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, Spring 1999 - Vol. 13, No. 1
Authors: Anne-Marie Pharand
In the late afternoon of December 6, 1989 in a classroom at the École polytechnique of the University of Montreal, a young man entered the room, armed with a gun. He separated the women from the men and shot at the women, accusing them of being feminists. Fourteen women died, and ten women and three men were wounded. In this article, the author discusses her personal feelings after the massacre.
Women's Education des femmes, Spring 1994 - Vol. 11, No. 1
Authors: Marie Barton
A research project was undertaken by the author, with the assistance of a group of women, adult students from a Personal Life Management course the author was facilitating. The purpose of the research project, with the help of the group of women, was to develop a list of strategies, or anything that would be helpful to teachers who are aware of violence in the lives of children they teach, but unsure as to what, if anything, they could offer.
The group of women made suggestions on what teachers could do. In this article, three of these suggestions are discussed: teacher training, continuing of contact with personnel, and women's studies courses in secondary school.
Women's Education des femmes, Fall 1996 - Vol. 12, No. 3
Authors: Susan May
In this article, the author discusses violence against women at school, at work, and at home, the effects of violence on learning, strategies to cope with violence, and hope for the future.
Women's Education des femmes, Summer 1992 - Vol. 9, No. 4
Authors: Patty Herriot
This is story of a woman's childhood of abuse and how it effected her into adulthood.
Authors: Jenny Horsman
How do experiences of violence affect learning? How can educators support
those who have been through violence to learn successfully? After many years
looking at these questions as they apply to women in adult literacy programs,
the author began research to focus on youth2 . She wanted to deepen her understanding of the complex picture of how violence affects learning, and to examine how school responses played a part in creating this picture. Most importantly, she wanted to look for ways to strengthen the possibilities of supporting learning for youth in high schools and in youth literacy and training programs.
This report focuses on the words of the interviewees, particularly the youth—both
in school and out of school—and what they tell educators and others working
in educational programs about what we can do to support learning.
Harm Reduction and Learning in Vancouver's Downtown Eastside
Authors: Betsy Alkenbrack
This report presents the findings of a research project conducted over a two-year period by Capilano College instructors as part of their work with adults with “high-risk” lifestyles (including drug use, working in the sex trade, living with violent partners and being street-involved) at two learning centres in Vancouver’s downtown east side. The instructors who manage and teach in these centres wanted to learn more about the "Harm Reduction" approach for treating drug and alcohol addiction and how they could use it to improve teaching and learning at the centres. The philosophy behind this approach is that any change in a program participant’s lifestyle must happen on their own terms, at their speed, following a path that works for them.
This report is divided into three parts:
1. Literature review on "Harm Reduction" and lessons for literacy work
2. Research on "Harm Reduction" and lessons for literacy work in Vancouver's downtown east side
3. Conclusions and recommendations
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 : firstname.lastname@example.org
ISBN 0-921283-13-X (96.11.04)
Recent research into violence and learning has revealed that violence is a reality for all individuals in society including learners in adult literacy programs and that violence has a negative impact on learning. As educators, literacy workers have a responsibility to acknowledge that violence exists in society and to promote an educational model that has peace and respect for diversity at its core. For adult literacy programs to teach and model good conflict resolution skills, it is essential to have well developed policies and procedures in place. This document has been written to accompany a workbook for learners called Making it Work that is about positive communication in the workplace environment. The goal of this document is to offer adult literacy programs a valuable and holistic resource that will assist in developing policies and procedures to deal with conflict in a proactive way.
Women's Education des femmes, Fall 1996 - Vol. 12, No. 3
Authors: Nancy Bennett
“We know now that an abusive childhood can lead to an abusive marriage and so the picture spins, reel to reel.”
In this article, the author tells of her history of abuse and how, through education and perseverance, she broke the cycle of abuse.