This kind of instructor commitment is essential for an emergent curriculum to be realized. The instructor must value the experiences that are generated by the problem-posing process. This entails a readiness to integrate the emerging activities into the process of literacy development, so that participants' experiences of engaging with their reality are at the core of the curriculum, rather than on the margins. The case study that accompanies Fight for the Living demonstrates the meaningful and potentially transformative learning that can occur when an instructor is committed to an emergent curriculum process.

Water Watch has not yet been used in a program, so there is no case study describing how the strategizing and action phases were brought to life by a particular group. As well, because Water Watch is a much larger unit that consists of six distinct parts, there is a full cycle of problem-posing within each part. The four phases of the problem-posing process have not been named in the description of activities but it should not be difficult for readers to identify where they occur. The strategizing and action phases generally come into play regarding the possible follow-up activities identified at the end of each of the six parts. As we will see in the Fight for the Living case study, it is up to the instructor and participants to select from among the possibilities for follow- up that arise out of the group's description and analysis of the issues Then they must decide what action, if any, they would like to take. Only then can strategizing and action come into play.

Preparing to use the materials in a program

The units were designed for wide distribution. The primary goal was to provide instructors in diverse settings with a generic array of activities that demonstrate how to weave together the two strands of problem- posing and literacy development. As you look at the examples, keep in mind that these units were not developed for your specific program - each instructor will need to customize them to meet the particular needs and interests of their group. For example, it will be necessary to examine the activities to assess where they might be adapted to suit the local context as well as the skill levels and background knowledge of the particular participants. Additional activities may need to be included and others simplified or even omitted. As well, some of the written texts may need to be re-written in clearer language before they can be used with certain participants.

Remember - each program is unique in multiple ways- e.g., context, location, goals, timeframe, and participant characteristics and literacy levels.The judgements that are necessary to fine-tune these materials for use with a unique group can only be made by the instructor of that group.