I think Shirley makes a good point- that we can¹t save the world. But,
perhaps ³saving the world² is subjective in that it is usually defined by
the person who is taking on that task. When we¹re the outsider looking at
someone who so desperately needs to be saved, it¹s easy to forget that the
choices we can offer may not be ones they can choose. Sometimes, choosing
one of the options is too hard or too dangerous. Perhaps it¹s watching as
students continue to struggle in their violent environment that causes much
of the teacher burnout. I think that it is important to remember that some,
maybe many, students can¹t be ³saved² if for no other reason than it is just
too hard for them to make those choices. I wonder if this concept may be
even more difficult to understand for those of us who have seen and/or
experienced trauma and been able to escape, or maybe just harder to deal
with because it makes us feel guilty that we were able to do what many of
them can¹t. 
Ryan

On 8/16/06 11:43 AM, "sjrhodes at tampabay.rr.com" <sjrhodes at tampabay.rr.com>
wrote:


> I have a few thoughts on:

> 

> In the articles we read, it was suggested that one approach to opening

> possibilities for learners is to "provide a reassuring and clear

> structure while allowing for the possibility of choice and freedom

> within careful boundaries."

> 

> I had a very dear friend that told me once, you can't save the world, but you

> can still be involved and help people by steering them in the right direction.

> The simple fact that "you" are not alone, I believe, is a good start for the

> literacy worker and student.  And, remember to followp-through, or if you feel

> the need to be personally involved, contact the social organizations you

> trust, support them and share information.  This has worked for me, because I

> am a victim of trauma, but I don't believe that literacy learning is the place

> to share this kind of information - A look that says, "I understand," and you

> can do this and I know how you can work on bettering your life, by directing

> women in the right direction, is a way to keep boundaries - so important, as

> workers can suffer burn-out and learners can give up - so easily, it breaks

> your heart...Network, Be Informed and focus on learning...

> 

> Shirley

> 

> ----- Original Message -----

> From: "mev at litwomen.org" <mev at litwomen.org>

> Date: Tuesday, August 15, 2006 8:45 pm

> Subject: [WomenLiteracy 492] RD: Bridges to Learning

> To: womenliteracy at nifl.gov

> Cc: NIFL Womenlit <womenliteracy at dev.nifl.gov>

> 

>> > Hi Everyone. I sent this message early this am (9:00) -- and have

>> > been 

>> > away most of the day. It appeared not to have gone through - I

>> > have no 

>> > idea why. This is a second try. Sorry for the delay. We can extend

>> > the 

>> > discussion one more day of necessary.

>> > Mev 

>> > ----------------

>> > 

>> > Good morning! 

>> > Welcome to the Reading Discussion on articles written by Jenny

>> > Horsman's addressing the impacts of violence on women's learning.

>> > The 

>> > guidelines for discussion as previously outlined, the articles

>> > being 

>> > discussed, and facilitator's bio are listed at the bottom of this

>> > email. 

>> > Providing a Reading Discussion is a new experience for the

>> > Womenliteracy listserv -- it will be an exciting new opportunity

>> > for 

>> > many of us. Those with Distance Learning experience may adapt to

>> > this 

>> > forum quicker than others. I have been considering ways to keep

>> > it 

>> > manageable for our levels of experience.

>> > 

>> > In the articles we read, it was suggested that one approach to

>> > opening 

>> > possibilities for learners is to "provide a reassuring and clear

>> > structure while allowing for the possibility of choice and freedom

>> > 

>> > within careful boundaries." In that spirit, I would like to

>> > propose 

>> > this framework for the week as we move forward. For the first few

>> > days, 

>> > let's focus on "Moving beyond 'Stupid"" as it discusses some of

>> > the 

>> > more general impacts of violence on women's learning. In the

>> > middle of 

>> > this week (as the discussion leads us), we can focus more directly

>> > on 

>> > the 2nd article, "Learning in the Context of Trauma" from Chapter

>> > 5 of 

>> > _Too Scared to Learn_. In the last 2-3 days of this discussion, we

>> > can 

>> > draw from both articles and our own experience and discuss more

>> > broadly 

>> > some ways to develop creative, holistic, and "safer" learning

>> > environments for women.

>> > 

>> > As I read "Moving Beyond Stupid," several questions emerged for me

>> > -- 

>> > and I'm sure they did for you as well.

>> > Perhaps we can begin by discussing how we understand and define

>> > violence and trauma. How has Jenny's descriptions in this article

>> > informed your own views or understanding of violence and trauma?

>> > To 

>> > what extent have we understood the pervasiveness of violence and

>> > the 

>> > systemic ways it exists and operates?

>> > 

>> > This article reveals that slightly more than half of Canadian

>> > women 

>> > have experienced at least one incident of violence. Jenny states

>> > (p. 

