Guy, T. (Ed.). (1999). Providing Culturally Relevant Adult Education: A Challenge for the Twenty-First Century. California: Jossey Bass Inc.
This collection of essays presents theories of culturally relevant adult education. The authors are from the cultural groups that they write about and offer an inside perspective on reaching out to groups who are often marginalized. "This volume is premised on the basic but important assumption that culture is central to shaping and molding the adult education process" (P. 1). Each essay addresses this premise in a unique way with concrete examples of techniques that work with different cultures. Some essay titles are": Adult Learning: Moving Toward More Inclusive Theories and Practices"," Giving Voice: Inclusion of African-American Students' Polyrhythmic Realities in Adult Basic Education", and "Navajo Language and Culture in Adult Education". The other essays are equally interesting and excellent resources.

Payne, R., Philip, De Vol, P., & Smith T. 2001).
Bridges out of Poverty --
Strategies for Professionals and
Communities. Texas: Aha Process Inc.

This book examines the workings and intricacies of people who are in generational or situational poverty. Through their experiences as substance abuse counselors in social service agencies the authors have pulled out important elements of the culture of poverty. Learning about these elements can be a tremendous asset when working with people who do not know all of the "middle class rules" that they are expected to function by.

Poverty does not solely rely on the amount of income a person has. The authors define poverty as, the "extent to which an individual does without resources" (P. 17). The resources include "Financial, Emotional, Mental, Spiritual, Physical, Support systems, Relationships/role models, Knowledge of hidden rules, and Coping Strategies" (P. 17). Payne, De Vol, & Smith (2001) posit that emotional resources are actually more important than financial resources because with emotional resources, one can change behavior patterns. Part of establishing a relationship and successfully helping people in poverty is to recognize what their assets are and to understand the framework of the culture of poverty.

According to Pay, De Vol, & Smith there is a difference in generational and situational poverty. Generational poverty generally has people being in poverty for two generations or more and situational poverty is usually a shorter time and created by circumstance (p. 13). Identify whether the person is experiencing generational or situational poverty. Most situational poverty is due to divorce, death, or illness. The authors have identified twenty characteristics of generational poverty. Several are reviewed below. One must note that like anything addressing diversity, there are no absolutes. An individual or family may have one or several characteristics, but that does not make them low income or living in generational poverty.

• * Background noise-There is always some noise whether it is the television or the radio. In addition to the radio or television, there may be several people in conversation, all talking at the same time.
• Importance of personality-Many people in generational poverty have developed very engaging personalities. The personality is an asset especially of one is a "good story teller and has a sense of humor" (P 69).
• Significance of Entertainment-Getting a break from the daily grind is important. Engaging in activities that provide entertainment is one way to get a break from the same old same old.
• Importance of Relationships-People are very important. Often there are no material possessions so people take the place of them.
• Oral-language tradition- Talking is very important. May include slang terms, Ebonics, etc.
• Identity Tied to Rescue/Martyr Role for Women- "A good woman is expected to rescue her man and children as needed" (P. 70).
• Ownership of People- Not in the slave sense but from the perspective of "leaving your people behind" or forgetting where you came from. Having people say, "you think you're too good for us now", etc.
• Time- "Time occurs only in the present. The future does not exist except as a word. Time is flexible and not measured" (P. 70).
• Lies in the Moment-Does not Consider Future Ramifications- "Being proactive, setting goals and planning ahead are not a part of generational poverty. Most of what occurs is reactive and in the moment. Future implications of present actions are seldom considered" (P. 71).

Just reviewing the few characteristics listed above, one can begin to see how teaching money management, or nutrition might be challenging when people tend not to look at the future or feel like they have to live for the present. Learning about the framework of the culture of poverty is a way to look at people and identify their strengths and help them make changes without criticizing how the presently function. I hope that this information has grabbed your attention and you will take the time and read this very informative and important book.

Guy, T. (Ed.). (1999). Providing Culturally Relevant Adult Education: A Challenge for the Twenty-First Century. California: Jossey Bass Inc.

This collection of essays presents theories of culturally relevant adult education. The authors are from the cultural groups that they write about and offer an inside perspective on reaching out to groups who are often marginalized. "This volume is premised on the basic but important assumption that culture is central to shaping and molding the adult education process" (P. 1). Each essay addresses this premise in a unique way with concrete examples of techniques that work with different cultures. Some essay titles are: "Adult Learning: Moving Toward More Inclusive Theories and Practices", " Giving Voice: Inclusion of African-American Students' Polyrhythmic Realities in Adult Basic Education", and "Navajo Language and Culture in Adult Education". The other essays are equally interesting and excellent resources.

Children's Books that we can all learn from:

Katz, K. (1999). The Colors of Us. Canada:
Henry Hold and Company.

This is a beautifully illustrated children's book. The Color of Us does an excellent job of discussing the concept of complexion and skin color. It is the story of Lena, a seven-year-old girl who wants to paint a picture of herself. Her artist mother explains that she can mix colors to match her skin tone. Lena says "brown is brown". Mom, knowing better, takes Lena for a walk to show her all of the varieties of brown. On the walk, Lena sees people with skin colors from "light yellow brown, like creamy peanut butter, to skin that is "the color of honey to skin that is peachy and tan". After touring the neighborhood and sitting in the sun with her friends, Lena gets out her paints and begins. "At last, my pictures are done, and I've painted everyone. Look, Mom, I say. The color of us!" Through Lena and her mother, we learn how much variety there is in skin color and how we are in reality all a mixture of not just colors but of cultures too.

Holman, S. (2002). We All Have a Heritage
California: The Culture C.O. O.P.

McKay, L. (1998). Journey Home.
New York: Lee & Low Books Inc.