R-S-T-U-V-W-X-Y-Z


 * 1) **Racism** is the belief that race is a primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race.[1] Or, on the opposite side, racism can be described as the belief that a certain race or races portray undesirable characteristics. In the case of institutional racism, certain racial groups may be denied rights or benefits, or receive preferential treatment. ([])

-- from the Latin //radix//, meaning 'root'; used as an adjective: "Going to the root or origin; thorough; esp. //radical change//" (Oxford English Dictionary [OED]) -- '//radix//': root; radish; foot (of a hill or mountain), base, foundation (New College Latin & English Dictionary)
 * Radical**:

Popular usage tends to understand 'radical' to mean 'extreme'. More precisely, it means a fundamental change, a rooting out of existing conditions or principles to establish new conditions or principles. A radical pedagogy completely refutes and changes the existing traditional pedagogical approach. I would like to suggest, also, a metaphorical link with //radial//: from the Latin //radialus//: "Of light, beams, etc.: Proceeding or issuing as rays from a common centre". (OED) So, "radical ideology attempts to go to the root of things, to question the fundamental premises of dominant beliefs"; that is, to challenge the status quo. (Hicks, 2004, p. 3) A radical pedagogy completely refutes and changes the existing traditional pedagogical approach. North American society associates radical with left wing politics because the dominant NA ideology has been conservative and liberal capitalism. (H., p.3) But a conservative education can be radical if it is challenging the status quo of a libertarian or social justice ideology. (Hicks, David. (2004) //Education Studies; A Student Guide//. Ward, S., ed. RoutledgeFalmer. Retrieved 15 Feb. 2011 from www.teaching4abetterworld.co.uk/docs/download9.pdf

-the holding or following of principles advocating drastic political, economic, or social reforms One who advocates fundamental or revolutionary changes in current practices, conditions, or institutions
 * Radicalism** - a philosophy of education in which the purpose of education is to bring about social, political and economic change

Newman (2006) describes institutions as ramparts that protect the state and argues that activists need to break these barriers to "disrupt, deter and alter the state's policies and practices" (p. 229).
 * Rampart** - //a defensive or protective barrier//

[]
 * Rank-and-file** menbers refers to the non-executive and non-managerial [|employees] of a [|company]. The term [|originates] from the [|formations] of military [|personnel], since troops would stand next to each other ([|rank]) and in a line ([|file]) when marching, while [|officers] would march [|on] the [|outside]of the formation.


 * REFLECT** (Regenerated Freirian Literacy through Empowering Community Techniques) is an approach to adult learning and social change that combines the theories of Paulo Freire with participatory rural appraisal methods. //Reflect// provides an ongoing democratic and global opportunity for learning about popular education and developing and participatory methods including visual representations like maps, charts, calendars, and graphs. Drama, storytelling and songs are also used. (Sources: Gadotti (2001), [|www.reflect-action.org])

**reflection:** means of selflearning; there should be no boundaries no limitations and no blue print to follow
 * a fixing of thet houghts on something; careful consideration. //wikipedia//
 * is the self-observation and reporting of concious inner thoughts, desires, and sensations. It is a conscious and purposive process relying on thinking, reasoning and examining one's own thoughts,feelings, and, in more spiritual cases, one's soul

Reflective learners prefer to think through problems, analyze, and come up with a solution themselves. Case studies challenge students with this method of learning. Most higher level university lectures employ this type of learning since it requires a certain level of maturation. .
 * Reflective Learning**

to make an abstract concept concrete or real, to connect it to one's life and understanding of the world.
 * Reify -**
 * Reinforcement** is the purposeful act of the repetition of facts, skills, and attitudes in diverse, engaging and interesting ways until they are learned by the students that can be achieved through practical work and study, and teaching designs.

NB: According to Vella, reinforcement learning means the repetition of facts, skills and knowledge as a method to enhance learning that can be performed by both the teacher and the adult. For example, a student could learn a new skill in a technical institute and then repeat that skill the next day on the job as a way of reinforcing what was just learnt the day before. In this respect, reinforcement learning is similar to the concept of immediacy.
 * Reinforcement Learning - enables a learner to learn through interacting with their environment through a trial and error process.**


 * Repressive Violence**-Violence causing repression; subjecting people or a society (thefreedictionary.com). It has a rational, albeit evil, motive: rulers use it as a coercive tool to maintain their power. (Young 1990) For example, rape or beating causing one to feel subjugated.


 * //Reiterate -//** to say or do again or repeatedly; repeat, often excessively

respects, and values him or her opinions. (Ryan, 2000). http://tre.sagepub.com/content/7/2/133.short?rss=1&ssource=mfc As stated by Vella, "All we do in design and teaching is related . Each of the twelve principals are related to each other.
 * Relatedness-** In the classroom, relatedness is deeply associated with a student feeling that the teacher genuinely likes,


 * Relationship** - a connection between people. Can be direct between two individuals or between a person and a group of people. Relationships don't necessarily need to be emotional. For example, a relationship between co-workers working on a project is strictly professional.

Relevance in education is often associated with "real world" or job market (economic) practicality but can also refer to social applicability (for example environmental).
 * Relevance** – Adults will learn faster and more permanently what is significant to them and to their lives if the information presented to them is pertinent or significant to them. Our task as educators is to make information relevant by connecting the new content to the themes and knowledge of the learners. If adults do not see the relevance of content, they quickly determine they do not need to know it. []


 * Residential Schools:** This term refers to a range of historical institutions including industrial schools, boarding schools, student residences, hostels, billets, and residential schools tasked with educating Aboriginal children and the overall assimilation of Aboriginal peoples. ( Hick, Steven [2007], //Social Welfare in Canada//)


 * Revolution-** is a fundamental change in power or organizational structures that takes place in a relatively short period of time. This may be a change in the social or political institutions or a major change in its culture or economy. Some revolutions are led by the majority of the population and other are led by a small band of revolutionaries.


 * Role clarification** - One of Vella's twelve principles for effective adult learning. It is the growth, recognition and examination of the roles and responsibilities as learner and teacher. As the learner and teacher begin to understand their and each other's roles, equity, harmony, trust, safety and humility begin to emerge and grow. Adult learners need reinforcement of the human equity between teacher and learner as this will help them to see themselves and the teacher in a new role (Vella, 2002, pg. 17-18). Clearly defining roles between adult learners and the tasks they are expected achieve, and the boundaries they will need to face while learning, thus achieving assured accountability.

(http://legal-dictionary.thefreedictionary.com/riot)
 * Riot:** A disturbance of the peace by several persons, assembled and acting with a common intent in executing a lawful or unlawful enterprise in a violent and turbulent manner.


 * Rote Learning** - learning in a mechanical fashion through repetition (e.g., memorization, practice drills). Related term: surface level processing, non-reflective learning.


 * Rubric** - A rubric is an outline of criteria and standards used to judge an assessment. It serves both planning and evaluation purposes. A clear rubric communicated to students outlines expectations of performance. It then is used to judge the actual performance. It may also be used to assess performance (comparisons) over time or among student groups.


 * Safety**- Is one of the twelve teaching principles for effective teaching. A principle that facilitates effective teaching and learning through creating an inviting setting or environment. Safety involves five key attributes. First, trust in the competence of the design of the learning experience. Second, the feasibility and relevance of the objectives to be learned. Third, acceptance for each learner to find their inner voice. Forth, trust between educator and learner, between learners and in the sequence of activities. Fifth, a non-judgemental environment (Vella, 2002, pg. 8-10).

