Postmodernism permeates the community‐based adult literacy program model. The administrative roles of community advisory groups and literacy program coordinators are critical in ensuring that their programs stay true to their postmodern origins. This means ensuring that they do not lose their grass roots commitment to small classroom groups characterized by shared power and professional autonomy, collegial collaboration among instructors, learner‐centered and experience‐based instruction, and student empowerment, de‐marginalization and de‐differentiation. This article focuses on the postmodern responsibilities assumed by those who are most directly involved with each adult literacy program and its students: the advisory group members and the program coordinator.
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