ParticipatoryEducationBibliography

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Participatory/Emancipatory Education Bibliography

  • Auerbach, E. (1992). Making Meaning, Making Change. Center for Applied Linguistics and ERIC Publication. McHenry, IL: Delta Systems
  • Auerbach, E. (2001). ‘Yes, but...’: Problematizing participatory ESL pedagogy. In P. Campbell & B. Burnaby (Eds.), Participatory practices in adult education (pp. 267-305). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Auerbach, E. & Wallerstein, N. (*2004). Problem-posing at Work: English for Action. Edmonton, AB: Grassroots Press.
    • This is a completely revised version of the earlier ESL for Action which incorporates worker narratives, issues related to globalization, new photographs of immigrant workers, and updated information about workers' rights (including for Canadians). The formatting and level are more accessible than the previous edition.
  • Auerbach, E. & Wallerstein, N. (*2004). Problem-posing at Work: Popular Educator's Guide.Edmonton, AB: Grassroots Press.
    • This is not only a guide for English for Action (above), but an overview of participatory and popular education approaches to teaching English to immigrant workers. It includes chapters on the philosophical approach, curriculum development processes and tools, as well as a chapter on globalization and English language teaching.
  • Auerbach, E., Barahona, V., Midy, J., et. al. (1996). From the Community to the Community. Mahwah, NJ: Lawrence Erlbaum Associates
  • Campbell, P. (2001). Participatory literacy practices: Exploring pedagogy. In P. Campbell & B. Burnaby (Eds.), Participatory practices in adult education (pp. 55-75). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Cottingham, S., Metcalf, K., & Phnuyal, B. (1998). The REFLECT approach to literacy and social change: A gender perspective. Gender & Development, 6(2), 27-34.
  • Demetrion, G. (1993. Participatory Literacy Education: A Complex Phenomenon. Adult Basic Education, 3 (1), 27-50.
  • Degener, S. (2001). Making Sense of Critical Pedagogy in Adult Literacy Education. In J. Comings, B. Garner & C. Smith (Eds.), Annual Review of Adult Learning and Literacy, pp. 26 - 62. San Francisco, CA: Jossey-Bass
  • Fingeret. a. and Jurmo. P. (Eds.) (1989).Participatory Literacy Education. San Francisco: Jissey-Bass Inc.
  • Freire, P. (1985). The Politics of Education. Donaldo Macedo (Trans). New York: Bergin & Garvey
  • Freire, P. (1992). Pedagogy of the Oppressed. Myra Bergman Ramos (Trans). New York: Continuum
  • Freire, P. (1993). Pedagogy of the City. Donaldo Macedo (Trans). New York: Continuum
  • Freire, P. (1996). Education for Critical Consciousness. Myra Bergman Ramos (Trans & Ed). New York: Continuum
  • Freire, P. (1998). Pedagogy of Freedom. Patrick Clarke (Trans.) New York: Rowman & Littlefield
  • Freire, P. (1998). The Paulo Freire Reader. Ana Maria Araujo Freire & Donaldo Macedo (Eds.). New York: Continuum
  • Freire, P. & Macedo, D. (1987). Literacy: Reading the Word and the World. New York: Bergin & Garvey
  • Green, A. M. (1998). Project-based learning: Moving students through the GED with meaningful learning. (ERIC Document Reproduction Service No. ED422 466)
  • Hohn, M. D. (1997). Empowerment health education in adult literacy: A guide for public health and adult literacy practitioners, policy makers and funders. Literacy Leaders Fellowship Program Reports, 3(4), Part 1. Washington, DC: National Institute for Literacy. Retrieved December 29, 2004, from http://www.nifl.gov/nifl/fellowship/reports/hohn/HOHN.HTM
  • hooks, b. (1994). Teaching to Transgress. New York: Routledge
  • Horsman, J. (2001). ‘Why would they listen to me?’: Reflections on learner leadership activities. In P. Campbell & B. Burnaby (Eds.), Participatory practices in adult education (pp. 77-102). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Horton, M. & Freire, P. (1990). We Make the Road By Walking. Philadelphia: Temple University Press
  • Leistyna, P., Woodrum, A. & Sherblom, S. (Eds.)(1999). Breaking Free: The Transformative Power of Critical Pedagogy. Cambridge, MA: Harvard Educational Review
  • Macedo, D. (1994). Literacies of Power. Boulder, CO: Westview Press
  • Mayo, P. (1999). Gramsci, Freire & Adult Education. New York: Zed Books.
  • Merrifield, J. (1997). Knowing, learning, doing: Participatory action research. Focus on Basics, 1 (A), 23-26. Retrieved January 21, 2005 from http://gseweb.harvard.edu/~ncsall/fob/1997/merrif.htm
    • Participatory Action Research (PAR) challenges traditional models of research by having students (usually the subjects of educational research) take on the role of researcher. This short article presents summaries of two PAR projects connected to the Highlander Center (a school with a long history of working for social and economic justice in Appalachia and the South), and presents some key features of PAR. Based on her experience, Merrifield highlights three features of PAR: (1) PAR is participatory – Research is conducted and/or directed by the people in the classroom and the community; (2) PAR is defined by the need for action – Research is initiated because there is an issue that a group of people or community need to deal with, and the value of the research is determined by how useful the research is in this effort; and (3) PAR creates knowledge, but not for the sake of knowledge alone – PAR brings knowing and doing together. Merrifield also points out some of the tensions involved in conducting PAR. These include questions about how membership is determined (i.e, who gets to participate), and concerns about possible negative results of participatory research activity (e.g, people can be attacked).