Source: [|__http://en.wikipedia.org/wiki/Safety__]
 * Safety** is the state of being "safe" (from [|__French__] //sauf//), the condition of being protected against physical, social, spiritual, financial, political, emotional, occupational, psychological, educational or other types or consequences of failure, damage, [|__error__], [|__accidents__], [|__harm__] or any other event which could be considered non-desirable. Safety can also be defined to be the control of recognized hazards to achieve an acceptable level of risk. This can take the form of being protected from the event or from exposure to something that causes health or economical losses. It can include protection of people or of possessions.

Five Perspectives on Teaching in Adult and Higher Education. Krieger Publishing Company: Malabar, FL.]
 * Scaffolding-** is the support that the master teacher provides to learners as they work on a task. As they begin, this may entail doing much of the task for them; as they become more adept, the master may provide only occasional hints (Pratt, 1998, pp. 97). [Pratt, D. (1998).


 * Schadenfreude** - satisfaction derived from the misfortune of another


 * Schema-** our "cognitive maps we build that help us organize and interpret the world" (Pratt, 1998, pp. 85). They are the "forms in which we summarize our general knowledge, beliefs, attitudes, and experiences about people, places, events, objects, and ideas" (Pratt, 1998, pp. 85). We use our schemas to predict how we should react in new situations. [Pratt, D. (1998). Five Perspectives on Teaching in Adult and Higher Education. Krieger Publishing Company: Malabar, FL.]


 * School for Life** – a Danish folkschule (“folk school”) initiated by Bishop Grundtvig in the mid 1800’s, based on his belief in the common people’s ability to govern themselves. Characteristics of the school include peer learning, students and teachers learning together, social interaction outside learning situations, and no examinations in the schooling system. The folkschule’s gave rise to Denmark’s own cooperative movement.

[]
 * Second-class citizen** - an informal term used to describe a person who is systematically discriminated against within a state or other political jurisdiction, despite their nominal status as a citizen or legal resident there. While not necessarily slaves, outlaws or criminals, second-class citizens have limited legal rights, civil rights and economic opportunities, and are often subject to mistreatment or neglect at the hands of their putative superiors. Instead of being protected by the law, the law disregards a second-class citizen, or it may actually be used to harass them.

Noun:
 * Segregation:**
 * 1) The action or state of setting someone or something apart from other people or things or being set apart.
 * 2) The enforced separation of different racial groups in a country, community, or establishment.


 * Self-awareness-** This is the understanding of oneself as an individual. It is developed through introspective work and understanding what makes oneself individual from others.


 * Self-concept-**(also called **self-construction** or **self-perspective**) is a multi-dimensional construct that refers to an individual's perception of "self" in relation to any number of characteristics, such as academics (and nonacademics), gender roles and sexuality, racial identity, and many others.(http://en.wikipedia.org/wiki/Self-concept)


 * Self-Directed Learning -** A type of education that places a great deal of responsibility on the learner. The teacher's role is to facilitate and guide the learner, while the specific learning objectives is determined by the student. The teacher often plays a mentor role with limited hands-on participation.


 * //__Self educated -__//** Self-educated people are not dependent on others for knowledge. If they need a specialized skill, they know how to acquire it without dependence on authority. Unknowingly, people are promoted by their ability to learn new skills fast. People, who know how to educate themselves have choices, they have the ability to advance in any endeavor. Dependency on self to develop skills is a powerful skill in itself. This is the tool of super achievers. source: []


 * Self-emancipation:** is the ability to move trans-laterally from one perceptual field, one level of being or consciousness to another. This process is a necessarily changing ability and follows a higher understanding which is not based on localized logic, but rather follows a higher logic and an affective epistemology for navigation. It is the ability to evolve the evolution of self. In no way should this definition be construed, however, as supporting the practice of genetic manipulation to the end of changing of consciousness. []


 * Self-esteem:** a common term used in psychology used by people to define an overall evaluation of the person in question. Self-esteem compromises beliefs about one self ( I am smart) and emotions such as : pride and shame. Self-esteem can either be generalized ( I am a really good person) or can be specific to one subject ( I am a good artist). It is the realistic respect for or favorable impression of oneself . Individuals with higher self-esteem tend to be more confident. Educators, in the teaching process, should not lower the students' self-esteem - even though sometimes they are wrong. Constructive feedback is important.


 * Self-Help:** one of four community development approaches, identified by Hamilton & Cunningham (1989), that can be adapted to popular education; the self-help approach emphasizes process over task and its purpose is to strengthen horizontal ties in the community. This approach works best in socioeconomically homogeneous communities and is easiest to implement in isolated areas.

Self realization is a concept that has become widely popular in the [|Western] and that has great influence from some [|Eastern] religions. For instance, for the [|Hindu] or Barath religion self-realization refers to a profound spiritual awakening where there is an awakening from an illusory self identify image (Ego), to the true, divine, perfect condition that the individual is. The branch of Avaita Vedanta is the one that has especially developed this concept.[|[][|1]] Furthermore, the method of meditation Sahaja Yoga, created in 1970 by Shri Mataji Nirmala Devi, defines self realization as a connection with your self or the first encounter with reality.[|[][|2]] One of the definitions in the Western can be found in Merriam Webster's dictionary. It defines self-realization as “fulfillment by oneself of the possibilities of one's character or personality”.[|[][|3]] Also, [|Abraham Maslow] and [|Carl Rogers], American psychologists, developed the concept of self-actualization in [|Humanistic Psychology]. Maslow defined then self-realization as “the impulse to convert oneself into what one is capable of being.” [|[4 ]][|Based on Maslow, the most common meaning given to self-realization is that of psychological][|growth] and [|maturation]. It represents the awakening and manifestation of latent potentialities of the human being -for example, [|ethical], [|esthetic], and religious experiences and activities.[|[][|5]] (Wikipedia)
 * Self-realization -**

Sensory learners prefer practical and procedural information and they look for the facts. This method of learning requires less critical thinking and is effective in an environment where the professor delivers the course material in a precise manner and tests learners directly of their knowledge of the course material.
 * Sensory Learning**

Bringing together small groups of people for discussion of a particular subject. Intended for instructional purposes through active participation, ie. through dialogue.
 * Seminar:**

“It is made up of a network of bodies, some of which are formal organizations, a range of less formally organized associations, and scatters of informal groupings of people. This includes environmental movements, the women’s movement, the peace movement and the gay, lesbian, bisexual, and transgender movements.” (Newman, 235)
 * Semistructure social movements:**

//noun// - :a person whose age is in the seventies Etymology: Late Latin //septuagenarius// seventy years old, from Latin, of or containing seventy, from //septuageni// seventy each, (. In //Merriam-Webster Online Dictionary//.//Retrieved September 25, 2009, from [])//
 * Septuagenarian** - (Vella p. 29) Pronunciation: (sep-tü-ə-jə-ner-ē-ən,)

Serial arrangement in which things follow in logical order or a recurrent pattern (http://www.thefreedictionary.com/sequence). In dialogue education the design of learning tasks must reflect an appropriate sequence for a learner, moving from simple and safe to more complex and repeated until the learner knows they know (Vella, 2002, p. 231-2).
 * Sequence** –

Sequential learners prefer to have tasks provided to them in sequence and will combine the details to form the big picture. In many subjects, different topics are taught that lead to a bigger picture and can only be formed once the learner proceeds through the course.
 * Sequential Learning**


 * Serial Thinking** - thought by making linear, direct, one-to-one connections. eg. Question: "What is the capital of Canada?"


