In designing literacy programming, these circumstances must all be taken
into account. Some solutions might include:
- Making childcare available to students. Sometimes this is not possible
because of physical limitations of the learning space, but at the very least,
childcare allowances must be provided;
- Scheduling classes at convenient times. Women with school-age children
might find daytime classes most appropriate. Women who work outside the home
may require more flexible hours. It may be necessary to offer the same class in
different time slots to accommodate as many learners as possible;
- Creating women-only groups. Women are often uncomfortable speaking freely
in front of men, and male socialization often leads men to discount, ignore or
ridicule women's ideas and experiences. In addition, for many women, classes
may be the only all-female environment to which they have access. Women who
come from abusive home situations, may find refuge and emotional support in
all-woman classes. All women may experience the classes as an important break
from daily routine, and the support of other women can be invaluable in
encouraging attendance, boosting learning capabilities, and improving
self-esteem.
4.3 Making it Relevant: What Women Want to
Learn
Once women have made the decision to enter a literacy program, it is crucial
that the subject matter be relevant to their daily lives. One way to determine
this is to listen to the learners, and reflect their concerns in class
programming. For example, many women may wish to explore issues such as health
care, birth control, childcare or female sexuality. Other areas of interest
might include information about what jobs are available, or information on
setting further training once the basic literacy course is completed.
While material must relate to women's lives, it should not portray women
stereotypically. While it must be grounded in reality, it must also allow for
the possibility of change. Women in literacy classes might be much less
interested in the adventures of a female executive in a computer company than
in the life of a working-class woman who is abused by her husband, leaves, and
makes a new life for herself. Language used in literacy classes must be
inclusive of women, and must not be sexist, racist or otherwise discriminatory.
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