Participatory education as a critical framework for an immigrant women's ESL class

TESOL Quarterly

Volumn 33, Issue 3, 1999, Pages 501-513

  Frye, Dana ^a  

^a Fairfax County Public Schools   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0010275539     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.2307/3587676     Document Type: Article

References (21)

1. Auerbach, E. R. (1989). Toward a social-contextual approach to family literacy. Harvard Educational Review, 59, 165-181.
2. Auerbach, E. R. (1992). Making meaning, making change: Participatory curriculum development for adult ESL literacy. McHenry, IL: Delta Systems; Washington, DC: Center for Applied Linguistics.
3. Auerbach, E. R., & Burgess, D. (1985). The hidden curriculum of survival ESL. TESOL Quarterly, 19, 475-495.
4. Bee, B. (1993). Critical literacy and the politics of gender. In C. Lankshear & P. L. McLaren (Eds.), Critical literacy: Politics, praxis, and the postmodern (pp. 105-132). Albany, NY: SUNY Press.
5. Carmack, N. (1992). Women and illiteracy: The need for gender specific programming in literacy education. Adult Basic Education, 2, 176-194.
6. Cumming, A. (1992). Access to literacy for language minority adults. (ERIC Document Reproduction Service No. ED 350 886)
7. Freire, P. (1970a). The adult literacy process as cultural action for freedom. Harvard Educational Review, 40, 205-225.
8. Freire, P. (1970b). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum.
9. Greene, M. (1986). In search of critical pedagogy. Harvard Educational Review, 56, 427-441.
10. Hayes, E. (1989). Hispanic adults and ESL programs: Barriers to participation. TESOL Quarterly, 23, 47-63.
11. Horseman, J. (1996). Responding to disclosures of abuse in women's lives. In Making connections: Literacy and EAL curriculum from a feminist perspective (pp. 15-30). Toronto, Canada: Canadian Congress for Learning Opportunities for Women.
12. Klassen, C., & Burnaby, B. (1993). "Those who know": Views on literacy among adult immigrants in Canada. TESOL Quarterly, 27, 377-397.
13. Noddings, N. (1986). Fidelity in teaching, teacher education, and research for teaching. Harvard Educational Review, 56, 496-510.
14. Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9-31.
15. Pennycook, A. (1990). Critical pedagogy and second language education. System, 18, 301-314.
16. Rockhill, K. (1990). Literacy as threat/desire: Longing to be somebody. TESL Talk, 20(1), 89-110.
17. Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. Chicago: University of Chicago Press.
18. Wallerstein, N. (1983). Language and culture in conflict: Problem posing in the ESL classroom. Reading, MA: Addison-Wesley.
19. Weiler, K. (1991). Freire and a feminist pedagogy of difference. Harvard Educational Review, 61, 449-174.
20. Wong, S. (1994). Dialogic approaches to teacher research: Lessening the tension. TESOL Journal, 4(1), 11-13.
21. Young, E., & Padilla, M. (1990). Mujeres unidas en acción: A popular education process. Harvard Educational Review, 60, 1-18.