 * service:** defined as providing contributions in and to the community (Verjee 2006)

A type of economic activity that is intangible, is not stored and does not result in ownership (e.g., person visiting a doctor). []


 * Service learning** - deals with one’s contribution to the community or society. Students and learners critically reflect on their experiences and the needs in the community while acquiring new skills and knowledge. Service learning extends past learning for oneself. Learners also apply the materials learned to foster a sense of care for the community in order to improve the quality of life of an individual, group or community. International Service Learning is located at the intersect of service learning, study abroad and international education. Service is located with a community abroad and most often with communities in developing countries. Cross-cultural competencies and international development are additional areas of learning in this version of SL. Communities are seen as co-educators.
 * involves the marriage of academic learning and collaboration with the community to meet identified community issues (Verjee 2006)
 * involves the combination of action and reflection in work to make the lives for others in the community better through social change. (Verjee 2006)

Additional Note: If school students collect trash out of an urban streambed, they are providing a valued service to the community as volunteers. If school students collect trash from an urban streambed, analyze their findings to determine the possible sources of pollution, and share the results with residents of the neighborhood, they are engaging in service-learning. In the service-learning example, in addition to providing an important service to the community, students are learning about water quality and laboratory analysis, developing an understanding of pollution issues, and practicing communications skills. They may also reflect on their personal and career interests in science, the environment, public policy or other related areas. Both the students and the community have been involved in a transformative experience. []


 * Seven steps to planning** – Seven steps proposed by Vella to prepare a design or plan for adult education. These steps include: Who? Why? When? Where? What for? What? How? (Vella, 2002 p. 217-21)

NOUN: Discrimination based on gender, especially discrimination against women. Attitudes, conditions, or behaviors that promote stereotyping of social roles based on gender. (http://education.yahoo.com/reference/dictionary/entry/sexism)
 * Sexism** sex·ism


 * sex trade:** sex trade is a form of human trafficking and usually bounded by offering sexual services to clients.

A **shanty town** (also called a **squatter settlement**) is a [|slum] settlement (sometimes illegal or unauthorized) of [|impoverished]people who live in improvised dwellings made from scrap materials. (http://en.wikipedia.org/wiki/Shanty_town)
 * shantytown:**


 * Shared survey:** A method of needs/resources assessment outlined by Jane Vella. This survey of three or four questions conducted via email after the initial who, where, when, why, what, and what for are outlined to the participants registered in the course (Vella, p. 247). The participants' responses are then forwarded to one another establishing a sense of community amongst learners while participants know what to expect from the course/what other participants hope to gain from the course.

//Addition//: “It is not constrained by physical location. The domain of action is the society or some aspect of the society the activist live in. the people engaged in the social action are defined perhaps by social class or a common history of disadvantage or a common experience or a shared interest or belief. The aim is to make changes to the social world the activist lives in.” (Newman, 231)For example a group of activist who want to combat racism. Social action brings people together to convince, pressure, or coerce external decision makers to meet collective goals either to act in a specified manner or to stop or modify certain activities. This approach operates from the basic assumption that community members are disadvantaged or oppressed and that most of their problems are products of social injustice. (Garvin, Charles [2004] //Handbook of Social Work with Groups//)
 * //Social Action://** In sociology, it refers to an act which takes into account the actions and reactions of individuals. According to max weber, "an action"is social if the acting individual takes account of the behaviour of others and is thereby oriented in its course (Newman, 2006. p233).

In regards to strategies for social change education, it applies to assessing the situation by considering how our identities have been moulded historically, rather than treating those identities as static and "personal". By analyzing the context of our work, weighing up the balance of forces and historical timing, our actions can have maximum effect. Part of social analysis is creative. It means constantly refining and updating the ideas of economic justice, political democracy, or pro-feminist and anti-racist process, and extending these ideas both in our lives and in the society around us. Social analysis provides a critique of, explanatory framework for, and/or acute observation of political, economic, and interpersonal societal relations. Arnold, R., Burke, B., James, C., Martin, D., & Thomas, B. (1991). Chapter One: Popular Education. //In A Popular Education Handbook// (pp. 5-15). Toronto: Between the lines and the Doris Marshall Institute for Education and Change. Total pages 206. ISBN: 0-921284-48-9. Merrill, F. E. (1969). //Society and Culture: An Introduction to Sociology//. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
 * Social analysis**


 * Social capital** - focus on social relations that have productive benefits. Is about the value of social networks, bonding similar people and bridging between diverse people, with norms of reciprocity ([]).


 * //Social change// –** overall change in social structure indicated by changes in cultural behaviour and beliefs, social organizations or values (Encyclopaedia Britannica, //social change,// [] ).

**//Social consciousness// -** is consciousness shared within a [|society]. It can also be defined as social awareness; to be aware of the problems that different societies and communities face on a day-to-day basis; to be conscious of the difficulties and hardships of society.It consists of 3 levels: acquired, awakened, and expanded ( []).


 * //Socialization -//** a continuing process whereby an individual acquires a personal identity and learns the norms, values, behavior, and social skills appropriate to his or her social position


 * Social Equality:** social state of affairs in which all people within a specific society or isolated group have the same status in a certain respect ([])


 * Social Equity -** implies fair access to livelihood, education, and resources; full participation in the political and cultural life of the community; and self-determination in meeting fundamental needs (http://www.chamberofsustainability.com/socialequity.html).


 * Social Group -** According to Young I.M. (1990, P. 45) social group is defined not primarily by a set of shared attributes, but by a sense of identity. Self identification is made through certain shared social status, a common history that social status produces, and self-identification that define the group as a group. Social groups represent forms of social relations where people's identities are formed by the social situation, cultural influences, and history. These identities may be formed by the group themselves, or may be imposed by external forces, or both.

Just an extra note! 'A social group must be distinguished from two concepts with which it might be confused: aggregate and association' (see definitions). 'A social group should not be understood as an essence or nature with a specific set of common attributes. Instead, group identity should be understood in relational terms. Social processes generate groups by creating relational differentiations, situations of clustering, and affective bonding in which people feel affinity for other people. Although social processes of affinity and separation define groups, they do not give groups a substantive identity. There is no common nature that members of a group have. Most people in modern societies have multiple group identifications and therefore groups themselves are not discrete unities. Every group has group differences cutting across it.' (from Young, http://books.google.ca/books?id=ve_5ewpc8pMC&pg=PT266&lpg=PT266&dq=model+of+associations+vs.+aggregates+social+groups&source=bl&ots=m3TLyMiHHZ&sig=G5_Swh7XITYjlyrCnt_1OEPwNEY&hl=en&ei=ckpSTc8rhfiwA9_ayMAG&sa=X&oi=book_result&ct=result&resnum=2&ved=0CBkQ6AEwAQ#v=onepage&q&f=false)

NB: "A collective of persons differentiated from at least on other group by cultural forms, practices or way of life. Members of a group have a specific affinity with one another because of their similar experience or way of life, which prompts them to associate with one another more than with those not identified with the group, or in a different way" (Young, 1990, p. 43)


 * Social Identity** is the primary method within social psychology of defining individuals when it is important to distinguish between different levels or types of identity. For instance when looking at an individual's various group identities as separate from their personal identity.([])


 * Social Literacy**- refers to the ability to function within a society.

Additional Note: Social literacy amounts to the textual practices not (as has been true so far) of a single author, but of multiple and simultaneous authors. Wikis make social literacy apparent by allowing us to witness the evolution of text in time, and evolution that reflects the decisions not of a single individual, but of a community. []
 * Social Location.** Refers to social group memberships. Every individual has a unique social map that uses to understand where she/he is in her/his social world. Our social location is informed by our memberships in various socio-cultural groups. These groups include, but are not limited to our race, ethnicity, gender, sexual orientation, class, religion, political affiliations, langauge, age, and ability.


