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.

Adult Learners in Focus 2008

“Over 26 million adults in the U.S. currently have no high school diploma, more than 3 million have not attended college and are earning less than a living wage, and over 8 million have not attended college and speak little or no English.” (7)

The part of the quote that strikes me the most is of the population that is earning less than a living wage. That is to say that not only are these group of people not living a comfortable lifestyle but their chances of economic mobility seem almost impossible. As we discussed in our last class session, economic stability ripples onto other facets of life like social opportunities, location of living and healthy habits.
The population that speaks little or no English faces the difficulties of language barriers and the potential of not fully understanding their rights. I have encountered this personally with family members who were afraid to speak up at work due to their limited ability to speak English. It is apparent that education in any form (college, ESL classes. job training courses) enriches the lives of adults and creates the bridge to a stronger future. But how can adults with families find the time and the resources to attain an education?

“The good news is that adults are making up an ever larger share of the total enrollment in postsecondary institutions. By 2004, adults made up approximately 43 percent of total enrollment at community colleges (includes full-time and part-time).” (7)

The population of college students is changing. The traditional right out of high school student is now accompanied by adults who are hoping to acquire the educational tools to improve their lives. For this very reason post secondary education should be made more accessible to adults wishing to enter colleges. There are obstacles including the cost of education, which keeps rising and the eligibility of financial aid to part time students (most aid is given to full time students). This quote also raises the issue of more funding for community colleges and the types of programs provided there which will relate more closely to the lives of adult learners.

“Nontraditional students—for example,  those who have  delayed enrollment in postsecondary education, work full-time while enrolled, or have dependents other than a spouse—were more likely than traditional students both to participate in distance education and to be in programs available entirely through distance education” (8)

For adult learners time is of the essence. With a busy schedule between work and family it makes it difficult for them to attend college in a traditional manner. It makes sense that a large number of them would opt for online classes as these are more accomadating to their lives. The question that arises for me is, are online classes just as beneficial as standard classes that meet? What is being lost or gained by distance education?

 

“States vary significantly in their success in moving students through this traditional educational pipeline. . . . But reliance on and attention to the traditional educational pipeline alone will not be enough.” (22)

As the type of students entering colleges is changing so should the programs and institutions that provide secondary education to adult learners. Focusing on the traditional methods of teaching to tradtional students leaves out a large population of adult students hoping to gain an education.

This quote drew me back Brief Guide For Teaching Adult Learners which states that adult learners bring with them different levels of experiences and prefer that their learning connect to their lives. Does the traditional educational pipeline provide that.