From MMaralit at NIFL.gov  Fri Oct 28 14:55:15 2005
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Fri, 28 Oct 2005 14:55:15 -0400
Subject: [WomenLiteracy] List Information
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932972@wdcrobe2m03.ed.gov>
Dear List Subscribers, 
Welcome to the National Institute for Literacy's new discussion lists. The Institute looks to make the discussion list a more critical element of the work that we do.  In a few weeks, the moderators will be taking on a more proactive role - such as making arrangements for guest participants and facilitating discussion activities around a research question or current issues. It is our intent to improve the lists by doing more to provide opportunities for professional growth, and access to information and resources.
The Institute values the communication that has occurred on the lists in the past.  We hope that this change enhances this service the lists provide, including discussions on all lists in regards to the various topic areas: highlighting new research, resources and current issueFrom MMaralit at NIFL.gov  Fri Oct 28 14:55:15 2005
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Fri, 28 Oct 2005 14:55:15 -0400
Subject: [WomenLiteracy] List Information
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932972@wdcrobe2m03.ed.gov>
Dear List Subscribers, 
Welcome to the National Institute for Literacy's new discussion lists. The Institute looks to make the discussion list a more critical element of the work that we do.  In a few weeks, the moderators will be taking on a more proactive role - such as making arrangements for guest participants and facilitating discussion activities around a research question or current issues. It is our intent to improve the lists by doing more to provide opportunities for professional growth, and access to information and resources.
The Institute values the communication that has occurred on the lists in the past.  We hope that this change enhances this service the lists provide, including discussions on all lists in regards to the various topic areas: highlighting new research, resources and current issues.
We will be starting off the initial phase to give subscribers the opportunity to get familiar with Mailman.  We will share the guidelines for the fully moderated list, next week, as well as additional information as to how a fully-moderated list works.  We will keep each list informed as to the scheduled changes to the lists.
Thank you for your assistance in helping us make this transition smooth.
Jo Maralit
National Institute for Literacy
mmaralit at nifl.gov <mailto:mmaralit at nifl.gov> 
From ees_flc at yahoo.com  Mon Oct 31 14:21:59 2005
From: ees_flc at yahoo.com (Elena Stevens)
Date: Mon, 31 Oct 2005 11:21:59 -0800 (PST)
Subject: [WomenLiteracy] Re: [NIFL-WOMENLIT:3356] Re: diversity
In-Reply-To: <s360ad1a.069@mailsrv4.gsu.edu>
Message-ID: <20051031192200.58871.qmail@web40427.mail.yahoo.com>
I believe our group identities help color our perceptions, 
realities, and actions. In some of the articles I have read recently about defining who we are and recognizing the role we play in our society and our culture helps us with self-acceptance and self-confidence. Gretchen's statement has some truth to it, however we need to accept that women and men are different and because off our difference we belong in different groups. What people need to learn is... as people we need recognized our differences, accept them and respect each other equally. 
Elena
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
Gretchen writes something very powerful: "...as people learn to treat each other as people first rather than members of groups." I agree, but also wonder whether our group identities help color our perceptions, realities, and actions. I wonder if both are important? What do members of this listserv think?
Daphne
>>> gsullivan at atcaa.org 10/26/2005 4:21:05 PM >>>
Daphne,
Thank you, I really appreciate your comments. I work in an area that has a
large population of Native Americans and very few other minorities. Our
demographics are changing and the Mi-Wuks have a new casino so there is
tremendous change going on. It is unsettling to the community and much of
our time during community meetings and during our adult literacy classes is
spent talking about how to talk respectfully to each other. I'm afraid that
it will be a very long converstaion as people learn to treat each other as
people first rather than members of groups.
Gretchen Sullivan
Adult Education Coordinator
ATCAA Family Learning Center
Tuolumne, CA
----- Original Message ----- 
From: "Daphne Greenberg" 
To: "Multiple recipients of list" 
Sent: Wednesday, October 26, 2005 5:52 AM
Subject: [NIFL-WOMENLIT:3354] diversity
> I had an interesting experience the other day that I would like to share.
I was part of a focus group discussion trying to brainstorm what can be done
about smoking behaviors and individuals who have low incomes/low
literacy/low access to resources, etc. What I would like to share is the
diversity issues that came up during this discussion.
> 1. Native American culture:
> a. Individuals from the Native American community shared their offense at
earlier panelists who cited educational attainment figures about various
minority groups and claimed that similar statistics were not available for
the Native American group. The individuals from the Native American
community stated that this was ridiculous, that these statistics are readily
available on the Internet, and that once again the needs of the Native
Americans in our society are overlooked. The look of pain on their faces was
apparent for all to see...
> b. During a discussion about how moving from rural communities to city
communities increases the family/neighborhood support that low income
individuals can experience, the Native American individuals reminded us how
for their community the opposite occurred. They had much more support on the
reservation, and lost family/neighborhood support when they were moved out
of the reservation and forced to live in cities.
> 2. NonChristian culture:
> When talking about institutions that can help support an anti smoking
campaign with individuals who have low literacy, many in the group talked
about churches. When someone in the group raised the suggestion that instead
of the word churches, the phrase "faith-based" organizations may be more
inclusive, others in the group didn't understand what was wrong with the
word "church." She explained that Jews, Moslems, and other religions do not
call their houses of worship church and do not relate to that word. It was
clear that many in the group were confused by this statement.