 * //Social Justice -//** Fair and proper administration of laws conforming to the natural law that all persons, irrespective of ethnic origin, gender, possessions, race, religion, etc., are to be treated equally and without prejudice. See also civil rights. Social justice is also a concept that some use to describe the movement towards a socially just world. In this context, social justice is based on the concepts of human rights and equality and involves a greater degree of economic egalitarianism through progressive taxation, income redistribution, or even property redistribution, policies aimed toward achieving that which developmental economists refer to as more equality of opportunity and equality of outcome than may currently exist in some societies or are available to some classes in a given society. (http://en.wikipedia.org/wiki/Social_justice)

In addition to this, also from the same wikipedia page:
 * Social justice** generally refers to the idea of creating a society or institution that is based on the principles of [|equality] and [|solidarity], that understands and values [|human rights], and that recognizes the dignity of every human being.

In addition to that note! Apparently there are many definitions and they are based on a variety of factors, like political orientation, religious background, and political and social philosophy. 'A general definition of social justice is hard to arrive at and even harder to implement. In essence, social justice is concerned with equal justice, not just in the courts, but in all aspects of society. This concept demands that people have equal rights and opportunities; everyone, from the poorest person on the margins of society to the wealthiest deserves an even playing field.' (http://www.wisegeek.com/what-is-social-justice.htm)

A society or a human society is: (1) a group of people [|related] to each other through persistent relations; (2)a large social grouping that shares the same geographical or virtual territory, subject to the same political authority and dominant cultural expectations. (http://en.wikipedia.org/wiki/Society)
 * society**

A theory which is based on the premise that learning happens within a social context and that people learn from one another. This perspective draws attention to the social nature of humans. We live in complex social environments and participate in social communities where cultural practices provide identity and give meaning to what we do and help us understand what we know.**Sociodrama** - Term used for the application of psychodrama techniques to group, community, or organizational situations. It t is used with groups wishing to explore common issues in training, organizations, community, educational and political contexts. It uses many of the same techniques as psychodrama to enable individual and group learning and change. Psychodrama focuses on an individual's personal concerns, sociodrama addresses the group's issue. (http://www.psychodramala.com/sociodrama.htm) The field of **social medicine** seeks to: The field of social medicine is most commonly addressed today to understand what are known as social determinants of health.
 * Socio- cultural theory** -
 * Social Medicine -**
 * 1) understand how social and economic conditions impact health, disease and the practice of medicine and
 * 2) foster conditions in which this understanding can lead to a healthier society.


 * Social Movements**- are large, sometimes massive, groupings of people who join together to resist or bring about some kind of social, economic or political change. (Newman 235) -Are a type of group action. They are large informal groupings of individuals and/or organizations focused on specific political or social issues, in other words, on carrying out, resisting or undoing a social change ([]). As mentioned in Newman's article there are three types of social movements:

is a group of people that are connected by a commonality such as “friendship, kinship, common interest, financial exchange, dislike, sexual relationships, or relations or beliefs, knowledge or prestige”. Examples include facebook, myspace, or a church group. ([]).
 * Social Network**-

accepted behaviors within a society or a group. http://en.wikipedia.org/wiki/Norms_(sociology)
 * Social norms:**

ontology- greek word "of being"
 * Social Ontology-**social reality; social-interactions with each other and their coexistance

**Social Order -** A "social order" is a relatively stable system of institutions, patterns of interactions and customs, capable of continually reproducing at least those conditions essential for its own existence. The concept refers to all those facts of society which remain relatively constant over time. These conditions could include both property, exchange and power relations, but also cultural forms, communication relations and [|ideological] systems of [|values]. ([])


 *  Social Pra ctice: **practice that is based on art and design, which involves engagement with communities of interest. Social practice involves the valuing of difference as well as the need for shared understanding and agreement; it focuses on the skill and knowledge that people own in their private, family, community and working lives. Social practice will allow one to understand more about himself as well as others, especially when one is in a foreign country.

[]
 * Social Responsibility** – The obligation to ensure that one’s actions produce an overall positive impact on society and on the promotion and protection of human rights.


 * Social status** - having an either achieved or ascribed position on the social hierarchy; achieved status is one that can be earned through achievement and the ascribed position is obtained by inheriting the position. According to anthropological or sociological definitions, it may refer to the honour and prestige associated to one's position in society. Social status may also include the rights, duties and privileges associated to the position. ([]) Group definition may have their foundations in social status. "It is the identification with a certain social status, the common history that social status produces, and self-identification that define the group as a group." (Young 1990, P 45)

**Social studies-** the "integrated study of the [|social sciences] and [|humanities] to promote [|civic] competence," as defined by the [|National Council for the Social Studies] .[|[1]] Social studies is most commonly recognized as the name of a course or set of courses taught in [|primary] and [|secondary schools] or elementary, middle, and high schools, but may also refer to the study of particular aspects of [|human society] at certain post-secondary and tertiary schools around the globe.


 * Social theories (social analysis)-** are theoretical frameworks which are used to study and interpret social phenomena within a particular school of thought. (http://en.wikipedia.org/wiki/Social_theory)


 * Social wage** - a guaranteed socially provided income not tied to the wage system (Young, 53)


 * Sociodrama -** a dramatic play in which several individuals act out assigned roles for the purpose of studying and remedying problems in group or collective relationships.[|[1]] It was developed by social scientist [|Jacob L. Moreno] to explore [|sociological] interests using the techniques he originated in [|psychodrama] for [|psychology].


 * //Socio-economic//** – that which includes both social and economic factors. Addressing one element of the term often has implications for the other, for instance addressing literacy skills will improve one’s social and community involvement, while increasing the economic situation that comes with employment.


 * //Sociopolitical -//** of, pertaining to, or signifying the combination or interaction of social and political factors:

the sociopolitical environment in Japan. //**Sociology**//: The study of patterned social behaviour which constitutes a social system or society, a term originally coined by French social theorist Auguste Comte. Sociologists explore result of social interaction, and thereby seek to explain the development of new institutions or new types of society. (The Barnes and Noble Encyclopedia) //**Sociometry**//: A technique for mapping social networks. The networks are based on respondents ranking those people they find more and those less desirable;the technique could be used by psychologists to build a theory of association between people. (The Barnes and Noble Encyclopedia)

In addition... The word sociometry comes from the Latin "socius," meaning social and Latin "metrum," meaning measure. As mentioned above, sociometry is a way of measuring the degree of relatedness among people. Measurement of relatedness can be useful not only in the assessment of behaviour within groups, but also for interventions to bring about positive change and for determining the extent of change. For a work group, sociometry can be a powerful tool for reducing conflict and improving communication because it allows the group to see itself objectively and to analyze its own dynamics. It is also a powerful tool for assessing dynamics and development in groups devoted to therapy or training. [] A useful working definition of sociometry is that it is a methodology for tracking the energy vectors of interpersonal relationships in a group. It shows the patterns of how individuals associate with each other when acting as a group toward a specified end or goal (Criswell in Moreno, 1960, p. 140).

Choices are always made on some basis or //criterion//. The criterion may be subjective, such as an intuitive feeling of liking or disliking a person on first impression. The criterion may be more objective and conscious, such as knowing that a person does or does not have certain skills needed for the group task. When members of a group are asked to choose others in the group based on a specific criteria, everyone in the group can make choices and describe why the choices were made. From these choices a description emerges of the networks inside the group.
 * Sociometric Criteria**


 * Sociogram** - A drawing, like a map, of those networks from sociometric criteria


 * Sociomatrix** - The data for the sociogram may also be displayed as a table or matrix of each person’s choices. Such a table is called sociomatrix


 * Solidarity**- A union of interests with responsibilities. Individuals construct social movements based on the idea of trust. The integration and ties of the people are bonded by a common ideal. These ideals can be based on kinship or theories. Strong loyalty and trust of the group allow the social group to oppose any individuals who oppose their ideals.


