Abstract
As a field, adult basic education (ABE) has been slow to address racial injustice or to consider how racism informs commonly-held, deficit-based beliefs about adult literacy students. This ethnographically-grounded research article utilizes Critical Race Theory (CRT) and Yosso's (2005) framework of community cultural wealth to highlight the culturally-grounded assets two ABE learners brought to their reading class. I argue that increased acknowledgement of community cultural wealth could improve services to the many racially marginalized adults who participate in publicly-funded ABE programs.
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