Annotated Bibliography: Women and Literacy

Books, Articles, and Reports Breen, M. J., & Hall, L. (1999). many changes: Women, health, and midlife. Toronto, Canada: Lawrence Heights Community Health Centre Press. The thoughts, ideas, feelings, and experiences of 35 women interviewed by the authors are woven throughout the text, which is written at a fifth-grade reading level. Chapters on stress, menopause, and relationships will appeal to midlife and older women and will serve as a springboard for discussion. Appropriate for group or one-on-one instruction. Castle, J., Attwood, G., & Smythe, S. (2001, June). Are women-targeted programs women-positive? In R. O. Smith et al. (Eds.) Proceedings of the Adult Education Research Conference, Michigan State University, East Lansing. Full text available at http://www.edst.educ.ubc.ca/aerc/2001/2001castle.htm. The authors distinguish between women-targeted and women-positive programs, citing examples of unsuccessful education programs in South Africa that were targeted at women. They question the educational and political aims of these initiatives and suggest that women-positive programs foreground gender within a broader context of transformation involving both men and women. Cottingham, S., Metcalf, K., & Phnuyal, B. (1998, July). The REFLECT approach to literacy and social change: A gender perspective. Gender and Development, 6(2), 27-34. The authors look at the opportunities offered by REFLECT, a participatory approach to adult literacy and social change, to promote women's rights and gender equality, outlining the principles on which the REFLECT process is based and analyzing the learning points arising from an evaluation of three pilot projects using the approach. Cuban, S. (2001, April). Oh, so lucky to be like that, somebody care: Five case studies of selected midlife women learners seeking care in a literacy program. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA. The author reports on a study that problematizes the role of caring in women's persistence in literacy programs. Ten midlife, multiethnic adult basic education and English as a second language women learners and their lifelong experiences of literacy, schooling, and learning formed the basis for the research. It was found that literacy programs can help learners persist through paying attention to their histories, their relationships, and the deeper meanings of what they say. Cuban, S. (2003, Spring). So lucky to be like that, somebody care: Two case studies of women learners and their persistence in a Hawai'i literacy program. Adult Basic Education, 13(1), 19-43. Case studies of two female literacy learners reveal how their caregiving roles at home and work influenced their literacy practices and persistence. Through participation they sought community and relationships. There was a gap between the program's skills-based computer-assisted literacy education and their holistic needs. Daniels, D. (1998, August). Gender, race, and the literacy experience: A study of South African women in an adult basic education program. South African Journal of Education, 18(3), 167-174. The author presents results of a study on South African women in an adult basic education program and discusses the impact of program participation on everyday lives and approaches to life, factors influencing women's access to education, and the roles of teachers and participants within society. Dighe, A. (1998). Women and literacy. In N. P. Stromquist (Ed.), Women in the Third World: An encyclopedia of contemporary issues (pp. 418-426). Garland Reference Library of Social Science (Vol. 760). New York, Garland. This essay includes examples of projects and strategies that reflect what kind of literacy fulfills women's needs and empowers women in developing countries. UNESCO estimates that there were 873.9 million illiterate adults in developing countries in 1990, of whom 65% were women. …

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