LINGUIST List 23.300 Mon Jan 16 2012 Diss: Socioling/Applied Ling: Hernandez-Zamora: 'Identity and ...' Editor for this issue: Xiyan Wang <xiyanlinguistlist.org> To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.cfm. Directory         1.     Gregorio Hernandez-Zamora , Identity and Literacy Development: Life histories of marginal adults in Mexico City Message 1: Identity and Literacy Development: Life histories of marginal adults in Mexico City Date: 14-Jan-2012 From: Gregorio Hernandez-Zamora <grehzyahoo.com> Subject: Identity and Literacy Development: Life histories of marginal adults in Mexico City E-mail this message to a friend Institution: University of California, Berkeley Program: Graduate School of Education Dissertation Status: Completed Degree Date: 2004 Author: Gregorio Hernandez-Zamora Dissertation Title: Identity and Literacy Development: Life histories of marginal adults in Mexico City Linguistic Field(s): Not Applicable Dissertation Director: Anne H. Dyson Glynda A. Hull Dissertation Abstract: This study examines the histories of learning and literacy in the lives of economically marginalized individuals in Mexico City, and juxtaposes these narratives to the adult education programs designed for this kind of population in Mexico, especially those responding to the needs of the economic agenda of free market globalization. The study is based on two sets of data: life history interviews with adults with limited formal education (from 3rd to 9th grade), and variable age and occupations; and field and documentary research on the current adult education policies and programs in Mexico. The interpretation of the data is based on sociocultural and critical theories of learning, literacy, and the ex/neocolonial nature of the Mexican society and its current education policies. While the generalizability of the sample might be limited, the study provides strong evidence of the multiple barriers faced by marginalized populations in acquiring and expanding their knowledge and literacy practices: not simply 'limited skills' but lack of freedom to speak, act, and make choices about their lives. While all study participants face structural constraints to learn and grow, gender differences are significant, since women live, in addition, pervasive situations of male control and domestic captivity. Yet, despite stories of limited and poor formal education (at schools and in adult education classes), all interviewed adults used literacy functionally and competently in their lives. Moreover, the stories of some of these individuals showed evidence of impressive processes of personal growth (appropriation of broader discourses and literacy practices; increasing sense of self-awareness, agency, and critical thinking) achieved through participation in community groups. Ultimately, their stories show that in order to grow, learn, and become literate, poor people have had to defy or drop official (textbook based) education models that restrict their sense of intelligence, agency and competence, and engage in community-based groups that give them access to social conversations and roles that expand their knowledge, ideological horizons, and sense of identity from one of individual failure to that of collective strength. This suggests different paths of action in policy and pedagogy to effectively serve marginalized populations. Read more issues|LINGUIST home page|Top of issue Page Updated: 16-Jan-2012       About LINGUIST    |   Contact Us       While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.