 * Sound relationships:** A principle of effective adult education according to Vella (2002). A sound relationship between an educator and learner is one that "involves respect, safety, open communication, listening and humility" (Vella, 2002).


 * //Souse//**-to plunge into water or other liquid; immerse; to drench, as with water; to dash or pour, as water;to steep in pickling brine; pickle.

Also a slang for intoxicated, drunk.

**Sovereignty**: supreme excellence or an example of it, freedom from external control, supreme power especially over a political body, controlling influence. For example, upon leaving her home she felt that she had achieved sovereignty for the first time in her life. []

"the power of women doctors and medicine people, the gender balance that is built into our ceremonies, and the affirmation of women through our female-centered creation stories
 * Spiritual authority**: in Aboriginal communities, the authority over

Wikipedia ([]) Vella describes that Quantum thinking recognizes the universe as a self-regulating system where spontaneity is part of the intrinsic order. (Vella 2002)
 * spontaneity**- is an adjective that means seeming to occur through self-generation, by one's own means, or in a way requiring no outside influence or help.


 * Specialized adult literacy** - literacy that is directed at a particular group and has a specific focus such as parenting, employment, English as a Second Language

**Squatter Settlement**: considered as a residential area in an urban locality inhabited by the very poor who have no access to tenured land of their own, and hence "squat" on vacant land, either private or public. (http://www.gdrc.org/uem/define-squatter.html)

Stakeholder
1.the [|holder] of the [|stakes] of a wager. 2.a person or group that has an investment, share, or interestin something, as a business or industry. 3. // Law //. a person holding money or property to [|which] two ormore persons make rival claims.

**2.** Complete or utter; extreme: //stark poverty; a stark contrast.// **3.** Harsh; grim:[] international trade groups and monetary unions, multinational consortia, and other facets of power and exchange. (Newman, 2006)
 * Stark** - **1.** Bare or blunt: //"His language has become increasingly stark, to the point of sounding strident" (Robert Pear).//
 * The State**: Can be used synonymously with "the System". However, the system is a more comprehensive concept, and includes transnational corporations, international agreements,


 * Status quo** - The present condition. The way things are. The general state of things or situations. Maintaining the status quo: keeping things/situations the way they are; existing state of affairs.


 * Status quo paradigm of service-learning:** A form of service learning that embraces the charity model; promotes a view of citizenship that the students are the 'fixers' by allocating resources such as money, food, shelter, knowledge, labor, or time to groups with fewer resources, that need 'fixing'. Though this charity paradigm often helps to increase self awareness and a sense of citizenship of the students, it is less likely to engage students in challenging the systems and practises that create the 'problem of poverty' (Verjee 2007).

1. Erroneous, relatively fixed, simplistic, and mostly [|negative] [|generalization] (based commonly [|on] bigotry, ignorance, and [|prejudice]) [|held] to be true about certain [|individuals] or [|groups]. http://www.businessdictionary.com/definition/stereotype.html 2. to mean the fixed, narrow ‘pictures in our head’, generally resistant to easy change. It usually carries a pejorative meaning—in contrast to the sociological process of typification. //A Dictionary of Sociology//. John Scott and Gordon Marshall. Oxford University Press 2009. //Oxford Reference Online//. Oxford University Press.
 * Stereotype:**

Function: noun Inflected Form(s): plural stig·ma·ta \stig-ˈmä-tə, ˈstig-mə-tə\ or stig·mas Etymology: Latin stigmat-, stigma mark, brand, from Greek, from stizein to tattoo — more at stick Date: circa 1593 1 a archaic : a scar left by a hot iron : brand b : a mark of shame or discredit : stain  c : an identifying mark or characteristic; specifically : a specific diagnostic sign of a disease 2 a stigmata plural : bodily marks or pains resembling the wounds of the crucified Jesus and sometimes accompanying religious ecstasy b : petechia 3 a : a small spot, scar, or opening on a plant or animal b : the usually apical part of the pistil of a flower which receives the pollen grains and on which they germinate (http://www.merriam-webster.com/dictionary/stigma)
 * Stigma** Pronunciation: \ˈstig-mə\


 * Storyteller** - is the conveying of events in words, images and sounds often by improvisation or embellishment. Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation and in order to instill moral values. In the native culture, storytellers are those who carry a rich body of cultural knowledge that they impart through the traditional stories of their peoples; they be used as a tool to assist Native adults to move forward in their personal growth and to advance the collective development of the people (Anderson, 2006, p. 123).

Strategic planning is where a strategy is defined an/or direction and is then pursued. Strategic planning helps to form a roadmap for success and provides guidelines to follow in order to perform a task. Strategic planning = planned out strategies.
 * Strategic planning:**

(strf) //n.//**1.** Heated, often violent dissension; bitter conflict. See Synonyms at [|discord].**2.** A struggle, fight, or quarrel.**3.** Contention or competition between rivals.**4.** //Archaic// Earnest endeavor or striving. [Middle English, from Old French , from Frankish .] || The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved.
 * stratification**: the creating of layers of power within society; creating social class and disadvantage ([|Wikipedia])
 * strife

A Dictionary of Sociology. John Scott and Gordon Marshall. Oxford University Press 2009. Oxford Reference Online. Oxford University Press.
 * structuralism** n. "any approach which regards social structure (apparent or otherwise) as having priority over social action,"and even prior to this approach is "the idea that that we can discern underlying structures behind the often fluctuating and changing appearances of social reality"


 * Structural oppression** "designates the disadvantage and injustice some people suffer not because a tyrannical power coerces them, but because of the everyday practices of a well-intentioned liberal society" (Young, 1990, p. 41.

**Structured Social Movements** –are movements that are highly organized.They have elements of an organization like a headquarters, an elected leader, a membership, have policy documents, and have clear vision of what they want to achieve. Usually have histories and traditions.

Student, mature:
an individual who does not meet the entrance requirements of an institution and is over 21 years of age. Mature students may receive consideration for admission to a degree program either on a full-time or part-time basis

.
 * Subjectivity** refers to the individual experience and interpretations of things as they are perceived by each individual/subject. Many hard sciences strive to remove subjectivity from their field. Even in the humanities such attempts can be observed. In the case of the so-called New Archaeology or Processual Archaeology an intellectual discourse started in the 1960s that basically challenged the way archaeologists could understand the past. New Archaeology demanded a firm basis of scientific method, including experiments and deduction to interpret the past rather than simply describe it. The counter movement is known as Postprocessual Archaeology which puts archaeology firmly in the sphere of humanities, specifically history, and sees archaeology more like reading a text. The two schools of archaeology are also divided along Old World/New World with Processual Archaeology being popular in North America while Postprocessual Archaeology is a school led by British and Europeans archaeologists.

(sb-vûrsv, -zv) //adj.//Intended or serving to subvert, especially intended to overthrow or undermine an established government: "Sex and creativity are often seen by dictators as subversive activities"(Erica Jong). //n.//One who advocates or is regarded as advocating subversion. The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved.
 * sub·ver·sive
 * sub·ver[[image:http://img.tfd.com/hm/GIF/prime.gif align="absBottom"]]sive·ly** //adv.//**sub·ver[[image:http://img.tfd.com/hm/GIF/prime.gif align="absBottom"]]sive·ness** //n.// ||


 * Strategic Map** - diagram that is used to document the primary strategic goals being pursued by an organization or management team.

