Women's Education des femmes, Sept. 1989 - Vol. 7, No. 3
Authors: Linda McDonald
In this article, written in 1989, changes made by the Department of Indian and Northern Affairs (DIAND) to post-secondary education funding guidelines are discussed. The changes embittered First Nations people and resulted in protests across the country. The controversy left the Canadian public confused and unsure what to think about the issue. With media reports of large sums of money given "gratis" for a seemingly indeterminate number of years for native post-secondary education, many Canadians reacted angrily and denounced the policy as unfair.
This brief is in support of a National policy for Paid Skills Development Leave. Its purpose is to:
• examine the barriers that prevent women's access to Skills Development
• investigate and propose various methods and policies by which a system of Paid Skills Development Leave will function equitably in our society.
• recommend a framework within which a just and creative national educational policy can be built: one that will foster true economic equality for women in Canadian society.
Women's Education des femmes, Winter 1988 - Vol. 6, No. 1
Authors: Joan McFarland
CCLOW's New Brunswick network completed its first re-entry project in May of 1983. To be eligible at the time, a woman had to have been out of the labor force for at least three years. The successful program ran for 20 weeks, cost $75,000 and combined classes with on-the-job training. Fifteen women were trained in non-traditional jobs: security, loss-prevention, plant nursery and printing. This article presents five views of the project from some of the women involved.
Women's Education des femmes, Fall 1991- Vol. 9, No. 2
Authors: Kate Braid
In 1983, women made up about three percent of the apprenticeable trades and slightly more of the technologies. This number had barely increased from ten years before. It seems, that although there is an increase in the number of women entering the trades and technologies, many are not staying. The reason is not that they don't like the work, but because they can't stand the environment. This article discusses the differences between men and women that come clear when they meet in the context of a traditional male bastion of behaviour and language.
Women's Education des femmes, Fall 1985 - vol. 4 no. 1
Authors: Lisa Avedon
In this article, the author describes a U.N. women's conference which took place at the University in Nairobi.
Women's Education des femmes, Fall 1988 - Vol. 6, No. 4
On the Island of Cape Breton, Nova Scotia, a number of women have successfully launched new ventures. An account of their experiences provides an interesting case study for two reasons. First, women have not been traditionally involved in business in this area because development efforts have focused on resource based industries such as coal and steel. Second, women who have started new businesses are responding to government initiatives to promote entrepreneurship as a way of weaning the island off its unstable industrial based economy. If women are to be in the forefront of this economic recovery, their stories need to be told.
This article tells the stories of four woman entrepreneurs in Cape Breton.
Women's Education des femmes, March 1990 - Vol. 7, No. 4
Authors: Shauna Butterwick
CCLOW is a national feminist organization which promotes the empowerment of women through education. What kind of education leads to empowerment?
In this article, the author "re-visits" the origins and principles of consciousness raising groups, considered to be the foundation of the women's movement and of feminist pedagogy.
Women's Education des femmes, Summer 1987 - Vol. 5, No. 4
In this article, the authors examine the effects of women's studies, offered through distance education, on the women who participate in the course.
Women's Education des femmes, June 1990 - Vol. 8, No. 1
Authors: Jody Hansom
The author's premise in this article is that education in general, and literacy in particular, are gender issues. What, exactly, is the difference between the West African practice of not paying girls' school fees, and the Canadian message to female students to limit their educational horizons? Isn't the Canadian man who refuses to parent in the evening while his wife attends classes helping to deny her access to education?
Women's Education des femmes, Winter 1992-93 - Vol. 10, No. 1
Authors: Cheryl Storey
Discrimination against older women is an educational form of violence in our society. Its ultimate end rationalizes the erasure of women's individual and collective presence, energy and empowerment which often grow and develop as women age. In an ageist and patriarchal society, aging in women is not just considered "ugly," but an outright disease.
In this article, the author examines how what we learn about growing old as women serves to rationalize and perpetuate the violence committed against us throughout our lives be it through commission, omission or outright denial. Also, she examines how a crucial aspect of violence prevention in relation to older women is celebrating and re-claiming our “her stories”, our "chronologies", and our "power-from-within".