  • Morrow, R.A. & Torres, C.A. (2002). Reading Freire and Habermas. New York: Teachers College Press
  • Nash, A., Cason, A., Rhum, M., McGrail, L., & Gomez-Sanford, R. (1992). Talking shop: A curriculum sourcebook for participatory adult ESL. McHenry, IL: Delta Systems.
    • This is an account by five teachers who participated in the English Family Literacy Project of the University of Massachusetts-Boston, a project focused on the development of intergenerational literacy for immigrants and refugees. Because the project was participatory in nature, the teachers developed the curriculum by working with student to identify the students’ own literacy needs and strengths. Participatory curriculum development also gave students the chance to deal with real world situations and concerns. The authors report that this collaboration between students and teachers pushed the class in unexpected directions, and meant that the organizing concept of the class (family literacy) had to be redefined. The authors present activities that they developed with their students, evaluate the success of the activities presented, and discuss relevant issues (e.g., Should teachers be open with their opinions or should they try to remain neutral? What sort of participation is expected of all students? Can participatory approaches work with low-level ESL students?).
  • Nash, A. (Ed.) (1999). Civic participation and community action sourcebook. Boston, MA: The New England Literacy Resource Center.
    • This sourcebook reviews sample community action projects and details concrete steps that can be taken to engage adult education classes in civic participation. The sourcebook contains a number of accounts by teachers of the projects their classes worked on, and what they felt were the lessons of the activities. Community action projects reviewed include a class’ successful campaign for increased public transportation in their rural community, students learning about the history of welfare policy, meetings with local politicians, and students educating each other about breast cancer. The projects are discussed within the context of the Voter Education, Registration, and Action (VERA) Project and the Equipped for the Future (EFF) Initiative. Based on the responses of teachers, the editors of the sourcebook identify challenges regarding civic participation (e.g., students are cynical about taking action in the community) and specific strategies for addressing those concerns (e.g., students can read about what other classes have done, or examine as a class the reasons for cynicism).
  • Nash, A. (2001). Participatory workplace education: Resisting fear-driven models. In P. Campbell & B. Burnaby (Eds.), Participatory practices in adult education (pp. 185-195). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Norton, M., & Horne, T. (1998). The wholeness of the individual: Linking literacy and health through participatory education. Alberta Journal of Educational Research, 44(2), 245-247. Retrieved December 29, 2004 from http://www.nald.ca/fulltext/pat/245_247/page245.htm.
  • Norton, M., & Malicky, G. (Eds.). (2000). Learning about participatory approaches in adult literacy education: Six research in practice studies. Edmonton, Alberta: Learning at the Centre Press. Retrieved December 29, 2004 from http://www.nald.ca/ripal/resourcs/learning/learning.pdf.
  • Purcell-Gates, V. & Waterman, R. (2000). Now We Read, We See, We Speak: Portrait of Literacy Development in an Adult Freirean-Based Class. Mahwah, NJ: Lawrence Earlbaum
    • This is an ethnographic case-study of a women’s literacy class in rural El Salvador that was taught by one of the co-authors (Waterman). The book includes classroom observations, selections from Waterman’s teaching journals, an analysis of the teaching strategies utilized, and specific recommendations for practitioners interested in applying Freirean theory in their own classrooms and programs. One of the key findings of the study was the way in which the class evolved to include typical participatory practice (e.g., dialogue about a current event) as well as traditional pedagogical strategies (e.g., dictation). This occurred, in part, because students requested the dictation exercises. Waterman and Purcell-Gates also provide examples of how the process approach to writing and the use of authentic materials in the classroom creates opportunities to balance work on social justice issues with skill instruction.
  • Samaritan House PAR Group, The (1995). Where there is life, there is hope: Women literacy students and discrimination. Department of Education and Training, Province of Manitoba: Literacy and Continuing Education Branch. http://www.nald.ca/CLR/lifehope/cover.htm
  • Shang, H. F. (2000). A comparative analysis on alternative approaches to literacy instruction. International Journal of Lifelong Education, 19(4), 291-299.
  • Shor, I. (Ed.) (1987). Freire for the Classroom. Portsmouth, NH: Boynton/Cook Publishers
  • Skutnall-Kangas, T. (2000). Linguistic Genocide in Education – or Worldwide Diversity and Human Rights? Mahwah, NJ: Lawrence Earlbaum
  • Stino, Z. H., & Palmer, B. C. (1999). Motivating women offenders through process-based witing in a literacy learning circle. Journal of Adolescent & Adult Literacy, 43(3), 282-291.
  • The changes project: Understanding the impact of welfare reform, immigration reform and the changing nature of work on adult learners in western Massachusetts. (2000). Holyoke, MA: Holyoke Community College. (ERIC Document Reproduction Service No. ED448 613)
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