Francis E. Kazemek states that:

''Much in the form, structure and content of what Fingeret (1984) calls "individually oriented" adult literacy programs may be antagonistic to women's ways of knowing and defining themselves. Such individually-oriented programs are by far in the majority in the United States. They approach literacy from an individual standpoint, isolating literacy skill acquisition from other issues that clients may be facing.' (Fingeret, 1984) I may also add that they isolate literacy skill acquisition from differences in the ways men and women know and view the world." (Life Long Learning, Jan.1988)

In response to the deficiencies in this limited way of viewing adult learning, Kazemek suggests that adult learning take place in "learning circles". Within these groups, instructors and students work collaboratively as co-learners, building on each others' strengths, and empowering learners to begin to act collectively to change their worlds. An additional advantage to the learning circle model is that it is much less labour and time-intensive than traditional one-on-one models.

4.2 Barriers to Learning

"How can I go to school? I have kids to take care of."
"I haven't been inside a classroom in 39 years."
"I went to school in Alberta, you know; they weren't so particular in those days about how much Indian kids learned.''
''I work all day and attend A.A. at night and I have a family to take care of."
"I need all my money for groceries. How can I take time off work?''
"My husband won't let me."
"I'm scared."

While many women feel that literacy will enrich or improve their lives, their desire to learn may be mediated by the circumstances of their lives. On a practical level, women experience barriers to attending adult education programs, stemming from their role within the family. Responsibility for child care may hinder a women's ability to participate in classes, and it may be either too difficult or too costly for her to arrange for childcare. She may find herself unable to attend classes if a child is ill or in need, and she may find that the distractions presented by children at home may prevent her from completing homework.

If she has a man in her life, he may feel threatened by her attempts to take action on her own behalf, and especially by the possibility that she will become better-educated. While some men may feel supportive, others will react by either not helping (by refusing to provide childcare or drive her to classes), or by becoming verbally, emotionally or physically abusive.

The isolation of women is another factor which must be dealt with in providing literacy training. Women become isolated in their homes for a variety of reasons: if they are sole-support mothers, they often feel unable to leave for any period of time; if they are abused wives, their spouses may threaten them with harm if they socialize with others; and if they are illiterate, they may feel ashamed and unable to cope in the outside world. Illiteracy presents women with a formidable barrier to even finding out about literacy programs.