Participatory methods are distinguished by problems posed by the teacher, analytical discussions, critical inquiry, and action to change the conditions of life and work.

Problem posing encourages participants to question assumptions, to discover common experiences and the truths behind their experiences, and to take action to improve life and work. Such action might include learning to write letters, use a computer, investigate an injury, or confront a work problem after critical inquiry. Solutions (individual or collective) are not presented by the teacher; rather, they emerge from each person's exploration and active participation within the group.

Workplaces that are receptive to worker involvement, shared decision making, and collaborative practices probably already encourage this type of learning and working. Union support is also a positive factor in participatory curriculum design.

For some workplaces, though, critical inquiry and exploration are not "on task," and actions outside the norm may not be welcome at first.

Fight for the living — curriculum development in a BEST program

The United Food and Commercial Workers Union (UFCW) #459 represents workers in the H.J. Heinz plant in Leamington, Ontario. A solely union-sponsored Basic Education and Skills Training (BEST) program is led by workers in the plant. BEST is an education project of the Ontario Federation of Labour.

The Canadian Labour Congress (CLC) declared April 28 an annual National Day of Mourning to recognize the many occupational deaths, injuries, and illnesses suffered by workers. The BEST program instructor at the plant decided to use CLC materials about this special day, its significance, and how it is marked. The materials became the catalyst for a series of worker-generated activities. One activity led naturally to the next, allowing the participants to develop skills and knowledge in several areas.

In early March the instructor introduced the Fight for the Living materials to work on reading skills. Pre-reading activities were followed by reading for specific information, comprehension checks, and sentence work. Broad discussion of the issue followed, with an investigation of local actions to mark the memorial day at the plant.