New Goals for Multicultural Education- What will work?

Laura Nugent

There is a steady rise in the immigrant population as the US moves further into the twenty-first century. Educators can view this as an opportunity to create a dynamic learning environment in which cultures can learn from each other. What are the ideal goals to reach for in the future multicultural classroom? There are probably more questions than answers, but we can start with some specifics and some teacher tips.

Question: How does an immigrant student assimilate into the new culture and still retain their cultural heritage?

Answer: Students need to know that their heritage is essential to preserve. Although every student has to “be on the same page” with the curriculum, that doesn’t mean that they have to lose their roots. Teacher tip: Give each student an assignment to give a power presentation on their culture.

Question: How can a teacher integrate indigenous wisdoms of other cultures?

Answer: New issues in religion, economics and history could be discussed in the classroom. The more students know about each other, the more the illusions dissipate and respect grows. Teacher tip: A teacher can teach her students to be culturally curious by introducing media technology that documents other cultures.

Question: What about biases and prejudices?

Answer: In a perfect world, there would be no biases or prejudices, but we are all human and formed by our experiences; however everyone should be aware of their attitudes, assumption and expectations toward another culture. Teacher tip: A carefully designed questionnaire for teachers, students, parents and administrators would be an effective tool for learning about one’s inner feelings.

Question: Is standardized testing in a multicultural age obsolete?

Answer: It seems that way; the original tests were created in an era where diversity was not an issue.

Question: Will the quality of education diminish when all cultures need to be “on the same page”?

Answer: Not necessarily, the curriculum can still be adhered to.

In conclusion, we live in an interdependent world as evidenced in last week’s current events. A joint meeting of world leaders was held at the United Nations in NYC, the G20 Economic Summit of 20 major industrialized countries and the Clinton Global Initiative were held at Pittsburg, PA. We are working together globally. A trans-international trend in education is forthcoming where traditions need to be respected, best practices in education shared and the strengths of other countries acknowledged. The world needs to be brought into the classroom. Creativity in new curriculum is the goal for multicultural education. Teachers can promote international media in education, preserve individual cultures and prepare students for an international workplace.

Critical Paper #2

Critical Topic #2.

Reflecting on the readings and my own personal feelings about globalization and the international community, it is my opinion that one of the most critical topics is that of maintaining a people’s culture, while still assimilating with each other and growing as a global community. There is no accounting for change, and rapid technological advancement is something that affects every group and socio-status in one way or another. In our own country, immigrants need to learn our ways of doing things, however because we are in effect a “melting pot” cultures can still be maintained through social groups.

There are many ways to teach students new things, without actually asking to give up everything they know through the generations. Internationally, with the onset of outside educators from the US being brought in to teach English as well as technological practice, it is vital that a sense of streamlining is established. It is not beneficial for a student to go through 12+ years of education, and in that time learning via 10+ different methods. Educators need to realize that students learn best when the courses are taught within an indigenous realm. I think that people learn best by taking what they are good at and the basic skills they have been taught all their lives and then stemming from that.

Another critical topic that I view as extremely important is that countries should not be afraid of change. This may seem paradoxical to my first argument above, but I think change can be enacted in a way that is still rooted in a countries culture and traditions. The world does need to globalize, and we cannot have poorer third world countries getting lost along the way (as many are already behind.) Government officials need to see the importance of giving all of its people the tools with which to prosper in the economic global market. That being said, technology needs to be available in all communities, and offered to all people no matter their economic status. I realize this is an extremely idealistic view on things, but governments need to allocate the funding for education, because a country can only be as strong as its weakest link.


Citation:

Boal, Augusto. The Aesthetics of the Oppressed. New York: Routledge, 2006. Print.

Freire. Pedagogy of the Oppressed. New York: The Continuum Corporation, 1981. Print.

King, Kathleen. Bringing Transformative Learning To Life. Florida: Kreiger Publishing Company. 2005. Print.

My Philosophy of Education Podcast

I was exposed to critical and radical philosophy of education in my discipleship classes at Love Gospel Assembly. I was taught that discipleship is a life-long commitment to the study of the Bible and that a critical assessment of the values and morals must be undertaken. The main focus was on the “doing of the Word” and not hearing only. In order words, believe in the Word of God must lead to action and involvement in the affairs of men by sharing your beliefs in the hope of a better society and world in general.