> 3. Representation:
> When a minority member is the only one in the room who belongs to a
particular culture, we often make the mistake of assuming that whatever that
person says is representative of that culture, as if that culture is made up
of homogeneous people. This was clear when during a discussion of which
groups may need special attention, a man said "we, the glbt community" need
attention. A woman objected stating that what does smoking have to do with
who we go to bed with. Another woman responded by stating that the
connection is that we have been told by the panelists that the lgbt
community is one of the most recent targets of the tobacco industry, so we
need to pay attention to our community. The other woman continued to object
stating that she did not think we should be including sexuality in this
conversation. The facilitator responded by stating that the purpose of this
conversation is not to infuse our personal beliefs about sexuality and how
we feel about homosexuality, it is !
> to talk about helping individuals of different communities. At this point
the woman responded by saying, you don't understand. I am a part of the lgbt
community, it is just that I don't think that we should be addressing
sexuality at this point. It was interesting to me, how there were 3
outspoken members of the lgbt community in that group, and 2/3 perceived
things one way, and the third perceived them another way. It helped remind
us that just because we all represented different communities and voiced our
opinions, it did not necessarily mean that we represented what everyone in
that culture believed.
> The above focus group experience reminded of the complexities of diversity
and how learning to interact with each other is a lifelong process. These
types of experiences are helpful to think about when we interact with adult
learners who may be similar and different from each other in numerous ways.
Although, most of the time adult literacy teachers do not have the time to
talk about these types of issues with learners, the way we look, what we
say, and our body language impact the learning process in ways that we
sometimes can see, and in ways that are often not seen.
> Any thoughts?
> Daphne
>
>
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu 
>
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu 
>
		
---------------------------------
 Yahoo! FareChase - Search multiple travel sites in one click.  
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From kabeall at comcast.net  Mon Oct 31 15:28:32 2005
From: kabeall at comcast.net (kabeall at comcast.net)
Date: Mon, 31 Oct 2005 20:28:32 +0000
Subject: [WomenLiteracy] New NCSALL Resources
Message-ID: <103120052028.26455.43667E6F0005224600006757220073544604040E0A0D0E05@comcast.net>
Two new study circle guides and a forum guide are available from NCSALL. To download free copies or to order printed copies of these publications, please visit the NCSALL Web site at http://www.ncsall.net. 
 
Research-based Adult Reading Instruction 
(http://www.ncsall.net/?id=892)
This new professional development guide provides all the steps, materials, and readings for conducting a 10?-hour study circle for adult basic education and literacy practitioners. The study circle covers the latest research on reading instruction.
 
Skills for Health Care Access and Navigation 
(http://www.ncsall.net/?id=891)
The goal of this 15-hour study circle+ is to prepare participants to help their students develop basic skills needed for accessing health-related services and for navigating health care systems.
 
Health Literacy Public Health Forums: Partners for Action
(http://www.ncsall.net/?id=785)
This guide was designed to assist public health professionals and members of departments of health to conduct a forum on health literacy and thereby raise awareness about health literacy and links to health outcomes. The guide includes the materials needed for planning and implementing the forum except for the video/DVD, In Plain Language.
 
 
****************
Kaye Beall
Outreach Coordinator/NCSALL Dissemination Project
World Education
4401 S. Madison St.
Muncie, IN  47302
Tel: 765-717-3942
Fax: 208-694-8262
kaye_beall at worlded.org
http://www.ncsall.net
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From ALCDGG at langate.gsu.edu  Tue Nov  1 11:42:48 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 01 Nov 2005 11:42:48 -0500
Subject: [WomenLiteracy] November 20th
Message-ID: <s36754bf.036@mailsrv4.gsu.edu>
Some learners (as well as teachers) may be interested in knowing that November 20th is Transgender Day of Remembrance. This is a day to remember those who were victims of hate crimes. According to NOW, only 7 states and DC have hate crime laws which includes crimes based on both sexual orientation and gender identity. Some possible activities for the classroom:
ESL/low level ABE Classes: Vocabulary work on words/phrases such as hate crimes, hate crime laws, sexual orientation, gender identity.
PreGED/GED level classes: Research which are the 7 states that are mentioned above.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From Janet_Isserlis at Brown.edu  Wed Nov  2 12:20:43 2005
From: Janet_Isserlis at Brown.edu (Janet Isserlis)
Date: Wed, 02 Nov 2005 12:20:43 -0500
Subject: [WomenLiteracy] 16 Days of Activism Against Gender Violence 
In-Reply-To: <s36754bf.036@mailsrv4.gsu.edu>
Message-ID: <BF8E5F9B.5D1C%Janet_Isserlis@brown.edu>
People  may also be interested in this event/information"
November 25 ? December 10, 2005
16 Days of Activism Against Gender Violence
?For the Health of Women, For the Health of the World: No More Violence? is
the theme of this year?s 16 Days of Activism Against Gender Violence. The
international campaign originated with the Center for Women?s Global
Leadership. The dates, November 25, International Day Against Violence
Against Women, and December 10, International Human Rights Day, were chosen
to symbolically link violence against women and human rights, and to
emphasize that such violence is a violation of human rights.  16 Days of
Activism Against Gender Violence calls for eliminating all forms of violence
against women by raising awareness about gender-based violence as a human
rights issue, establishing a link between local and international
anti-violence work, providing a forum for organizers to develop and share
strategies, demonstrating the solidarity of women around the world who are
organizing against gender-based violence, and creating tools to pressure
governments to implement promises to eliminate violence against women. For
more information on activities or to request an action kit please visit
www.cwgl.rutgers.edu/16days/home.html
(from the Family Violence Prevention Fund newsflash -
http://endabuse.org/newsflash/index.php3?Search=Article&NewsFlashID=712)
Janet Isserlis
> Some learners (as well as teachers) may be interested in knowing that November
> 20th is Transgender Day of Remembrance. This is a day to remember those who
> were victims of hate crimes. According to NOW, only 7 states and DC have hate
> crime laws which includes crimes based on both sexual orientation and gender
> identity. Some possible activities for the classroom:
> ESL/low level ABE Classes: Vocabulary work on words/phrases such as hate
> crimes, hate crime laws, sexual orientation, gender identity.
