Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id PAA18122; Fri, 23 Jun 2000 15:34:04 -0400 (EDT) Date: Fri, 23 Jun 2000 15:34:04 -0400 (EDT) Message-Id: <001901bfdd49$b1e529c0$0d00000a@deborah01> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "Deborah Schwartz" <deborah@alri.org> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:833] Re: How does a feminist teach? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.00.2314.1300 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4609 Lines: 100 Hi all, ( this is a medium-long message) I think that whether we or our students call ourselves feminists, the feminist movement- both waves of it and the many strands of it within both waves- has informed so much of our adult literacy teaching and learning. For instance, if we ever teach and learn about civic participation and the voting process in this country, we have a women's movement to thank for advocating and struggling and winning the right for women to vote. And that's only content. Bringing real life into the classroom and intellectual query into our lives is also an idea deeply rooted in feminism and the women's movement. Remember that old phrase: "the personal is political"? Oye, so many ways in which the women's movement, popular education, and the day-to-day practice of teaching and learning overlap. I'm reminded of what happened when I was coordinating this family literacy program and slowly but surely, the women I was teaching started taking control of how they wanted to study for the GED and run the program; I worked with the same group of ten women and their children, on an off, for two year cycles. It was a great model to work closely with a small number of families and to let them mentor and teacher other in the neighborhood. In this particular group, Reading/Writing TABE levels within the class ranged from 2nd- 10th grade. One day, during a community meeting, the women reached consensus that in lieu of studying for the social studies section of the GED from the Steck/Vaughn text books, that they wanted to study welfare reform and the political process of passing laws. This is a long story that I won't tell in detail on this list. During those two year, the outcomes were varied; 1/2 the women passed their GEDs, all continued in schooling in some form or another- community college, other programs-- many went on to paid jobs, some are still on TAFDC but all registered to vote, spoke to their congress people and are advocating for themselves and others in their neighborhoods. I never asked them if they were feminists-- my arrogance- though I never assumed they weren't. I think if we had had a study circle, a curriculum, that explored the women's movement, in other words, if I offered them a chance to read about this so closeted movement, they might identify as feminists. I just never thought to do that. Thank you for positing the question-- it's such a meaningful one. What is feminism? What has the women's movement taught us about literacy? How does it play out in our literacy learning and teaching? Thank you and I look forward to hearing more on this list. Deborah Schwartz Boston ----- Original Message ----- From: <nonesuch@mala.bc.ca> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Sent: Friday, June 23, 2000 1:19 PM Subject: [NIFL-WOMENLIT:830] How does a feminist teach? > How does a feminist teach? I have been pondering this question > for many years, and would be interested in hearing other responses > to this question. While I don't expect that any of my students are > or will become feminists, I know that my feminist stance makes > me a different kind of teacher. > > Here's are some things I aim at, because I am a feminist, although > I am not always as successful as I would like to be: > > I work with students to make the place safe for everyone. > > I bring in content that reflects everyone's life, and deal with the > flack I get for it. > > I try to make space for people to work in ways they might not > work in other areas of their lives. For example, I try not to ask > women in the class to help me manage the men's emotions. > > I assume anyone can show leadership in any part of the > program. > > I teach skills I expect people to use in the class, whether it be > how to make coffee, chair a meeting or be assertive about > maintaining their own space. That way, people who don't have > certain skills, possibly because of their gender, can take a more > equal part. > > I acknowledge (often out loud) the differences in people's > experiences, knowledge and reactions, rather than ignoring them. > As one of my students said recently, "We all express our > sameness differently." > > I wouldn't like to say that only feminists share these goals, or > that all feminists do; just that I think of myself primarily as a > feminist, and have come to these ideas from that point of view. > Kate Nonesuch > Literacy Co-ordinator > Reading and Writing Centre > Malaspina University-College > 222 Cowichan Way > Duncan, BC > V9L 6P4 > > Phone: (250)715-1420 > Fax: (250) 746-3563 > >
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