Wilson and Hayes (2000b) make the case that professional practice in adult education is more than an acquired repertoire of instrumental problem solutions, the focus of traditional scientific knowledge construction and professional training…. Informed professional action also depends significantly on how practitioners rely upon their assumptions, values, and expressions to “see” and thus shape their daily work. (p.17)

The podcast link below will describe my philosophy of education.

My Philosophy of Education Podcast
http://multiculturalismeducation.mypodcast.com/

Reference:

Reference:
Wilson, A., Hayes, E., & American Association for Adult and Continuing Education, W. (2000). Handbook of Adult and Continuing Education. New Edition. Retrieved September 25, 2009, from http://search.ebscohost.com.avoserv.library.fordham.ed

Critical Project II/Human Geography: Changing the Landscape

I live in Baldwin, New York, the town where I went to high school 30 years ago. In this country we often hear the phrase, "The neighborhood certainly has changed." We all know what that means: too many people of color moving into a community that was predominantly white, ultimately leading to its perceived demise. Property values will inevitably decline and we'll lose too much money on our investment. The solution? Let's get out of here before it's too late; a concept known as "white flight." Ironically, in 2007 Money Magazine ranked Baldwin 25th among the 100 best places towns to live in the US largely due, to its diversity.

There is no biological or genetic basis for what we call "race." It is a concept born out of the slave trade which defined the early American economy and used to justify why some people should be denied certain rights and privileges that others took for granted ( http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm). The racial practices that still exist within our communities, our schools and where we work are part of institutionalized racism; rooted in our government and laws . With all the legislation and programs designed to protect the civil rights of all Americans we've still fallen short.

You can't help but notice that some neighborhoods never "change." Housing plays a huge part in shaping our country's cultural landscape and therefore how our children learn, an area where institutionalized racism is still very prevalent. Regardless of the barriers that housing regulation and reform have attempted to break, there are certain practices, spoken and unspoken, that prevail and help maintain the status quo; separate but unequal.

Unfair housing practices keep people of color at bay relegating them to certain neighborhoods; to schools where academic performance is substandard; where teachers are less qualified; where resources like books and computers are limited . As a result they are denied access to a quality education and the opportunity to compete for jobs with the earning potential required for home ownership in more upscale neighborhoods with better schools. And so the cycle continues....

As long as the dominant culture is perceived as superior the cycle will continue. School assimilation policies, curriculum and rules promote the values of the dominant culture (G&C, p. 19) and by their very nature suggest that it is superior to other cultures. What kind of message does that send about one's identity and place in society? Not a healthy one and certainly not one that is conducive to real change.

Critical Project !

Critical Project 1

I was born in Brooklyn NY on July 27th 1980. My ancestors stems from Trinidad, Grenada, Aruba and Scotland. However the only one I really know in depth about is Grenada. Grenada is a tri-state island that consist of Grenada, Carriacou, & Petite Martinique and numerous small islands. The main Language is English but on some parts of the island you will hear French Patois and Creoles which are other dialects from countries such as Spain, France etc. The reason for this is because of the rich history in the colonizing of Grenada to become an independent state. Britain granted Grenada independence in 1974. However, if you visit the island today you will still see that it remained a British colony especially in the way that they do daily functions such as the police academy, political system and school system.
I was sent to reside in Grenada when I was eight years old. My parents agreed that the teaching method and education was better because it all revolved around the word discipline. I lived there for nine years completing elementary and secondary school. Then in 1997 I returned back to the U.S to complete and further my studies.

Culture:
Grenada is one of the island that holds their culture and ancestry to the heart. I would consider them to be a very proud and genuine set of people. It is enforce that every man, woman and child should know where they came from, and know the reason behind every tradition. Throughout the years there are numerous activities that are held in order to keep the tradition alive. To name a few:

Big Drum: Is the nation's African dance where many remember dances from their African Tribes. During Slavery numerous Africans was brought to work on the sugarcane plantations. In performing this ritual it helped in maintaining our tribal knowledge and has help us trace our lineage to different tribes in Africa. It consist of drums and voices singing in harmony.