Student-centred learning, that is, putting students first, is in contrast to [|teacher-centred learning]. Student-centred learning is focused on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning. This classroom teaching method acknowledges [|student voice] as central to the learning experience for every learner. Teacher-centred learning has the teacher at its centre in an active role and students in a passive, receptive role. Student-centred learning requires students to be active, responsible participants in their own learning. []
 * Student-centred learning** (or **student-centered learning**; also called **child-centred learning**) is an approach to [|education] focusing on the needs of the [|students], rather than those of others involved in the [|educational] process, such as [|teachers] and administrators. This approach has many implications for the design of [|curriculum] , [|course] content, and interactivity of courses.


 * //Subsistence -//** means of supporting life; a living or livelihood.


 * Surface level processing** - skill/knowledge is learned at a fairly simple level, involving little of the cognitive, affective or physical capacities of the learner. Related term: rote learning, lower order thinking.


 * Sweat-shop** - (Also know as 'sweat factory') is a working environment with unhealthy conditions that are considered by many people of industrialized nations to be difficult and dangerous, usually where the workers have few or no opportunity to address their situation. This can include exposure to harmful materials, hazardous situations, extreme temperatures or abuse from employers. The wages are low, hours of work are long and unregulated, there is no or very poor medical coverage and facilities available and child labor laws are usually violated. []


 * Syllablisation** **:** the act, process, or method of forming or dividing words into syllables. This technique until the 60s when this technique was replaced by constructivism when they a learner would look at the psychogenesis of language in work as whole concepts in context, not just with fragments of words.

**Sympathetic** - existing or operating through an affinity, interdependence, or mutual association


 * Synchronicity**- is when two or more events, that are related, happen together in a meaningful way.The events must not likely occur together under normal circumstances. http://en.wikipedia.org/wiki/Synchronicity or page 154-155 in Learning to Listen Learning to Teach


 * Synchronous learning** refers to a group of people learning the same things at the same time in the same place. This is the type of pedagogy practiced in most [|schools] and [|undergraduate] programs, but not in [|graduate] programs. Lecture is an example of synchronous learning in a face-to-face environment and with the advent of web conferencing tools, people can learn at the same time in different places as well. For example, use of instant messaging or live chat, webinars and video conferencing allow for students and teachers to collaborate and learn in real time.

Syncretism also occurs commonly in expressions of arts and culture
 * Syncretism ** is the attempt to reconcile contrary beliefs, often while melding practices of various schools of thought. The term means "combining," . Syncretism may involve attempts to merge and analogise several originally discrete traditions, especially in the theology and mythology of religion, and thus assert an underlying unity allowing for an inclusive approach to other faiths.

Symbiotic- (adj.) 1.) close coexistence and interaction of two different organisms usually to the advantage of both. 2.)a mutually advantageous association. (Oxford Essential Dictionary, 1998) (tby-lt) //tr.v.// **tab·u·lat·ed**, **tab·u·lat·ing**, **tab·u·lates****1.** To arrange in tabular form; condense and list.**2.** To cut or form with a plane surface.//adj.// (tby-lt, -lt) Having a plane surface. [Latin, //writing// + [|-ate].] The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved.
 * The System - Habermas (1984, 1987)** the process of exchange that make up the economy, and the political and administrative controls that make up the social structures within which we all live; an object of study and a site for action (Newman, 2006)
 * tab·u·late
 * tab[[image:http://img.tfd.com/hm/GIF/lprime.gif align="absBottom"]]u·la[[image:http://img.tfd.com/hm/GIF/prime.gif align="absBottom"]]tion** //n.// ||

//v.////intr.// To give instruction, especially as an occupation. http://www.thefreedictionary.com/teach
 * Teach**:
 * 1.** To impart knowledge or skill to: teaches children.
 * 2.** To provide knowledge of; instruct in: teaches French.
 * 3.** To condition to a certain action or frame of mind: teaching youngsters to be self-reliant.
 * 4.** To cause to learn by example or experience: an accident that taught me a valuable lesson.
 * 5.** To advocate or preach: teaches racial and religious tolerance.
 * 6.** To carry on instruction on a regular basis in: taught high school for many years.

**Teacher-centredness** - A learning environment where the teacher is the authority in the classroom and directs all aspects of the learning environment including setting goals, determining objectives, assessment, etc. Related terms/concepts: pedagogy, behaviourism, liberalism. http://www.nald.ca/adultlearningcourse/glossary.htm


 * Teaching Perspective** - Perspectives on teaching closely follow five approaches to teaching that determine a teacher or potential teacher's beliefs and techniques on teaching. These include Transmission, Apprenticeship, Nurturing, Developmental, and Social Reform. Individuals usually have one dominant perspective, several back-up perspectives, and one recessive perspective.

Method in which two or more teachers teach the same subjects or theme, by alternating teaching the entire group or divide the group into sections or classes that rotates between them.
 * Team teaching**

(http://dictionary.reference.com/browse/teamwork?&qsrc=) Teamwork encourages individuals to actively participate and to share ideas with others. Those who do not participate in class discussions will have a chance to participate in this manner. Overall, it provides a dynamic learning approach to students.
 * Teamwork** - cooperative or coordinated effort on the part of a group of persons acting together as a team or in the interests of a common cause.

**Technical Knowledge:** adaptive, publicly transferable information or skills. (Vella, 2002 p. 82).

The stated goal of a Technocratic society is to //provide the highest standard of living possible to all citizens for the longest period possible.// Technocracy is not a form of government. Technocracy is instead a method of control of technology. It outlines the basic operating characteristics for a high-energy, abundance-producing society. Some areas may simulate social control, but instead of enforcing laws to achieve this, Technocracy instead is designed to provide an environment that will facilitate behaviour conducive to this operating environment. People will have as much personal freedom, or likely even more, than in any modern democratic society. The technical controls of Technocracy are not interested or designed to interfere in people's lives, only instead to provide the best standard of living with which people can enjoy life. (//Retrieved October 02, 2009, from// [])
 * Technocracy** -

**Technocracy** is a form of government in which [|engineers], [|scientists] , health professionals and other technical experts are in control of [|decision making] in their respective fields. The term //technocracy// derives from the Greek words //tekhne// meaning //skill// and //kratos// meaning //power//, as in //government//, or //rule//. Thus the term technocracy denotes a system of government where those who have knowledge, expertise or skills compose the governing body. In a technocracy decision makers would be selected based upon how highly knowledgeable they are, rather than how much [|political capital] they hold. []


 * Technocratic education:** “To trivialize or dismiss outright the life experience of learners. This requires labeling certain uses of language as correct, certain kinds of knowledge as valuable.” (Arnold,20) For example using the dominate group’s ideas as realistic and important such as the way they talk etc.

[]
 * Technique:** a strategy used to accomplish a task or activity.


 * Thematic Analysis:** Paulo Freire's (1972, as cited in Vella, 2002, p.6) term for a way of listening to the themes of a group; the listening effort between teacher and student, which is called a learning needs and resources assessments that is both a practice and principle of adult learning (Vella, 2002, p. 6)


 * Flower Power**

This versatile tool is used to link the social identity of the educator and the people he or she works with. the "petals" represent each aspect of social identity. (Arnold et al., 1983).