> PreGED/GED level classes: Research which are the 7 states that are mentioned
> above.
> Daphne
From lalumineuse at yahoo.com  Wed Nov  2 13:12:56 2005
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 2 Nov 2005 10:12:56 -0800 (PST)
Subject: [WomenLiteracy] The Value of a Life
In-Reply-To: <BF8E5F9B.5D1C%Janet_Isserlis@brown.edu>
Message-ID: <20051102181256.75967.qmail@web30813.mail.mud.yahoo.com>
Dear All,
This past year has been marked by natural disasters,
aside from wars in many parts of the world, Iraq,
Congo, Afghanistan to name a few. Aid has flowed in
many different ways, at different speeds and
definitely not equitably. Human lives it would appear
have different prices. Here are some shocking figures
from the UN and aid agencies, calculated based on aid
received: 
Congo (Civil War): ?50
United States (Katrina): ?140,000
Sri Lanka (tsunami): ?1,500
Pakistan (Earthquake survivor): ?370
Ironically, Hollywood stars were here in London for a
fundraiser for Katrina!
For those with Muslim students, tomorrow (and possibly
Friday, depending on the sighting of the moon) is Eid.
For those with Hindu students, Diwali began on Sunday.
With best wishes,
Ujwala 
		
__________________________________ 
Yahoo! FareChase: Search multiple travel sites in one click.
http://farechase.yahoo.com
From alcdgg at langate.gsu.edu  Thu Nov  3 07:53:35 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 03 Nov 2005 07:53:35 -0500
Subject: [WomenLiteracy] holidays in the classroom
Message-ID: <s369c20b.038@mailsrv4.gsu.edu>
Ujwala,
Thanks for reminding us that for some of our students, the next few days are holy ones (Eid and Diwali). This might be an opportunity for the following activities to be conducted in the classroom:
Language development in for ESL learners as they describe their holiday rituals.
Internet exploration as students search for information about these holidays.
Writing development as students write about the holidays.
Daphne
>>> lalumineuse at yahoo.com 11/02/05 1:12 PM >>>
Dear All,
This past year has been marked by natural disasters,
aside from wars in many parts of the world, Iraq,
Congo, Afghanistan to name a few. Aid has flowed in
many different ways, at different speeds and
definitely not equitably. Human lives it would appear
have different prices. Here are some shocking figures
from the UN and aid agencies, calculated based on aid
received: 
Congo (Civil War): ?50
United States (Katrina): ?140,000
Sri Lanka (tsunami): ?1,500
Pakistan (Earthquake survivor): ?370
Ironically, Hollywood stars were here in London for a
fundraiser for Katrina!
For those with Muslim students, tomorrow (and possibly
Friday, depending on the sighting of the moon) is Eid.
For those with Hindu students, Diwali began on Sunday.
With best wishes,
Ujwala 
		
__________________________________ 
Yahoo! FareChase: Search multiple travel sites in one click.
http://farechase.yahoo.com
----------------------------------------------------
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Thu Nov  3 07:56:25 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 03 Nov 2005 07:56:25 -0500
Subject: [WomenLiteracy] 16 Days of Activism Against Gender
	Violence
Message-ID: <s369c2b4.077@mailsrv4.gsu.edu>
Janet,
Thanks for sharing this! This is an excellent chance for all of us to become empowered, to learn that if we suffer from violence, or know someone who suffers from violence that we are not alone. It is also a great opportunity to explore connect literacy activities with activism in the classroom.
Daphne
>>> Janet_Isserlis at Brown.edu 11/02/05 12:20 PM >>>
People  may also be interested in this event/information"
November 25 - December 10, 2005
16 Days of Activism Against Gender Violence
?For the Health of Women, For the Health of the World: No More Violence? is
the theme of this year?s 16 Days of Activism Against Gender Violence. The
international campaign originated with the Center for Women?s Global
Leadership. The dates, November 25, International Day Against Violence
Against Women, and December 10, International Human Rights Day, were chosen
to symbolically link violence against women and human rights, and to
emphasize that such violence is a violation of human rights.  16 Days of
Activism Against Gender Violence calls for eliminating all forms of violence
against women by raising awareness about gender-based violence as a human
rights issue, establishing a link between local and international
anti-violence work, providing a forum for organizers to develop and share
strategies, demonstrating the solidarity of women around the world who are
organizing against gender-based violence, and creating tools to pressure
governments to implement promises to eliminate violence against women. For
more information on activities or to request an action kit please visit
www.cwgl.rutgers.edu/16days/home.html
(from the Family Violence Prevention Fund newsflash -
http://endabuse.org/newsflash/index.php3?Search=Article&NewsFlashID=712)
Janet Isserlis
> Some learners (as well as teachers) may be interested in knowing that November
> 20th is Transgender Day of Remembrance. This is a day to remember those who
> were victims of hate crimes. According to NOW, only 7 states and DC have hate
> crime laws which includes crimes based on both sexual orientation and gender
> identity. Some possible activities for the classroom:
> ESL/low level ABE Classes: Vocabulary work on words/phrases such as hate
> crimes, hate crime laws, sexual orientation, gender identity.
> PreGED/GED level classes: Research which are the 7 states that are mentioned
> above.