Quadrille: Is a form of square dance that derived from France and England. It is performed when celebrating the opening of a ceremony, store, Fete etc. It consist of base drums, tambourines, violins, triangle and partner dancers there is no voices only instruments.


Maroon: This activity occurs once per year. This is where every village on the island come together as one and celebrate together by cooking local dishes, performing the nation dances, playing games etc. Some call it keeping tradition alive.

Tombstone: Is the final part associated with death and burial, It takes place when the grave of the dead has settle and the placement of the head stone is going to be laid. The memory of the dead must be honored each year, by a mass, prayer meeting or Big Drum. This ceremony is a form of respect for our ancestors and parents and it unites and reunites all the generations. Once the stone is set, however, the spirit will rest comfortably.

Critical Project 2

Religion

According to Wikipedia religion is a set of beliefs concerning the cause, nature, and purpose of the universe. It involves devotion, spiritual rituals and proper conduct, which is all offered to a supreme being. Three ethnic groups that amazes me when it comes to religion are that of the Indian culture, African culture and Caribbean culture. These three ethnic groups have so much in common when it comes to religion, the only difference might be time, place and names. I have come to realize that the Christian body among these ethnic groups all pray to the same Supreme Being, the only difference is the names and the descriptions. The names are different because of their native tongue and dialect and images are based on their appearance and their beliefs they accept as true. For example the image of "Our Lady" some may call her the Virgin Mary, but in many religions she is known by a different name. In the Yoruba Religion (Afro-American) she is referred to as Yemaja, Africa she is Yemowo , the Caribbean she is known as Mermaid Goddess of the Sea and in India she is Our Lady of Vailankanni. So basically this is a very good example of how religion is Universal. Religion in my opinion is a way that we communicate with each other dedicating our lives and minds to a supreme being. Giving us some values that we can live together and unite as one. However, it is these beliefs and values that individual hold so dearly that set some of us apart, and has caused many of the uproars among nations. Yes religion promotes diversity and multiculturalism, but it also segregate causing hatred because of race, nationality, sex, gender etc. There are also religions that do not promote any form of diversity or multiculturalism and practice certain spiritual rituals that caused the majority of the world to condemn and blacklist them.

Why is there still an alarming rate of dropouts, especially within the minority group, from public schools? Teaching Inequality

One of the major factors contributing to the achievement gap in schools is the lack of equitable distribution of quality teachers. A quality teacher has sufficient training in their content, a strong foundation in pedagogy, and practices differentiated instruction. In addition, they have the necessary experience to bridge the gap in student achievement. These exceptional educators are needed on the front line to combat the academic challenges that many students in high poverty-schools face. Unfortunately, this is not the reality for most cases. “Classes in high-poverty and high minority secondary schools are likely to be taught by out-of-field teachers- those without a major or minor in the subject they teach” (Jerald, 2002). In addition, high-poverty schools with many English speaking learners are often staffed with more novice teachers than veteran. How can we ensure success for all students if they are not provided with effective teachers equipped to bring about change?

The impact teachers have on their students is paramount. If high-performing schools continue to staff highly qualified teachers while low-performing schools staff inefficient educators the achievement gap will continue to widen. In an Illinois College Readiness study on the ACT assessment it was found that students who completed Algebra II and have average quality teachers were more prepared for colleges than their peers with lowest teacher quality who completed calculus (Gong and Presley, 2005). Disadvantage students grow up in a system that has failed to provide them with the necessary resources to be successful. Unfortunately, by the time one of these students reaches high school they are too far behind to “catch up”. Ultimately, the ending result is dropping out or not being prepared for higher education. Both scenarios perpetuate the marriage between high-poverty and poor education.

The No Child Left Behind Act (NCLB) requires that states address the misdistribution of quality teachers within school districts. If schools want to continue receiving federal funding they have to develop and implement a plan to ensure equitable distribution of highly qualified teachers for poor and minority children that it is equal to those in high performing, low-poverty schools (Levin and Quinn, 2003). In addition, many urban school districts have implemented recruitment programs for professionals transitioning into education. Furthermore, many districts are offering teacher-induction programs to ensure success of novice teachers and their students. However, there are still a disproportionate number of low-performing schools not receiving the quality staff they need to improve student achievement. The achievement gap between low-poverty students and students growing up in poverty and students of color is evidence that there is still much work to be done to ensure equity in education.