**Thrownness** ( [|German] : //Geworfenheit//) is a concept introduced by German philosopher [|Martin Heidegger] to describe the interactions of the [|subject] with its surroundings in the everyday life, that causes it to act upon instincts, immediate reactions to other people's language and actions, "flow with the situation," and immediate interpretations. Once one accepts that to not act is also an action, Heidegger notes that one is 'thrown' into situations without being able to reflect on them first, for to reflect on them (not act) is also something that can be interpreted as an action. One therefore must rely on instinctual interpretations, and go with the flow.[]


 * Traditional Education** **(Freire's view)**-According to Freire, this type of education offends the freedom and autonomy of students and domesticates them since it emphasizes the transfer of existing knowledge to passive objects who must memorize and repeat this knowledge. For Freire, this type of education is a form of violence for in imposing curricula, ideas, and values, it submerges the consciousness of the students and produces an alienated consciousness since students are not actually involved in a real act of knowing, but are rather given a ready-made view of social reality. The aim of this education in Freire's view is not to understand the self but to change the individual according to alien goals. (Elias, J & Merriam, S. 2005)

2 : the state of being trained-Merriam Webster
 * Training:** 1 : the act, process, or method of one that trains b : the skill, knowledge, or experience acquired by one that trains


 * Transference** - the process whereby emotions are passed on or displaced from one person to another ([])


 * Transformational approach** - ranges from participatory to top-down. Involves collective reflection and action. Participants include oppressed people and those allied to their interests. The goals of this approach are to change power relations and to transform socio-economic systems (Arnold, 23).

Transformative Learning - Transformative learning is the process by which we call into question our taken for granted frames of reference (habits of mind or mindsets) to make them more inclusive, discriminating, open, and reflective so that they may generate beliefs and opinions that will prove more true or justified to guide action. Transformative learning often involves deep, powerful emotions or beliefs and is evidenced in action. (transformativelearning.com)/Transformative learning is engaging in learning where one questions own assumptions and beliefs in order to grow as a person. <span style="display: block; font-family: times,helvetica,sans-serif; font-size: 14px; line-height: normal;"> A s learners become aware of their abilities to participate in the creation of knowledge, their perspectives of themselves and their worlds change. Learners actively challenge their own beliefs, actions, and opinions, while required a great deal of critical thinking. Also concerned with conscientisation/consiousness raising, the creation of counter-hegemonic knowledge, the construction of alternatives and with the action that must flow from a new “reading” of the world” (Endresen & von Kotze, 2005, p.433).
 * Transformational Learning** -

Transformational learning is taken to a political level when individuals understand past experiences within the context of the critical theory. (Kolins, 2005) []
 * Transforming Dangerous Spaces -** a project which used theatre to investigate potentials for coalition across difference within women's activist communities


 * Transience -** for a short time only; temporary or transitory. For example, "the transience of women's participation was one of the greatest challenges of creating a literacy program at WISH" (Alderson et. al, 225).


 * Thematic**: Of, relating to, or being a theme: a scene of thematic importance.


 * Transmission Perspective** - a perspective on teaching that is shaped and guided by the content and it is the teachers job to accurately represent that content and productively manage learning. Teachers are expected to possess the knowledge that learners require and delivery of content is done by identifying a structure and then reducing it into smaller pieces for teaching. Transmission teachers tent to have a deep respect and entusiasm for the content. This method of teaching is dominant in public schools and formal training. (Pratt, 2005, pg. 66, 218-25)


 * Transtheoretical Model:** or sometimes referred to as the TTM, is a stages of change model. It is used to assess an individuals readiness to change behaviors. The five stages in order include, 1. Precontemplation, 2. Contemplation, 3. Preparation, 4. Action, 5. Maintenance, 6 Termination. (http://en.wikipedia.org/wiki/Transtheoretical_model).

[]
 * Triangulation -** In the [|social sciences], **triangulation** is often used to indicate that more than two methods are used in a study with a view to double (or triple) checking results. This is also called "cross examination" The idea is that one can be more confident with a result if different methods lead to the same result. If an investigator uses only one method, the temptation is strong to believe in the findings. If an investigator uses two methods, the results may well clash. By using three methods to get at the answer to one question, the hope is that two of the three will produce similar answers, or if three clashing answers are produced, the investigator knows that the question needs to be reframed, methods reconsidered, or both.


 * True Dialogue:** Dialogue that is true can "transform us by transforming our understanding of ourselves in relations to our social, cultural and political worlds. It can transform our conception of knowledge. It can alter our consciousness. We cease considering knowledge as 'an object to be possessed' and thinking of it as being 'as open and dialectical as the movement and development of reality we must constantly and endlessly seek to comprehend' (Allman 2001, in Newman 2006, p. 111)


 * "True generosity":** Used to Friere (1970, 1999) to describe transformative paradigms in service learning, whereby the vision "fights to destroy the causes that nourish 'false charity' and dismantle the colonial and patriarchal structures and relationships that give rise to disadvantage (Verjee 2007)."

- derived from the Old Norse //treysta//, meaning "giving"; and related to Middle English "trist" and "true"; - also related to the German //trousten//, meaning "to comfort"; and the Gothic //trausti//, meaning "covenant". (Weekly, Ernest. (1967/1921). //Etymological Dictionary of Modern English//. 2 vols. NY: Dover.)
 * Trust**:

i) "confident expectation of something, hope"; ii) "the condition of having confidence reposed in one, or of being entrusted with something; the obligation or responsibility imposed on one in whom confidence is placed or authority is vested or who has given an undertaking of fidelity; iii) "to given credence . . . to (a statement); to rely upon the veracity or evidence of (a person, etc.); iv) "to commit the safety of (something) with confidence to a place, etc., to or with a person; to entrust; to place or allow (a person or thing) to be in a place or condition or to do some action, with expectation of safety or without fear of the consequences." (Shorter Oxford English Dictionary [OED])

In these definitions of trust, there is a weight of emotion in such words as fidelity, safety, comfort, covenant, hope, fear of consequences, and so on. In my experience as an adult learner, In the learning exchange between learner and educator trust is critically important. Because we are "giving" (treysta) the gift of ourselves into the hands of the educator. And we are expecting, or 'hoping' to trust in the educator's knowledge ("credence") and sensitive response to our vulnerabilities ("to comfort", and "fidelity"), of which we are highly self-conscious.


 * uncertainty** - in quantum theory, the Heisenberg uncertainty principle states that certain pairs of physical properties, like position and momentum, cannot both be known to precision. That is, the more precisely one property is known, the less precisely the other can be known. This is not due to imprecise measurements; it is rather a fundamental property of nature. Vella’s (2002) characterization of the quantum concept of uncertainty as “every theory is constantly being constructed by application to new context” (p 31) bears little relationship to the actual concept of uncertainty in quantum theory.


 * Understanding:** A psychological process related to an abstract or physical object, such as, person, situation and message whereby one is able to think about it and use concepts to deal adequately with that object. With accumulated knowledge, we are capable of understanding concepts more quickly which differentiates adult learning to youth education.

<span style="background-color: #ffffff; color: #333333; display: block; font-family: verdana,arial,helvetica,sans-serif; font-size: small; text-align: left;">1. to give careful attention to: <span class="hwc" style="font-family: Georgia,Verdana,Arial,Helvetica,sans-serif;">He did not heed the warning.
 * Unheeded**: verb (used with object)

===Unlettered - is an adjective used to describe one that is uneducated, untutored, ignorant. The term unlettered can be used synonymously with "illiterate". http://dictionary.reference.com/browse/unlettered===


 * Unstructured Social Movement:** A social movement with no real structure. Often involves a group of widely dispersed individuals with no centralized structure, and many undisputed congregations of power. Have little or no agreed vision of a future. Individuals are also more likely to be motivated by an intense motivation (Newman, 2006).

