ABSTRACT
All three of the teachers presented in this section are fundamentally concerned with student experiences. What comes out most readily in Dorothy, Janet, and Holiday’s cases is how they interrupt the authoritative voice of the teacher and the curriculum and open this space up for designing the curriculum together. Part of this is a conscious and political decision. Part of it, though, is a decision rendered because of the lack of resources and materials in adult education. They inevitably draw on multiple literacies in ways similar to how teachers in African American Freedom Schools and Native American boarding schools made do with the narratives and the resources they were provided. As a result, creative and sometimes resistant literacy practices are designed.