References

Gong, Y. and Presley, J. (2005). The Demographics and Academics of College
Readiness in Illinois. Illinois Research Council

Jerald, C.D., (2002). All Talk, No Action: Putting an End to Out-of Field
Teaching. The Education Trust.

Levin, J. and Quinn, M. (2003). Missed Opportunities: How We Keep High-Quality Teachers Out of Urban Classrooms. The New Teacher Project

Critical Project 2_Marisa Totino

After reading and reflecting on issues related to the themes we discuss this week, what critical topics you think as important for the international community to know in order to facilitate change for a better world?

The material covered in week two addresses many themes that are important for consideration when attempting to facilitate change for a better world in the international community. Certainly, as educators in the United States, we have an obligation to set the pace and example to facilitate this change and two particular themes in the reading resonate with me that I believe can impact world change: migration and classroom focus.

Gollnick and Chinn explain that unlike immigration, migration takes place as a person or family moves from place to place in response to lack of jobs, subsient wages, and starvation (319). The moment of these migrant families is critical to consider as educators, as students and adult educators in these families are engaging in multiple educational experiences in rather short periods of time. Educators in these scenarios must pay particular attention to these migrant families; it is important to understand and learn about the learning/education methods of other areas/countries. Through understanding the methods of learning and educating, educators are better able to adapt to their students and prepare lessons and educational tools that can help educate and assimilate students to new educational approaches. Consider, for example Stroshcens’ discussion of adult education in Thailand in King and Wang; higher education in Thailand can be pursued whether or not students have completed secondary levels of education (17). This varies very differently from the higher education system in the United States, therefore it is important for Universities in the United States to understand the process and develop opportunities and programs that can incorporate this type of adult learning.

The educator’s point of view of classroom focus is critical to institute world change in the international community. Gollnick and Chinn discuss classroom focus and offer two outlooks on classroom focus: social reform and maintain status quo (110). As can be interpreted by their classifications, social reform is the point of view in which educators create a classroom environment in which they encourage societal and political change in students and status quo reflects the point of view in which educators teach students at their economic level so that students of higher classes are trained for high-wage jobs and lower classes prepare students for low-wage jobs. The educator perspective here is critical and educators should understand and create a classroom environment that encourages social reform; which will allow students of all economic levels to question, learn, and pursue individual and community goals.

Critical Project #2

Equal Curriculum and Funding: A discussion on Issues
By Kathleen Hagerty
Two factors that were seen as extremely important for teaching and learning were teaching an equal curriculum as well providing funding for the schooling. The curriculum should reflect accurately the class structure and inequities that exist in the United States (Gollnick & Chinn, 2009, 114). This importance of reflecting on integrating the curriculum to incorporate the lack of funding within the United States effectively and fully is through understanding society. As an educator within the United States, one must be aware of every individual student that comes within your classroom. An educator needs to be aware of the student’s background, their socioeconomic status, and their values. Gollnick and Chinn (2009) discussed how the textbooks and curriculum focus primarily on one socioeconomic group status “Curriculum and textbooks usually focus on the values and experiences of a middle-class society” (p. 114). This statement displays how much an educator needs to work in order to incorporate all students effectively into the curriculum. For example within a social studies curriculum, it is important for an educator to incorporate not only the heroes and important information pertaining within the United States as well as around the world. It is important as an educator to be aware of the education that is taught within the classroom excels into the real world for many students varying on their socioeconomic status. Gollnick and Chinn (2009) discussed the importance education has on students in the classroom relating to the real world by discussing how students who are within the lower socioeconomic status heavily embrace what they learn within the classroom and take the lessons as experiences. Providing adequate funding within the schools and education can lead to a more accessible way for an educator to attempt to incorporate and accommodate all of their students’ equally in the classroom. Unfortunately, funding is not easy to come by and is also difficult for many schools to have. Currently within private schools funding is limited as well as within public schools at this time. Due to the economy, many schools are struggling not only with funding for their school and supplies but maintaining their staff. In January 2009, the Board of Education once more brought up the idea of “freezes”. The term “freeze” involves hiring new educators within the schools, a full interview process for substitutes, and salaries maintaining but not increasing. It was interesting that a Superintendent was mentioned in the brief stating the cut would consist of almost 4 million dollars (Board of Education, 2009, Briefs from January 27, 2009, Website: http://www.ucps.k12.nc.us/BOE/supp_docs/boe_briefs_1-27-09.pdf.) How can an educator plan effective lessons with limited funding in their schools? Also, how can a school with little funding incorporate technology and multicultural education within the curriculum?
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
Board of Education, Briefs from January 27, 2009, 2009. Retrieved: October 12, 2009. http://www.ucps.k12.nc.us/BOE/supp_docs/boe_briefs_1-27-09.pdf.