> Daphne
----------------------------------------------------
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Thu Nov  3 13:23:11 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 03 Nov 2005 13:23:11 -0500
Subject: [WomenLiteracy] literacy in Afghanistan-guest facilitator
Message-ID: <s36a0f4c.088@mailsrv4.gsu.edu>
I am pleased and honored to announce that from November 17th-December 1st, Brenda Bell has graciously agreed to be a guest facilitator on our listserv. The focus of her time with us will be to discuss her litercy work in Afghanistan. I am posting this announcement now, so that we can all begin to think about the questions that we may want to pose to her. And by the way, a special thanks to Dave Rosen for suggesting this to me!
Here is some general information about her:
Brenda Bell, formerly Associate Director of the Center for Literacy Studies, University of Tennessee, and long-time EFF manager, is in Afghanistan for several months assisting with the Literacy for Community Empowerment Program, a project of Education Development Center in partnership with UN Habitat.  This is Brenda's third trip to Afghanistan in the past ten months.
The LCEP, active in five Afghan provinces, links literacy with governance and economic development activities in 200 rural villages.  Literacy teachers, for women's and men's classes, are from the villages, and often have less than a 10th grade education.  They are supported by training and mentoring provided by facilitators at the district and national level.
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Thu Nov  3 13:33:34 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 03 Nov 2005 13:33:34 -0500
Subject: [WomenLiteracy] webcast
Message-ID: <s36a11b9.003@mailsrv4.gsu.edu>
National Dissemination Center for Career and Technical Education
The Ohio State University
Columbus, Ohio 43210-1090
For Immediate Release
Webcast Addresses Strategies for Reinvigorating Career and Technical 
Education in Urban Settings
The National Dissemination Center for Career and Technical Education will 
present a webcast entitled "Reinvigorating Career and Technical Education 
in Urban Settings" on November 4, 2005, 3:00 to 4:30 PM (EST). This 
interactive event, and previous webcasts, can be viewed on any computer 
with Internet access at http://www.nccte.org.
A career focus lies at the core of many high school reform models. This 
webcast presents the findings from a five year longitudinal study that has 
examined reforms organized around career pathways, career academies, and 
half-time "shop"-half-time academic courses. The longitudinal design of the 
study enabled it to track how the reform efforts evolved and the factors 
that influenced their success.
The webcast presents findings on the effects of the reform initiatives. 
Academic performance and rates of continuation to postsecondary education 
of students in the reform schools will be compared to those of students in 
schools not participating in the career-based reforms.
The webcast includes videotape from a visit to Foshay Learning Center, one 
of the schools that participated in the study. Foshay is an inner-city 
school in the Los Angeles Unified School District that serves a low-income 
neighborhood. Its students perform very well on statewide tests, virtually 
all of them graduate, and a high proportion continue on to higher 
education. Administrators, teachers, and students will describe how 
Foshay's curriculum is organized around three career academies and how this 
model contributes to the school's success.
The presenters for this webcast are Marisa Castellano and Samuel 
Stringfield from the University of Louisville, and James R. Stone, III, 
National Research Center for Career and Technical Education, University of 
Minnesota.
Castellano is a visiting associate professor in the College of Education 
and Human Development at the University of Louisville. Her research has 
spanned the entire K14 spectrum, from primary school reading programs to 
community college basic education and occupational training. The 
overarching theme of this broad research agenda is in improving the 
educational opportunities of minority studentsespecially those for whom 
English is a second language.
Castellano is also interested in studying whole-school-reform designs and 
revamped career and technical programs that provide strong academics 
integrated into relevant, real-world learning environments. She is 
currently heading a longitudinal study examining the effects of whole 
school reform on career and technical education at the middle school, high 
school, and community college levels. Castellano has authored numerous 
research articles on K12 school reform, high school career and technical 
education, and community college occupational programs.
Stringfield is a distinguished university scholar and co-director of the 
Nystrand Center of Excellence in Education in the College of Education and 
Human Development at the University of Louisville. He is a founding editor 
of the Journal of Education for Students Placed At Risk (JESPAR) and is 
currently serving as the acting chair of the Educational and Psychological 
Counseling Department. His research focuses on designs for improving 
programs within schools, for improving whole schools, and for improving 
systemic supports for schools serving disadvantaged students.
Prior to coming to the University of Louisville, Stringfield directed the 
Systemic Supports for School Reform Program of the Center for Research on 
the Education of Students Placed At Risk (CRESPAR), at Johns Hopkins 
University. From 1999 to 2004, he served on the Baltimore City New Board of 
School Commissioners. Stringfield has worked as a teacher, a program 
evaluator, a Tulane University faculty member, and a coordinator of the 
Denver office of Northwest Regional Educational Laboratory. He is currently 
a Wood Johnson Urban Health Initiative Fellow, studying the interactions of 
diverse social systems as they impact health and education.
Stone has served as director of the National Research Center for Career and 
Technical Education since 2002. He has also served as the deputy director, 
with responsibilities for developing new research initiatives and 
coordinating the work of the Centers' associate partners Johns Hopkins 
University and the Academy for Education Development. He is presently 
involved in two studies: an examination of Career Technical 
Education-based, whole school reforms in schools serving disadvantaged 
youth; and the math-in-Career Technical Education study.
Beyond the traditional forms of disseminating research results, Stone has 
worked directly with schools and school systems supporting efforts to 
improve occupationally oriented education. He worked for more than five 
years with the Oakland California Public Schools helping to implement a 
community-based, school-to-work plan that included career academy 
development and school-based enterprises. He worked with a Minneapolis high 
school developing a program in partnership with the American Indian OIC 
targeted at urban Native American youth. He recently completed a study of 
postsecondary occupational/technical education in Minnesota.