>> > 181): "...we have to assume that every class will include at least

>> > some 

>> > with this experience." What do you make of this assumption? Does

>> > this 

>> > information correspond with the experiences of people from other

>> > countries on this list?

>> > 

>> > This article also discusses shame and the way it continues to

>> > silence 

>> > women and limits their success in learning situations. How have

>> > you 

>> > experienced the impacts of violence and trauma on students and

>> > their 

>> > learning as well as on yourselves as teachers/educators?

>> > 

>> > This article makes the warning to avoid making violence simply an

>> > individual problem needing diagnosis and treatment (medicalizing).

>> > Have 

>> > you been able to balance the needs and experiences of individuals

>> > while 

>> > recognizing and addressing larger social and systemic connections

>> > to 

>> > violence? How?

>> > 

>> > I think this gives us enough to start with for now.....begin where

>> > you 

>> > will, either with these questions or with something else in the

>> > "Moving 

>> > Beyond Stupid" article that created a stir in you...

>> > 

>> > Mev Miller, Facilitator for RD: Bridges to Learning

>> > Director, WE LEARN

>> > 

>> > -------------------------------------------------------------------

>> > ----- 

>> > ------------ 

>> > Guidelines for Reading Discussion - August 15 - 22, 2006

>> > * During the designated discussion period, use the assigned

>> > discussion 

>> > subject line each time you post. For this reading discussion,

>> > please 

>> > use: [RD: Bridges to Learning]

>> > 

>> > * Though it will be helpful to have read the articles, everyone is

>> > 

>> > welcome to participate in the discussion. Subscribers to

>> > Womenliteracy 

>> > may join the discussion at any time, or read/listen as interested.

>> > 

>> > * Be mindful that many people only check email once a day or

>> > sporadically. As with any discussion, if you have made a post,

>> > please 

>> > allow space and time for others to come into the discussion.

>> > 

>> > * Remember, this is an open, public discussion. If you have

>> > something 

>> > private or sensitive to respond, you may want to take it off list

>> > with 

>> > an individual.

>> > 

>> > Articles by Jenny Horsman for Reading discussion, August 15 - 22,

>> > 2006:1) Moving Beyond "Stupid": Taking Account of the Impact of

>> > Violence on 

>> > Women's Learning (12 pages)

>> > 2) Chapter 5 from Too Scared to Learn, "Learning in the Context of

>> > 

>> > Trauma: The Challenge of Setting Goals" (37 pages)

>> > Download these two articles from the Jenny Horsman website:

>> > http://www.jennyhorsman.com

>> > (if you look at the right side bar of her website, you will see

>> > the two 

>> > readings listed. Click on the readings and you will be taken to

>> > the 

>> > material. Depending on your computer, it may take a few minutes

>> > for the 

>> > article to download).*** These articles are posted as a courtesy

>> > on the 

>> > Internet for the purposes of this discussion. They will be

>> > available 

>> > for download only until August 22, 2006. ***

>> > As supplemental reading, you may also want to look at this article

>> > 

>> > available on the WE LEARN website:

>> > "But Is It Education?" The Challenge of Creating Effective

>> > Learning for 

>> > Survivors of Trauma -- Women's Studies Quarterly, 32: #1&2, 2004--

>> > (16 

>> > pages) 

>> > http://www.litwomen.org/Research/horsman_wsq.pdf

>> > 

>> > Facilitator: Mev Miller

>> > Mev Miller, Ed.D. is director and founder of WE LEARN (Women

>> > expanding 

>> > Literacy Education action resource Network --

>> > http://litwomen.org/welearn.html). A long time feminist activist,

>> > Mev 

>> > has years of experience in facilitating reading-discussion circles

>> > on a 

>> > variety of women's issues. Her experience also includes facilitating

>> > Women Leading Through Reading Reading-Discussion Circles with

>> > women in 

>> > both ABE and ESOL learning Settings.WE LEARN Women Expanding:

>> > Literacy 

>> > Education Action Resource Network www.litwomen.org/welearn.html

>> > 

>> > 

>> > WE LEARN 

>> > Women Expanding: Literacy Education Action Resource Network

>> > www.litwomen.org/welearn.html

>> > 

>> > Mev Miller, Ed.D., Director

>> > 182 Riverside Ave.

>> > Cranston, RI 02910

>> > 401-383-4374 

>> > welearn at litwomen.org

>> > 

>> > ----------------------------------------------------

>> > National Institute for Literacy

>> > Women and Literacy mailing list

>> > WomenLiteracy at nifl.gov

>> > To unsubscribe or change your subscription settings, please go to

>> > http://www.nifl.gov/mailman/listinfo/womenliteracy

> 

> 

> ----------------------------------------------------

> National Institute for Literacy

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> To unsubscribe or change your subscription settings, please go to

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