School Funding

_{School Funding}

_{By: Daniela Pampalone}

Funding within schools is an important issue that needs to be discussed further. In order to understand some of the issues of education in the United States it is crucial that we take a closer look as to how schools are funded.

According to Wright (1994), unequal distribution of funds between states and areas has turned some public schools into places with affluent students while other schools are overcrowded and dropout rates are high. School funding stems from a mixture of federal, state and city circumstances. Online News Hour stated that 46% of spending for grammar and middle schools comes from the budget of the government. Gollnick and Chinn (2009) reported that education is supported by property taxes, which contributes to 44% of all school funds.  America is found to spend less on public education than many other countries.

Evidence from an international study ranked America last among developed countries among the quality of schools between high and low-income students. It is devastating to view a well-developed nation like the United States rated low in this instance. 

According to a study by the National Commission on Teaching and America's Future (2004) a comparison between high-income schools and low-income schools was made. Student’s who are fortunate enough to live in communities with high-income schools were generous enough to be funded at $15,000 or more per student per year. Those in low-income communities who are less financially able were distributed with $3,000 or less per year per student. It is discouraging to see that schools in higher income communities receive more funding then those of low-income communities.

It is unfortunate that New York State has a public school system that is split between those who can enjoy the privileges of a good education and those who are less privileged. Many individuals do not agree on how much money is needed to improve student achievement. In order to clarify this, Researchers of the University of Chicago found that better teacher salaries, additional experienced teachers and decreased sizes of classes are connected in an effort to improve student learning.

In a report by Education Trust (2005) because of the disparities of school funding many low-income schools have access to fewer resources. As a result, many educators in these areas are confronted with getting students in these areas very high achievement I high poverty schools regardless of the gaps that funding has created. Additionally, students in these areas have fewer opportunities because a smaller amount of resources are available to them.

In order to alleviate this problem, the government may offer equalized funding to all schools despite the location. Distributing the same resources to low-income schools and high-income schools can provide students with equal opportunities in their education. Providing each school with effective teachers and smaller classes sizes may give each student an equal opportunity to excel in their studies.

References:

Gollnick, D.M., & Chinn, P.C. (2009). Multicultural Education in a Pluralistic Society, Upper Saddle River, NJ: Pearson.

McCleskey, N. (2004). National Commission on Teaching America's Future. Key 

Findings from a national internet survey of 400 teachers and 95 principals, conducted November 12-21, 2008. Retrieved: September 19, 2009, from: http://www.nctaf.org/documents/Expandedfindingsandprotocol.pdf.

Pristoop, E., & Randolph-McCree, I. (2005, Winter). The Funding Gap 2005, Low-

Income and Minority Students Shortchanged by Most States. A Special Report by Education Trust. Retrieved: September 19, 2009, from: p://www2.edtrust.org/NR/rdonlyres/31D276EF-72E1-458A-8C71-E3D262A4C91E/0/FundingGap2005.pdf

School Funding. PBS Online News Hour. Retrieved: September 19, 2009 from

http://www.pbs.org/newshour/backgrounders/school_funding.html

Tracking

Alicia Robinson
Critical Topic #2
Tracking

The practice of tracking within a school may assist in segregation based on race and socioeconomic status and prevent students from reaching their full academic potential. Ability grouping may give educators the chance to work in a smaller ratio with students at similar levels. However, the groups in which the students are assigned, are often based on test scores, or even the ideas of the teacher. Unfortunately though, standardized testing is not an equal measure of ability and teacher’s perceptions may be based on classism or stereotypes.