Viewers of the webcast may ask questions of the panel by signing up (no 
charge) for a chatroom account at http://www.nccte.org. The chatroom allows 
you to submit questions during the presentation. Please allow one full day 
for your account to be validated by e-mail confirmation.
To subscribe or unsubscribe from this e-mail list, please visit this web 
page: http://www.nccte.org/ctemail/subscription.asp or send an e-mail to 
nagy.8 at osu.edu or contact Barbara Reardon below.
The work reported herein was supported under the National Dissemination 
Center for Career and Technical Education (PR/Award No. VO51A990004) and/or 
under the National Research Center for Career and Technical Education 
(PR/Award No. VO51A990006), as administered by the Office of Vocational and 
Adult Education, U.S. Department of Education. However, the contents do not 
necessarily represent the positions or policies of the Office of Vocational 
and Adult Education or the U.S. Department of Education, and you should not 
assume endorsement by the federal government. The National Dissemination 
Center for Career and Technical Education and the National Research Center 
for Career and Technical Education are funded by the Office of Vocational 
and Adult Education, U.S. Department of Education.
For Additional Information Contact:
Barbara Reardon
The Ohio State University
Director of Communications
Columbus, Ohio 43210-1090
Phone: 614-292-2894
Fax: 614-688-3258
Email: reardon.30 at osu.edu
Web site: www.nccte.org
From smilin7 at direcway.com  Fri Nov  4 13:38:07 2005
From: smilin7 at direcway.com (smilin7 at direcway.com)
Date: Fri, 04 Nov 2005 13:38:07 -0500
Subject: [WomenLiteracy] literacy in Afghanistan-guest facilitator
Message-ID: <a5ea61a62df1.a62df1a5ea61@direcway.com>
Wonderful idea!   I have a question that may seem ignorant -- but regarding Brenda's work:
<<<Literacy for Community Empowerment Program, a project of Education Development Center in partnership with UN Habitat.  This is Brenda's third trip to Afghanistan in the past ten months.
The LCEP, active in five Afghan provinces, links literacy with governance and economic development activities in 200 rural villages.  Literacy teachers, for women's and men's classes, are from the villages, and often have less than a 10th grade education.  They are supported by training and mentoring provided by facilitators at the district and national level.>>
... is any of the program taught in English, or is it taught in native Dari or Farsi language?  or both?  In my pondering, my questions are different depending upon whether she and others involved in the project are teaching community-based interventions and working to build literacy in native language(s) or in English, or both?   My questions are very different ? this makes me ponder, why should they be?  Would/why would outcomes be different?  
Some of my most rewarding experiences in ESOL have been working with adult women and families who were newly-arrived refugees from Afghanistan.   To come from rural Afghanistan --- after witnessing horrific war battles, having your husband/father/brother/relative/friend/neighbor murdered in front of you one week, flying on a plane to NYC the next week, spend less than 24 hours there seeing/hearing/experiencing ?all? things new, then flying again to Washington, DC, and then taking a car ride from there to your new ?home? in an oh-so-different land ? and having learned most of the American alphabet during this two-week transitional period?  -- and many without even ONE DAY of anything close to what is considered formal education (a la USA standards) in your life!!!     It has been so humbling for me to be any part of the transformation of these women?s lives ? to go from pre-literate in their native Dari or Farsi to literate in both of these and some Urdu and English ? to watc
h them learn to navigate the paperwork trails of life in the USA, to buy cars (paying hard-earned cash), to buying homes, to having their children pass SOLs (Standards of Learning tests), watching them as they help other families?  and maintaining strong ties to preserving their culture, their struggles as they watch their children acclimate differently?  
How much of this learning is opportunity, is related to (re)location, is innate intelligence, is individual aptitude and determination, etc.?   Would these same families, if relocated to Kabul, make similar gains ? in learning in Dari/Farsi, in learning in English, in socio-economic status?  And how would they effect change if they return to their rural homeland areas?  
How are the challenges different, how the same, for refugee families here versus the population Brenda is involved with (who are remaining in Afghanistan)? 
So many questions!  I realize I should hold most of these until the 17th, but would like to know if the LCEP is taught in English or not.  Thanks!
Holly
From ALCDGG at langate.gsu.edu  Fri Nov  4 14:03:56 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 04 Nov 2005 14:03:56 -0500
Subject: [WomenLiteracy] literacy in Afghanistan-guest facilitator
Message-ID: <s36b6a54.048@mailsrv4.gsu.edu>
Thanks so much for thinking about all of this! I will make sure that this is addressed after the 17th, when Brenda will start facilitating. 
Daphne
>>> smilin7 at direcway.com 11/4/2005 1:38 PM >>>
Wonderful idea!   I have a question that may seem ignorant -- but regarding Brenda's work:
<<<Literacy for Community Empowerment Program, a project of Education Development Center in partnership with UN Habitat.  This is Brenda's third trip to Afghanistan in the past ten months.
The LCEP, active in five Afghan provinces, links literacy with governance and economic development activities in 200 rural villages.  Literacy teachers, for women's and men's classes, are from the villages, and often have less than a 10th grade education.  They are supported by training and mentoring provided by facilitators at the district and national level.>>
... is any of the program taught in English, or is it taught in native Dari or Farsi language?  or both?  In my pondering, my questions are different depending upon whether she and others involved in the project are teaching community-based interventions and working to build literacy in native language(s) or in English, or both?   My questions are very different * this makes me ponder, why should they be?  Would/why would outcomes be different?  
