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To continue the discussions initatied at the 5th Annual WE LEARN (Net)Working Gathering and Conference on Women and Literacy, Kathy King and Mev Miller are editing a book of writings and artwork by adult basic education teachers/educators addressing women’s literacy issues. We invite you to make a proposal for what you’d like to contribute to this exciting venture.
Section Outlines
Section 1:
Barriers and Challenges to Discussing Women's Issues in Literacy Classes or Addressing Them in Programs
Who: Educators’ Voices (teachers, administrators, etc)
Format: These can be 3-8 page essays, poems, black and white artwork, and other forms of expressions. Please provide in text or digital pdf or graphic format.
Questions to consider:** Personal experiences **
- What are the barriers/challenges in general (educational challenges based on gender)
- What are the barriers/challenges for women students / for women educators / for women-focused programs – how similar, how different. We encourage you to reflect on your own experiences as teachers and not only reflect on experiences of students -- e.g., make connections with students who live in poverty and teachers who work several p-t jobs without benefits!
- What are the contexts for these barriers? Personal? Programmatic? Curriculum? Colleagues? Students? Systemic? Political? Goals of program as based in community context?
- How do these personal experiences connect to research or theory?
Section 2:
Experiences Empowering Women in Literacy
Who: Educators’ Voices (teachers, administrators, etc)
Format: These can be 3-10 page essays, poems, black and white artwork, and other forms of expressions. Please provide in text or digital pdf or graphic format.
Topics to consider:** Personal experiences **- “Success” stories with students
- Personal achievements and learning
- Programs developed
- Resources used
- Sample lesson plans
- How topics have been raised, developed, addressed and possible solutions or recommendations
- More possibilities are welcome...
Section 3:
Contextual Approaches for Empowering Women in Literacy
Who: Educators’ Voices (teachers, administrators, etc) & Researchers' Perspectives
Format: These can be 5-15 page essays that reveal strategies, connect to the literature of empowerent, discuss contextual theory, research and practices, and (if relevant) include bibliographic references. All references must be provided in APA style.
Topics to consider:
Discussion of issues related to
- Conference topic or other political dimensions
- Conference topic or other activism
- Conference topic or other communities
- Cconference topic or other diversity
- Critical perspectives of race and empowerment in women's literacy
- Critical perspectives of immigration and foreign habitation in women's literacy
- Recommendations for learner-centeredness in women's literacy
- Recommendations for 21st Century Learning and Knowledge Society for Women's Literacy
- More possibilities are welcome...
Market Description
More than half of the 3.6 million students in adult literacy/basic education (ABE) programs across the U.S. are women (Sticht, 2001). Research outlines many barriers for women pursuing basic education and literacy (Greenberg, 2002; Horsman, 1990 & 2000; Laubach Literacy Action, 1995; Warriner, 2004), and recommends using woman-positive approaches (Campbell, 1992; Carmack, 1992, Collard & Stalker, 1992; Hugo, 1990; Lloyd, Ennis & Atkinson, 1994a/b; Nonesuch, 1996; Sheared, 1994). However, there exists little research on how educational systems and policies, instructional materials, and pedagogical practices best support the literacy and educational achievement of women literacy learners. Writings and curriculum by individual educators outline and describe innovative activities/ programs focused specifically on the needs of women learners (Boudin, 1999; Cuban & Hayes, 1996; Frye, 1999; Heller, 1997; Miller & Alexander, 2004; Miller & Peters, 2004; Young & Padilla, 1990). In recent years, educators have been developing innovative curriculum to address such issues as trauma and violence (e.g., Take on the Challenge, Morrish, et.al, 2002), work-readiness (e.g. Ready for Work, Greene, et.al., 2005), or women's issues in general (Making Connections, Nonesuch, et.al., 1996).
But there has been no comprehensive collection of writing from the field by everyday educators who experience the joys and challenges, creativity and barriers to acknowledging, addressing, or integrating innovative solutions to supporting women's learning needs in ABE.
Developing over the past five years, WE LEARN exists as a network to bring consistent visibility for women’s literacy issues, to create connections among educators, to encourage new research relevant to women in ABE, and to develop and distribute women-focused literacy materials and curriculum resources. It remains the only national U.S. organization directly addressing issues of adult women's literacy and the educational needs of women in ABE. Through our programming over these years, WE LEARN has witnessed great enthusiasm, resourcefulness and vision, as well as loneliness and frustration, among educators who work alone or with colleagues to address women's learning needs and gender-based challenges in ABE.
An International Reading Association report that suggests literacy leaders want gender issues in literacy eliminated from the “what’s hot” list due to lack of attention to these issues (Cassidy & Cassidy, 2006). Yet, as evidenced by a growing membership, regular requests for materials and expertise, emails from teachers sharing the positive effects for students, emerging collaborations, and students’ writings, WE LEARN provides an important educational purpose in spite of its marginality in the current educational climate.
It is our hope that this collection of writings by educators in the field working with women's literacy will make visible the many ways in which addressing women's empowerment through literacy continues to impact not only teachers and learners in ABE, but also those who value and support women’s learning and equity, and education for social change.
About WE LEARN
WE LEARN promotes women's literacy as a tool for personal growth and social change through networking, education, action, and resource development. Through a diverse membership of adult basic education learners and alumni, literacy teachers, authors, researchers and professional women, WE LEARN addresses the barriers, consequences, and impact of gender-based differences on women's literacy learning. We promote adult women's basic education as a transformative means to create systemic and social change benefiting all women. Through conferences, publications, research, professional development trainings, special projects and a website of resources, WE LEARN works to increase awareness and support of women’s literacy issues as well as provide opportunities and resources for literacy teachers and women learners to engage with women-centered materials and curriculum resources. WE LEARN is the only national U.S. organization directly addressing the issues of adult women's literacy and the needs of women in adult basic education.
Production Timeline
May 30, 2008 - Proposals due from prospective contributors
June 30, 2008 - Invited contributors notified
August 15, 2008 - Short essays, reflective writings, and poems due
September 15, 2008 - Full (longer) chapters, research articles, and artwork due
All editing returned and final work received by Nov. 15
December 1, 2008 - Manuscript sent to Information Age
February 15, 2009 - Publication Date (in time for WE LEARN Conference 2009)
Editor Biographies
Mev Miller, Ed.D. is the Founder and Director of WE LEARN (Women Expanding Literacy Education Action Resource Network). She has worked in adult basic education since the mid 1990s primarily facilitating reading discussion groups for women in ABE/GED, and ESOL and producing student writing publications. Dr. Miller brings a unique background to her work as her professional and community experience includes a solid foundation in adult (basic/literacy) education, administration and supervision, training, teaching and facilitation, library resources identification and management, writing and publishing, business, community service and ministry, and community organization. The common thread holding these pieces together: her passion and commitment to use literatures and literacies foundational to lifelong learning for such purposes as personal enrichment, community building, and pursuits of justice and social democracy.Dr. Kathy King is an educational expert recognized for her unique expertise in combining her knowledge of transformative learning and adult learning with technology, online learning, digital media and publications for faculty and staff development, and educational innovations.
Kathleen King, Ed.D. is a professor at a major research university, Fordham University, and president of a consulting network. She has worked across grades and content levels childhood- adult education, training, higher education, and corporate organizations and settings. Specialties: Educator, researcher, author, keynote speaker, new media development, presentations, editing services, faculty development, presenter, distance learning, curriculum development, instructional design, and grant writing.