Women's Education des femmes, Winter 1992-93 - Vol. 10, No. 1 & Spring 1999, Vol. 13, No. 1
Child abuse and violence against adolescent and adult women is a serious societal problem. If the problem is ever going to be effectively addressed, it must be through prevention. In this article, the author discusses several key components which any successful prevention program must incorporate.
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, Fall 1988 - Vol. 6, No. 4
Authors: Diana Ellis
This article examines “grounding assumptions” developed by the Women's Research Centre, Vancouver, British Columbia, concerning women's work and its contribution to the economy. These grounding assumptions are statements used in discussion groups, as the basis for talks and workshops, and for helping other groups to develop their own grounding assumptions to reflect their particular community
Women's Education des femmes, Spring 1999 - Vol. 13, No. 1
Authors: Diana Ellis
This article examines the tactic of working with community women to develop "grounding assumptions" about women and their place in the economy, which can be used to develop action strategies suitable to their needs.
Grounding assumptions present a basic analysis of a situation and offer a useful place for discussion to start. They are statements that need not be broken down any further; statements that can begin comfortably with "We believe that…"
A Kit about Violence and Women's Education for Adult Education and Adult Learners
Most of us believe that the right to education, from kindergarten through high school, is fundamental. However, not everyone is able to fully enjoy that right; not everyone is able to obtain an education that is empowering, relevant, safe and useful. Women who have lived in violent homes, who have been subjected to physical or sexual abuse, who have experienced systemic violence such as that experienced by many women at residential school, did not receive an education that was safe, empowering, relevant or useful.
This kit about violence and women's education was designed for adult educators and learners. It's main concern is to look at how violence affects a woman's education and her ability to learn. Violence has many faces; it can be of a physical nature, emotional, sexual, racist or concerning one's spirituality. The Canadian Congress for Learning Opportunities for Women (CCLOW) established a national working group to oversee this project, with women from all parts of the country contributing to the pilot workshops.
In the document are sections on describing the barriers to women's education, sharing our experiences, creating a better learning environment and resources such as workshop guidelines, a guide to survivor's language, as well as publications, kits and videos to be used as references.
This kit is designed for adult educators and is CCLOW's way of sharing some of our experiences and ideas gathered from documents we have produced in the past and workshops we have conducted across the country . We also hope it will encourage you to think about the issues raised here, to use the ideas and techniques discussed by our authors, to share this material with your learners, to adapt and/or expand these ideas so they suit your learners, and to collect materials from your community.
The kit is available at a cost of $8 plus $2 postage & handling & GST, from CCLOW, 47 Main Street, Toronto, ON M4E 2V6, Tel. (416) 699-1909, Fax (416) 699-2145. E-mail : email@example.com
ISBN 0-921283-13-X (96.11.04)
Women's Education des femmes, Fall 1986 - Vol. 5, No. 1
Authors: Amber Cooke
A group of women from the burlesque/striptease field wanted to develop a self-help support group. They saw themselves as a group marginalized by society and largely ignored by the existing social service system.
A pilot program was implemented and the author was hired as a leader. In this article, the author discusses this life skills coaching program.
Women's Education des femmes, 1979-1989 - Vol. 7, No. 2
Authors: Randi R. Warne
1989 marked the tenth anniversary of CCLOW. It was also the 60th anniversary of one of the most famous cases in Canadian legal history, the famous Person's Case, in which women were declared legally "persons" in the matter of rights and privileges, as well as in the matter of pains and penalties.
This article is about one of the five women who brought the Person's Case through the Canadian Supreme Court right up to the Judicial Committee of the Privy Council in Britain, Nellie McClung (1873-1951), celebrated novelist, essayist, suffragist, and political activist.
Women's Education des femmes, Winter 1991 - Vol. 8, No. 3/4
Authors: Judith Clayden
This article is about the Northern Women's Resource Service (NWRS), a grassroots organization whose aim is to improve the situation of women and their families in the social, economic, and political spheres. The official opening of a base office of the NWRS in Flin Flon, Manitoba, happened in late August of 1991.
Women's Education des femmes, Spring 1995 - Vol. 11, No. 3
Authors: Bev Suderman
The author examines why it is that after years of trying to improve women's literacy skills globally, they continue to be low and, in fact, are declining rather than showing signs of improvement.