Some of my most rewarding experiences in ESOL have been working with adult women and families who were newly-arrived refugees from Afghanistan.   To come from rural Afghanistan --- after witnessing horrific war battles, having your husband/father/brother/relative/friend/neighbor murdered in front of you one week, flying on a plane to NYC the next week, spend less than 24 hours there seeing/hearing/experiencing "all" things new, then flying again to Washington, DC, and then taking a car ride from there to your new 'home' in an oh-so-different land * and having learned most of the American alphabet during this two-week transitional period*  -- and many without even ONE DAY of anything close to what is considered formal education (a la USA standards) in your life!!!     It has been so humbling for me to be any part of the transformation of these women's lives * to go from pre-literate in their native Dari or Farsi to literate in both of these and some Urdu and English * to watc
h them learn to navigate the paperwork trails of life in the USA, to buy cars (paying hard-earned cash), to buying homes, to having their children pass SOLs (Standards of Learning tests), watching them as they help other families*  and maintaining strong ties to preserving their culture, their struggles as they watch their children acclimate differently*  
How much of this learning is opportunity, is related to (re)location, is innate intelligence, is individual aptitude and determination, etc.?   Would these same families, if relocated to Kabul, make similar gains * in learning in Dari/Farsi, in learning in English, in socio-economic status?  And how would they effect change if they return to their rural homeland areas?  
How are the challenges different, how the same, for refugee families here versus the population Brenda is involved with (who are remaining in Afghanistan)? 
So many questions!  I realize I should hold most of these until the 17th, but would like to know if the LCEP is taught in English or not.  Thanks!
Holly
----------------------------------------------------
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Fri Nov  4 16:44:17 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 04 Nov 2005 16:44:17 -0500
Subject: [WomenLiteracy] COABE proposals are due!
Message-ID: <s36b8fe8.042@mailsrv4.gsu.edu>
You have only two weeks to submit a presentation proposal for
COABE 2006 in Houston, scheduled for April 26-29.
The annual conference of COABE (Commission of Adult Basic Education)
is the major national adult education and literacy conference.
See conference website: www.coabe06.org
Download the Call for Presentations form on the conference website.
Proposals are due no later than November 18.
Remember that we are looking for presentations in these interest areas:
* basic literacy
* basic numeracy
* workforce development
* family literacy
* ENGLISH AS A SECOND LANGUAGE
* volunteer/community-based literacy
* correctional education
...and these "strands":
* Improving Teaching and Learning Outcomes
* Integrating Technology and Instruction
* Linking Research to Practice
* Promoting Adult Educators as Leaders
* Advancing Change Through Education
___________________________________
Harriet Vardiman Smith
Clearinghouse Director
Texas Center for the Advancement of Literacy & Learning
State Partner in the National LINCS System
Texas A&M University
800-441-READ
website:  www-tcall.tamu.edu
main office email:  tcall at coe.tamu.edu
From BBell at edc.org  Fri Nov  4 23:06:43 2005
From: BBell at edc.org (Brenda Bell)
Date: Fri, 4 Nov 2005 23:06:43 -0500
Subject: [WomenLiteracy] literacy in Afghanistan-guest facilitator
References: <s36b6a54.048@mailsrv4.gsu.edu>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A68@athena.ad.edc.org>
Hello Holly --
Here's the quick answer:  All teaching is done in Dari (Parwan, Hirat and Bamiyan provinces) or Pashto (Kandahar and Farah provinces).
 
You raise really interesting questions, and I'll look forward to  our full discussions after Nov 17.  I'm leaving Kabul to visit villages where the program is taking place - and will be without internet access most of the time. So -- 'til the 17th!
 
Brenda
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
Sent: Sat 11/5/2005 12:33 AM
To: womenliteracy at dev.nifl.gov
Subject: Re: [WomenLiteracy] literacy in Afghanistan-guest facilitator
Thanks so much for thinking about all of this! I will make sure that this is addressed after the 17th, when Brenda will start facilitating.
Daphne
>>> smilin7 at direcway.com 11/4/2005 1:38 PM >>>
Wonderful idea!   I have a question that may seem ignorant -- but regarding Brenda's work:
<<<Literacy for Community Empowerment Program, a project of Education Development Center in partnership with UN Habitat.  This is Brenda's third trip to Afghanistan in the past ten months.
The LCEP, active in five Afghan provinces, links literacy with governance and economic development activities in 200 rural villages.  Literacy teachers, for women's and men's classes, are from the villages, and often have less than a 10th grade education.  They are supported by training and mentoring provided by facilitators at the district and national level.>>
... is any of the program taught in English, or is it taught in native Dari or Farsi language?  or both?  In my pondering, my questions are different depending upon whether she and others involved in the project are teaching community-based interventions and working to build literacy in native language(s) or in English, or both?   My questions are very different * this makes me ponder, why should they be?  Would/why would outcomes be different? 
Some of my most rewarding experiences in ESOL have been working with adult women and families who were newly-arrived refugees from Afghanistan.   To come from rural Afghanistan --- after witnessing horrific war battles, having your husband/father/brother/relative/friend/neighbor murdered in front of you one week, flying on a plane to NYC the next week, spend less than 24 hours there seeing/hearing/experiencing "all" things new, then flying again to Washington, DC, and then taking a car ride from there to your new 'home' in an oh-so-different land * and having learned most of the American alphabet during this two-week transitional period*  -- and many without even ONE DAY of anything close to what is considered formal education (a la USA standards) in your life!!!     It has been so humbling for me to be any part of the transformation of these women's lives * to go from pre-literate in their native Dari or Farsi to literate in both of these and some Urdu and English * to watc
h them learn to navigate the paperwork trails of life in the USA, to buy cars (paying hard-earned cash), to buying homes, to having their children pass SOLs (Standards of Learning tests), watching them as they help other families*  and maintaining strong ties to preserving their culture, their struggles as they watch their children acclimate differently* 
How much of this learning is opportunity, is related to (re)location, is innate intelligence, is individual aptitude and determination, etc.?   Would these same families, if relocated to Kabul, make similar gains * in learning in Dari/Farsi, in learning in English, in socio-economic status?  And how would they effect change if they return to their rural homeland areas? 