At the start of a student’s academic career, his or her teacher may not know much about the child. Gollnick and Chinn (2009) uses this example that groups are organized by non-academic factors. Depending on the child’s hygiene and physical appearance, they are judged on capability.

Teachers must first address their own feelings and realize their own stereotypes, which may be entirely subconscious and not at all malevolent. Schools need to view students as individuals, a part of, but unique in any cultural identity. If educators are trained to properly assess each student, tracking could help learners thrive in a challenging, small work group.

When tracking occurs in the poorest sense, the highest leveled group realizes their status and is motivated to work hard. Contrarily, the lowest of the leveled groups, may perceive their own abilities as insufficient, and it is reflected in their academic performance. The self fulfilling prophecy of the teachers, carries more weight in an eager to please child, than an educator may be aware. Where the high ability classrooms are encouraged with extra work and high standards, low ability groups are allowed to slip through the cracks. Standards of behavior also vary between the distinguished levels. Higher groups are inspired to interact with the world around them, to communicate and question and know. Whilst lower groups practice minimal challenges and often learn through memorization.

Paulo Freire describes two schools of learning, which I feel can represent the ways students at different abilities are taught in a tracking system. "Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality" (King and Wang, 2007, p202)

As educators in a segregated and multi culturally rich society, we must thrive to teach students to the best of our ability. We cannot limit their potential by grouping learners into categories that may be based on our own misguided perceptions. We must be careful that stereotypes are eliminated and not encouraged through grouping, which often lasts through the child’s academic career. Children need to be taught empathy and respect for diversity; they need to all be challenged, inspired and supported to grow as learners, but also, human beings.





References
Gollnick, D and Chinn, P. (2009). Multicultural education in a pluralistic society.
Upper Saddle River, NJ: Pearson.
King, K and Wang, C. X. (2007). Comparative adult education around the globe.
China: Zhejiang University Press.

Bottom Line or Paulo Freire’s Liberating Education

Felix Cruz

Fordham University

September 21, 2009

According to Elias & Merriam (2005), the historical purpose of education has been the propagandizing of the prominent cultural heritage and the maintaining of existing society (cultural status quo). Education has been promoted on the assumptions that society will remain the same from generation to generation and that the dominant culture should impart its wisdom on the disenfranchised in order to maintain the status quo. The status quo can be defined as the intentional push by the establishment to increase the bottom line of those in power through through the educational mandates in the curriculums presently followed by our educational system.


Educators that expound progressive and humanistic philosophies of education seem to utilize education to change society through the belief in self-actualization and student-centered education. In reality, it’s only the radical critics that take action in promoting changes in society by utilizing history and culture and by combining reflective activity with actions.

One of the most prominent philosophers of adult education in the radical tradition is Paulo Freire. He identified himself with a Latin American theology of liberation that attempts to emphasize the prophetic and activist elements in the Christian tradition (Elias, 1994).

He denounced evil social values and institutions and called his followers to bring about social change. Freire believed that traditional education was just “banking education” in which teachers deposit information for the students to receive, file, and store. Elias & Merriam (2005) state that this type of education, according to Freire, is a form of violence, for in imposing curricula, ideas, and values, it submerges the consciousness of the students and produces an alienated consciousness since students are not actually involved in a real act of knowing, but are given a ready-made view of social reality.

In place of “banking education”, Freire offers a liberating, dialogic, philosophy of education known as posing education. He believes that in order for an educational process to be authentic students must be free to create their own lessons with the help of the teacher. The lessons must be based on mutual respect, communication, and solidarity.

King & Wang (2007) state the following:

Whereas banking education anesthetizes and inhibits creative power, problem-solving education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. (p. 202)

Paulo Freire’s philosophy of radical critical liberating education can be a source of strength for those educators who are trying to transform their students to individuals to cherish human values and are liberated in their consciousness to the point where they can contribute to changing our society to one that is sensitive to the history and culture of its constituents.

References:

John, L. E., & Merriam, S. B., (2005). Philosophical foundations of adult education (3rd ed., ch. VI). Malabar, Florida: Krieger Publishing Company
King, K. P., & Wang, V. (Eds.). (2007). Comparative adult education around the globe (ch. 8). Hangzhou, PR China: Zhejiang University Press. Worldwide distribution: Transformation Education LLC. (ISBN 7-308-04892-6)