Community–Based ProgramsAlthough there is no one definition or description of community–based programs (Norton, 2001) there are several defining features that distinguish them. Community–based programs relate to the coffee shop setting in the employment preparation program. This setting draws more from the philosophies inherent in community–based literacy than school–based. One of the main philosophical underpinnings of community-based programs
is based on the ideas of Paulo Freire who used the economic, social, political,
and power issues of Brazilian labourers as a context for literacy education in the 1950s. He
urged students to think critically about issues and to act in ways that would promote change.
Drawing on these ideas, community–based programs are In a qualitative case study of an inner–city community–based program, the nature of literacy learning for five students was investigated. Malicky, Katz, Norton and Norman (1997) discussed three dominant themes that arose form their data: reproduction and resistance, social networks, and empowerment. Guiding their study was Gaber–Katz and Watson's (1991) interpretation of community–based literacy programs that were seen to be learner–centred, focused on critical literacy, and promoted community–building. Malicky et al. found that adults in the community-based program accepted
society's view of themselves as outsiders and identified themselves as "illiterate"
despite their literacy skills; yet, they also rejected society's interpretations
of their lives with regard to other issues. In relation to their schooling,
the adults blamed themselves for their low literacy skills; yet, they also
said that the schools had been at fault. The adult learners in the program,
particularly the women, were part of a social network inside the program,
which provided an opportunity for social interactions. In relation to the final theme of
empowerment, the research revealed that learners moved from |
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