How are the challenges different, how the same, for refugee families here versus the population Brenda is involved with (who are remaining in Afghanistan)?
So many questions!  I realize I should hold most of these until the 17th, but would like to know if the LCEP is taught in English or not.  Thanks!
Holly
----------------------------------------------------
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to
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From dshareef1 at student.gsu.edu  Mon Nov  7 14:30:54 2005
From: dshareef1 at student.gsu.edu (Danielle S Shareef)
Date: Mon, 07 Nov 2005 14:30:54 -0500
Subject: [WomenLiteracy] November 20th
Message-ID: <1131391854.7d931d1cdshareef1@student.gsu.edu>
It is amazing that there is such a day of remembrance.  Sometimes I am astonished about how progressive our society is in many respects, yet there is still room for improvement in just basic human kindness.
Danielle
-----Original Message-----
From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
To: <womenliteracy at dev.nifl.gov>
Date: Tue, 01 Nov 2005 11:42:48 -0500
Subject: [WomenLiteracy] November 20th
Some learners (as well as teachers) may be interested in knowing that November 20th is Transgender Day of Remembrance. This is a day to remember those who were victims of hate crimes. According to NOW, only 7 states and DC have hate crime laws which includes crimes based on both sexual orientation and gender identity. Some possible activities for the classroom:
ESL/low level ABE Classes: Vocabulary work on words/phrases such as hate crimes, hate crime laws, sexual orientation, gender identity.
PreGED/GED level classes: Research which are the 7 states that are mentioned above.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From j-p-sinclair at worldnet.att.net  Tue Nov  8 10:25:32 2005
From: j-p-sinclair at worldnet.att.net (Judith Sinclair)
Date: Tue, 8 Nov 2005 09:25:32 -0600
Subject: [WomenLiteracy] Re: [NIFL-WOMENLIT:3338] Re: gender equity
References: <20051014012845.85604.qmail@web33402.mail.mud.yahoo.com>
Message-ID: <003701c5e478$a9631aa0$59774d0c@Dell>
Hello,
I have begun work on a book that addresses the various factors that define 
the relationship between literacy and women's mental health, mental illness 
and addiction.  I am interested in the traditional biomedical, clinical, and 
services perspectives.  I am also interested in anecdotal materials, 
personal and otherwise.  Within the bounds of the literacy continuum I would 
include English as a second or foreign language, education levels, and so 
on, across all ages and populations.  If you have something I might find of 
interest, please let me know.  Thank you.
Doctor Judith Sinclair
Cognitive Psychologist in Education
Social and Behavioral Analyst
Founder and CEO
Sinclair & Associates International, LLC
Washington, DC Office
email: j-p-sinclair at att.net
From j-p-sinclair at worldnet.att.net  Tue Nov  8 10:34:57 2005
From: j-p-sinclair at worldnet.att.net (Judith Sinclair)
Date: Tue, 8 Nov 2005 09:34:57 -0600
Subject: [WomenLiteracy] Resending with correct subject: Women, literacy,
	and mental illness
Message-ID: <002a01c5e479$fa1b5c40$59774d0c@Dell>
Resending this request with correct subject line.
> Hello,
>
> I have begun work on a book that addresses the various factors that define 
> the relationship between literacy and women's mental health, mental 
> illness and addiction.  I am interested in the traditional biomedical, 
> clinical, and services perspectives.  I am also interested in anecdotal 
> materials, personal and otherwise.  Within the bounds of the literacy 
> continuum I would include English as a second or foreign language, 
> education levels, and so on, across all ages and populations.  If you have 
> something I might find of interest, please let me know.  Thank you.
>
> Doctor Judith Sinclair
> Cognitive Psychologist in Education
> Social and Behavioral Analyst
> Founder and CEO
> Sinclair & Associates International, LLC
> Washington, DC Office
> email: j-p-sinclair at att.net
> 
From karenn at athabascau.ca  Tue Nov  8 13:49:07 2005
From: karenn at athabascau.ca (Karen Nielsen PhD)
Date: Tue, 08 Nov 2005 10:49:07 -0800
Subject: [WomenLiteracy] Resending with correct subject: Women, literacy, 
	and mental illness
In-Reply-To: <002a01c5e479$fa1b5c40$59774d0c@Dell>
References: <002a01c5e479$fa1b5c40$59774d0c@Dell>
Message-ID: <4370F323.9010408@athabascau.ca>
My research has focused on abused women in post secondary education. Is 
this of interest?
Karen
Judith Sinclair wrote:
> Resending this request with correct subject line.
> 
> 
>> Hello,
>>
>> I have begun work on a book that addresses the various factors that 
>> define the relationship between literacy and women's mental health, 
>> mental illness and addiction.  I am interested in the traditional 
>> biomedical, clinical, and services perspectives.  I am also interested 
>> in anecdotal materials, personal and otherwise.  Within the bounds of 
>> the literacy continuum I would include English as a second or foreign 
>> language, education levels, and so on, across all ages and 
>> populations.  If you have something I might find of interest, please 
>> let me know.  Thank you.
