It is not a given that students see themselves as having choices and as making decisions. As an adult literacy student within an educational institution, having choices and making decisions can be unfamiliar and very risky. Making decisions and being aware of choices requires an awareness and a certain level of self-respect.

Diffusion Of Decision-Making

My observations and analysis suggest that decision-making at the Centre is not always an explicit and conscious process, but that decision-making is also diffused throughout the interactions and role-taking of teachers and students. Decisions are not always concentrated within one person or a group taking action from a range of choices. An example of such diffusion is reciprocal talk (Hurty 1995), a form of decision-making that is used informally throughout the day and acts as a power strategy to establish trust. Kate and Christina's style of leadership and instruction involves talking with students in informal ways, being available to students, being willing to talk things over and honour confidentiality. Their reciprocal talk is both speaking and listening to get a feel for the perspective of others and to verify understanding. They involve the students in group and individual discussions to check out ideas or plans, since the students are the ones most likely to be affected. Reciprocal talk is a power strategy because it is often essential to getting things done in decision making and problem solving.

My own experience of such decision-making and problem solving occurred through a shift of my research agenda in response to taking into account the ways and needs of the students. I had originally planned to post a sign-up list to schedule interviews with research participants, a procedure used at the Centre for participation in field trips and other events. But through my reciprocal talk (observations and conversations) with students I learned that it would be more effective and efficient to adopt a less formalized and more impromptu interview scheduling.

Diffusion of decision-making also occurs through the fluidity of roles, with both teachers and students assuming responsibility for the myriad of tasks and responsibilities that include the physical upkeep of the rooms and materials, and organizing and hosting events at the Centre. They claim that "we are all teachers here" (FN 10/04) and that all members of the Centre have opportunity to assume tasks elsewhere attributed to only teachers, such as initiating ideas for courses offered at the Centre and making the decisions about curriculum content. There are ongoing opportunities for students to assume responsibility in their academic work, their work for the Centre and within interpersonal relationships. The experienced students decide what to tell new students, they decide what to say and how to help one another. This occurs both informally throughout the program and formally through the group orientation.