Forty seven contributors from around the world reflect on their experiences with critical topics of adult literacy practices; how to empower women through literacy and current research based practice, from Belize to Australia, Brazil to Germany, and USA to Turkey. From publisher description.

This unique volume of writings by educators in the field working with women's literacy reveals the many ways in which addressing women's empowerment through literacy continues to impact lives. Not only are teachers and learners in adult basic education (ABE), literacy and English language learning (ELL) classes affected, but also those who value and support women’s learning and equity, and education for social change. Revelations-- More than half of the 3.6 million students in adult basic/literacy education (ABE) programs across the U.S. are women (Sticht, 2001). Research outlines many barriers for women pursuing basic education and literacy, and recommends using woman-positive approaches (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 (Cuban & Hayes, 1996; Hayes & Flannery, 2000; Miller & Alexander, 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), work-readiness (e.g. Ready for Work), or women's issues in general (Making Connection). New Directions-- Empowering Women through Literacy: Voices from Experience is the first comprehensive collection of writing from the field by everyday educators who experience the joys and challenges, creativity and barriers to acknowledge or integrate innovative solutions to support women's learning needs in adult basic education and literacy settings. Mirroring the power of community-based and grassroots organizations, this volume has had a remarkable history. It has emerged from five years of work by WE LEARN (Women Expanding Literacy Education Action Resource Network) to address the needs of literacy educators and students alike through the organization. The vibrant collective of the WE LEARN network provides consistent visibility for women’s literacy issues, creates connections among educators and activists, supports selfefficacy among learners, encourages new research relevant to women in ABE, and develops and distributes women-focused literacy materials and curriculum resources. It continues to be the only national U.S. organization directly addressing issues of adult women's literacy and the educational needs of women in ABE. We know you will enjoy this volume that provides an opportunity to hear from 47 contributors from around the world who reflect on their experiences with critical topics of adult literacy practices; how to empower women through literacy and current research based practice. From Belize to Australia, Brazil to Germany, and USA to Turkey, the voices of women engaged in empowerment are awaiting you through these pages. Literacy can change lives, how can we better reach those who desire this empowerment? Join us we explore the breadth of vision and knowledge captured within this groundbreaking volume. The Editors: Dr. Mev Miller and Dr. Kathleen P. King are co-editors of this volume within the Adult Education Series of Information Age Publishing. Mev Miller is the founder and director of WE LEARN, headquartered in Cranston, RI (www.litwomen.org). Kathy King is a professor of adult education at Fordham University’s Graduate School of Education in New York City. They and 45 other contributors join together in this volume to celebrate the unheralded capacity of literacy’s empowerment in women’s lives.

Women's literacy is often assumed to be the key to promoting better health, family planning and nutrition in the developing world. This has dominated much development research and has led to women's literacy being promoted by governments and aid agencies as the key to improving the lives of poor families. High dropout rates from literacy programmes suggest that the assumed link between women's literacy and development can be disputed. This book explores why women themselves want to learn to read and write and why, all too often, they decide that literacy classes are not for them. Bringing together the experiences of researchers, policy makers and practitioners working in more than a dozen countries, this edited volume presents alternative viewpoints on gender, development and literacy through detailed first-hand accounts. Rather than seeing literacy as a set of technical skills to be handed over in classrooms, these writers give new meaning to key terms such as 'barriers', 'culture', 'empowerment' and 'motivation'. Divided into three sections, this text examines new research approaches, a gendered perspective on literacy policy and programming, and implementation of literacy projects in African, Asian and South American contexts. With new insights and groundbreaking research, this collection will interest academics and professionals working in the fields of development, education and gender studies.

Women’s lives are often written on our bodies. Yet very little is made of the impacts of embodiment for women in literacy education, both learners and professionals. This volume presents the writings of 26 contributors—teachers, students, and administrators—who examine the rich terrain of personal and professional experiences related to whole person engagement in learning and teaching. These writings provide a compass to guide readers through the bodily landscapes, mindful flights, willful spirits, and emotional embraces. Written with the same desire to open minds, hearts and practices to new understanding, this book builds on the successful style of Empowering Women through Literacy (2009). This new volume appeals to all readers, as the essays, poems, and investigations woven through its pages challenge us to consider the embodyment of women’s learning. Join us on the journey as we travel across many arenas and discover significant ways to comprehend and support best practices in teaching and learning, especially for women.

Transforming the Lives of Impoverished Girls in Patriarchal Societies Since 2003 a privately funded high school in India has provided desperately needed education for girls from impoverished families in Lucknow, the capital and largest city in Uttar Pradesh. Urvashi Sahni, the founder of Prerna Girls School, has written a compelling narrative of how this modest school in northeast India has changed the lives of more than 5,000 girls and their families. Most important, it is through the perspectives of the girls themselves, rather than through a remote academic viewpoint, that Prerna’s success unfolds. The book focuses on the importance of education in bringing about gender equality in a patriarchal society. It shows how girls learn to be equal and autonomous persons in school as part of their official curriculum and how they use this learning to transform their lives and those of their families. The book’s central argument is that education can be truly transformative if it addresses the everyday reality of girls’ lives and responds to their special needs and challenges with respect and care. The example of just one relatively small school in one corner of India, the message and the stories it tells will inspire anyone concerned about the necessity of girls’ education, especially in developing countries. The lives of the girls at Prerna Girls School are largely representative of those of millions living in poor regions in countries where patriarchal structures and norms prevail.