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- Low self-esteem. The fear, shame, anxiety
and embarrassment expressed by participants and some others in this project,
reveal that illiteracy is still a closet problem. Despite increased levels of
general public awareness about the issue, the people whom practitioners aim to
reach are likely not being reached. Apart from the odd brochure, or flyer,
those who were actually in programs for the most part found out about them by
word-of-mouth, and mainly through agency workers. When one's life is in
"emotional shreds" or one is wallowing in self-pity" or one is in constant fear
of "being found out" or of being "publicly embarrassed" any messages about
learning to read or returning to school are likely to pass over the heads of
those for whom they are intended.
- Low perceived need. For those not incapacitated by
their low self-confidence, for the avoiders or resisters, school seems
irrelevant to their needs and life-style. Some of this perception is shaped by
their past school experiences. Going to ABE for them is not seen as anything
different from the past. They hated school, or had problems in school which
were ignored or not detected; so, why would ABE be anything different? They
have no new reference point. In many cases, people in this group have made it
on their own - either successfully, or sufficiently well to confirm for
themselves that school is irrelevant in their lives. Many low-literate, married
women, especially in rural areas, accept their lot and are conditioned to their
way of life. These women may only come to ABE should their life circumstances
change through divorce or death, for example. Then they are driven by economic
need.
- The long haul. Many who perceive that education could
be useful for them are deterred by the long haul required to reach any
significant level of achievement (often interpreted as Grade 12). They are
afraid of failing or being setback, of discouragement, of expectations that
will not be realized, of poor results. Coupled with these fears is the
knowledge that literacy does not guarantee a job" [or a better job]. The option
of being better off staying where one is, is thus rationalized. For many people
in this group, the reference point again is their past school experience, but
perhaps they have not been as independent or as successful in life as others
and know that a higher education is the key to better life-circumstances. But,
they can not see it applying to themselves. Among this group are people who
regret having dropped out of school.
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