([])
 * Ujamaa** is a Swahili word that means “familyhood and respect for all” (Vella 2000, p. 80). Julius Nyerere, the first President (1962-1985) of independent Tanzania, used this word to describe the form of socialism that he believed in and that he called “African socialism.” //Ujamaa// describes traditional rural African village life where there is no distinction by class or caste and where everyone regards each other – and takes responsibility for each other – as members of one extended family. Nyerere wanted to build a modern Tanzanian society on the basis of //ujamaa// rather than on the basis of competition or exploitation; he wanted everyone to regard each other as equals, brothers and sisters, in one family. Nyerere believed the practice of //ujamaa// had the potential of creating unity throughout the African continent. (Source: [])
 * Utilitarian** - designed to be useful or practical rather than attractive

**Utterance - when analyzing spoken language, an utterance is a complete vocal unit of speech often preceded and followed by silence. http://dictionary.reference.com/browse/utterance**
= Vaccinate = 1.to inoculate with the [|vaccine] of cowpox so as to render the subject immune to smallpox. 2 ** . **to inoculate with the modified virus of any of various other diseases, as a preventive measure.


 * Validity Claims -** When someone speaks with someone else with the intention of reaching an understanding, whether the speaker knows it or not, he or she are making claims to truth, rightness and sincerity. (Habermas, 1984, in Teaching Dialogue) Such validity claims can be considered criticizable since they can be tested and questioned to determine it's truthfulness, rightness and sincerity. Haberman states that in an ideal situation, everyone present seeks to redeem these validity claims. ( Newman, 2006 )

-gahr-diz- uh m) //noun//- the beliefs and activities of persons who consider themselves to be leaders in a particular field or school of thought. (//In Dictionary.com. Retrieved September 28, 2009 from// [])
 * Vanguardism** - (Arnold, Burke, James, Martin, Thomas pg. 22) Pronunciation: (
 * van**

en.wikipedia.org/wiki/Vanguardist )
 * Vanguardist** - used in context of revolutionary struggle, vanguardism is a strategy whereby an organization attempts to place itself in the centre of the movement, and steer into the direction consistent with its ideology (

I. M. Young describes violence against some social groups, such as homosexuals, African Americans and women to be violence as a face of oppression. This kind of violence is random and attacks are unprovoked on persons who are in these social groups and who are marginalized by dominant groups, while motives of the violence are simply for the reason that they are the members of the social groups. She finds systematic characteristics of violence through violence from racism and violence against women or homosexuals, which has caused violence as oppression to become defined as a social practice.(Young,1990,p 61)
 * Violence** is the expression of physical or verbal force against one or more people, compelling action against one's will on pain of being [|hurt].[]


 * Violent action** - involves damage to property and injury to people. This may not involve the direct act of violence, instead the individual can place themself in a situation where they may provoke or be subject to violence (Newman, 2006, p. 226).

a social network of individuals who interact through specific media, potentially crossing geographical and political boundaries in order to pursue mutual interests or goals. One of the most pervasive types of virtual community include social networking services , which consist of various online communities ([]).
 * Virtual community -**


 * Vision Building:** a technique outlined by Jane Vella that encourages participants to consider what their lives will be like after taking part in/acquiring the skills offered throughout the duration of the present course (Vella, p. 249).

Visual learners prefer graphical explanations and pictures. They look for visual representation of information. Philosophical conceptions may be better understood through visual representation. - <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">A proven teaching method in which <span style="background-color: initial; font-family: Arial,sans-serif; font-size: 10pt;">graphic organizers <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">, such as webs, <span style="background-color: initial; font-family: Arial,sans-serif; font-size: 10pt;">concept maps <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;"> idea maps, and slide shows are used to help students of all ages think and learn more effectively.
 * Visual Learning**


 * Volunteer -** A person who works on behalf of others or a particular cause without payment for her/his time and services. Volunteering is generally considered an altruistic activity, intended to promote good or improve human quality of life, but people also volunteer for their own skill development, to meet others, to make contacts for possible employment, to have fun, and a variety of other reasons that could be considered self-serving. ([])

<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; line-height: 16px;"><span class="labset" style="color: #333333; display: inline; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; font-style: normal; line-height: 1.25em; margin: 0px; padding: 0px;"><span class="ital-inline" style="color: #333333; display: inline; font-family: Georgia,Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px;">//<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">Law // <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">. <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;"><span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">an instrument, issued by a magistrate, authorizing an officer to make an <span style="background-color: transparent; color: #333333; cursor: default; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">arrest, <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">seize property, make a __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px;">[|search] __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">, <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">orcarry a judgment into execution. <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">( [])
 * Warrant** - There are many different types of warrants, however in the case of our reading "literacy for Woman on the Street" a warrant is:

<span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 1em; line-height: 19px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 5px; padding-left: 3px; padding-right: 0px; padding-top: 0px;">**Weber, Max** (1864-1920) was a German sociologist and political economist. He studied first in Berlin and later received his habilitation at the University in Heidelberg about Roman Agriculture from the point of law and property rights. After several positions at the University of Berlin, Freiburg, and later Heidelberg he had to retire due to a nervous disease in 1903. Weber was politically quite active and promoted a very nationalistic position. Weber’s most anticapted and influential work was published in 1920 as '"Protestant Ethic and the Spirit of Capitalism" in which he discussed the impact of capitalism on society and social behaviour. In his view Protestant Ethic in the Western World with its values actually paved the way to capitalism and bureaucracy. His approach to economics in general were very much seen through an authoritarian prism. F.K. Ringer, Max Weber – an intellectual biography (2004)


 * White supremacy:** is the belief, and promotion of the belief, that [|white people] are superior to people of other [|racial backgrounds]. The term is sometimes used specifically to describe a [|political ideology] that advocates the [|social] and [|political] dominance by whites.[|[][|1][|]] White supremacy, as with racial [|supremacism] in general, is rooted in [|ethnocentrism] and a desire for [|hegemony],[|[][|2][|]] and has frequently resulted in violence against non-whites. (Wiki) Synonymous with Eurocentric.


 * Workshop:** a usually brief intensive educational program for a relatively small group of people that focuses especially on techniques and skills in a particular field-Merriam Webster
 * Worldview** - A worldview describes a consistent (to a varying degree) and integral sense of existence and provides a framework for generating, sustaining, and applying knowledge. (Wikipedia).
 * WWW question- "Who needs What as defined by Whom?" Question coined by Tom Hutchinson of the University of Massachusetts School of Education, Amherst (1978) as a way to help educators discover the learning needs and resources (LNRA) of their group of students. (Vella, p. 64).**

http://www.oikoumene.org/
 * World Council of Churches:** A global fellowship that includes more than 300 churches. This organization includes beliefs that treat God as a saviour. It is one of the broadest and inclusive organization.

<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">Is the opposite of ethnocentrism and refers to the ideas that our own cultural group is not the central culture and instead focuses on aspects of the other culture as being equally important. (1) Also the belief of xenocentrism holds other cultures as superior to one’s own cultural identity. (2)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 20px;">Xenocentrism **

<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">References
 * 1) Southern Nazarene University 2001. Culture. Word Xenocentrism. Available from: <span style="font-family: 'Times New Roman','serif'; font-size: 20px;">[|http://home.snu.edu/~hculbert/ethno.htm]
 * 2) Johnson, Allan G. (2000), //The Blackwell dictionary of sociology: a user's guide to sociological language// (2 ed.), Wiley-Blackwell, p. 351, ISBN 9780631216810

- an unreasonable fear or hatred of foreigners or strangers or of that which is foreign or strange. (http://dictionary.reference.com/browse/xenophobia?&qsrc=)
 * Xenophobia** - dislike or fear of people that are different from oneself (often from other countries). Form of racism.

<span style="display: block; height: 1px; left: -40px; line-height: normal; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -18pt; top: -25px; width: 1px;">1. Johnson, Allan G. (2000), //The Blackwell dictionary of sociology: a user's guide to sociological language// (2 ed.), Wiley-Blackwell, p. 351, [|ISBN] 9780631216810