daunting pedagogical world that appears far beyond their reach. This dilemma is then left to the instructors who should incorporate methods and material that can engage students at their various levels. In his college experience Mike Rose was fortunate to come across professors that provided a range of literary material  - this is especially significant for references as attempting to comprehend college material may require preexisting knowledge of topics  - and who worked with him at perfecting his writing - he evolves in his writing adjusting sentence structure and phrasing. Through his personal account we are able to better understand the plight of students in their quest for an education.