Shorthand for Racism: Grade-Level Equivalencies and Everyday Anti-Blackness in Adult “Basic” Education

Black S. Bee B. (2018). Adult literacy provision and social class: Australian contexts. Studies in the Education of Adults, 50(1), 92–110. https://doi.org/10.1080/02660830.2017.1284952

Bowers C. A. (2005). Is transformative learning the trojan horse of Western globalization? Journal of Transformative Education, 3(2), 116–125. https://doi.org/10.1177/1541344604273622

Boylorn R. M. Orbe M. P. (Eds.). (2013). Critical autoethnography: Intersecting cultural identities in everyday life. Routledge.

Ellis C. Bochner A. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In Denzin N. Lincoln Y. (Eds.), The handbook of qualitative research (2nd ed., pp. 733–768). Sage.

Fingeret A. (1983). Social network: A new perspective on independence and illiterate adults. Adult Education, 33(3), 133–146. https://doi.org/10.1177/074171368303300301

Lee M. (2003). A critical analysis of andragogy: The perspective of foreign-born learners. In Baumgartner L. M. Lee M. Y. Birden S. Flowers D. (Eds.), Adult learning theory: A primer (pp. 11–16). Center on Education and Training for Employment, The Ohio State University.

Pickard A. (2016). WIOA: Implications for low-scoring adult learners. Journal of Research and Practice for Adult Literacy, Secondary and Basic Education, 5(2), 50–55

Quigley B. A (1997). Rethinking literacy education. The critical need for practice-based change. Jossey-Bass.

Sandlin J. A. Wright R. R. Clark C. (2013). Reexamining theories of adult learning and adult development through the lenses of public pedagogy. Adult Education Quarterly, 63(1), 3–23. https://doi.org/10.1177/0741713611415836

Smith C. Hofer J. (2003). The characteristics and concerns of adult basic education teachers. NCSALL Reports# 26. National Center for the Study of Adult Learning and Literacy (NCSALL). https://files.eric.ed.gov/fulltext/ED508605.pdf