>>
>> Doctor Judith Sinclair
>> Cognitive Psychologist in Education
>> Social and Behavioral Analyst
>> Founder and CEO
>> Sinclair & Associates International, LLC
>> Washington, DC Office
>> email: j-p-sinclair at att.net
>>
> 
> 
> 
> 
> ----------------------------------------------------
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
From j-p-sinclair at worldnet.att.net  Tue Nov  8 13:02:13 2005
From: j-p-sinclair at worldnet.att.net (Judith Sinclair)
Date: Tue, 8 Nov 2005 12:02:13 -0600
Subject: [WomenLiteracy] Resending with correct subject: Women, literacy,
	and mental illness
References: <002a01c5e479$fa1b5c40$59774d0c@Dell>
	<4370F323.9010408@athabascau.ca>
Message-ID: <00e901c5e48e$8cbaaba0$59774d0c@Dell>
Yes, I am interested.  Would you be able to send me a brief summary of what 
you have been doing?
Thank you for writing.
Judith Sinclair, PhD
Cognitive Psychologist
Social and Behavioral Analyst
Founder and CEO
Sinclair & Associates International, LLC
Washington, DC Office
Phone: 202-364-3893
Mobile: 202-236-9822
3003 Van Ness Street, NW
Suite 308 South
Washington, DC  20008
email: j-p-sinclair at att.net
www.sinclairLLC.com
----- Original Message ----- 
From: "Karen Nielsen PhD" <karenn at athabascau.ca>
To: "The Women &amp; Literacy Discussion List" <womenliteracy at dev.nifl.gov>
Sent: Tuesday, November 08, 2005 12:49 PM
Subject: Re: [WomenLiteracy] Resending with correct subject: Women, 
literacy, and mental illness
> My research has focused on abused women in post secondary education. Is 
> this of interest?
> Karen
>
> Judith Sinclair wrote:
>
>> Resending this request with correct subject line.
>>
>>
>>> Hello,
>>>
>>> I have begun work on a book that addresses the various factors that 
>>> define the relationship between literacy and women's mental health, 
>>> mental illness and addiction.  I am interested in the traditional 
>>> biomedical, clinical, and services perspectives.  I am also interested 
>>> in anecdotal materials, personal and otherwise.  Within the bounds of 
>>> the literacy continuum I would include English as a second or foreign 
>>> language, education levels, and so on, across all ages and populations. 
>>> If you have something I might find of interest, please let me know. 
>>> Thank you.
>>>
>>> Doctor Judith Sinclair
>>> Cognitive Psychologist in Education
>>> Social and Behavioral Analyst
>>> Founder and CEO
>>> Sinclair & Associates International, LLC
>>> Washington, DC Office
>>> email: j-p-sinclair at att.net
>>>
>>
>>
>>
>>
>> ----------------------------------------------------
>> Women and Literacy mailing list
>> WomenLiteracy at dev.nifl.gov
>> To unsubscribe or change your subscription settings, please go to 
>> http://dev.nifl.gov/mailman/listinfo/womenliteracy
>
>
>
> ----------------------------------------------------
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
> 
From ALCDGG at langate.gsu.edu  Tue Nov  8 13:11:18 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 08 Nov 2005 13:11:18 -0500
Subject: [WomenLiteracy] Resending with correct subject: Women,
	literacy, and mental illness
Message-ID: <s370a3fe.009@mailsrv4.gsu.edu>
Karen,
If you can share your summary with the rest of us on the listserv, that would be great!
Daphne
>>> j-p-sinclair at worldnet.att.net 11/8/2005 1:02:13 PM >>>
Yes, I am interested.  Would you be able to send me a brief summary of what 
you have been doing?
Thank you for writing.
Judith Sinclair, PhD
Cognitive Psychologist
Social and Behavioral Analyst
Founder and CEO
Sinclair & Associates International, LLC
Washington, DC Office
Phone: 202-364-3893
Mobile: 202-236-9822
3003 Van Ness Street, NW
Suite 308 South
Washington, DC  20008
email: j-p-sinclair at att.net 
www.sinclairLLC.com 
----- Original Message ----- 
From: "Karen Nielsen PhD" <karenn at athabascau.ca>
To: "The Women &amp; Literacy Discussion List" <womenliteracy at dev.nifl.gov>
Sent: Tuesday, November 08, 2005 12:49 PM
Subject: Re: [WomenLiteracy] Resending with correct subject: Women, 
literacy, and mental illness
> My research has focused on abused women in post secondary education. Is 
> this of interest?
> Karen
>
> Judith Sinclair wrote:
>
>> Resending this request with correct subject line.
>>
>>
>>> Hello,
>>>
>>> I have begun work on a book that addresses the various factors that 
>>> define the relationship between literacy and women's mental health, 
>>> mental illness and addiction.  I am interested in the traditional 
>>> biomedical, clinical, and services perspectives.  I am also interested 
>>> in anecdotal materials, personal and otherwise.  Within the bounds of 
>>> the literacy continuum I would include English as a second or foreign 
>>> language, education levels, and so on, across all ages and populations. 
>>> If you have something I might find of interest, please let me know. 
>>> Thank you.
>>>
>>> Doctor Judith Sinclair
>>> Cognitive Psychologist in Education
>>> Social and Behavioral Analyst
>>> Founder and CEO
>>> Sinclair & Associates International, LLC
>>> Washington, DC Office
>>> email: j-p-sinclair at att.net 
>>>
>>
>>
>>
>>
>> ----------------------------------------------------
>> Women and Literacy mailing list
>> WomenLiteracy at dev.nifl.gov 
>> To unsubscribe or change your subscription settings, please go to 
>> http://dev.nifl.gov/mailman/listinfo/womenliteracy 
>
>
>
> ----------------------------------------------------
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy 
> 
----------------------------------------------------
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov 
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From djrosen at comcast.net  Wed Nov  9 07:03:24 2005
From: djrosen at comcast.net (David Rosen)
Date: Wed, 9 Nov 2005 07:03:24 -0500
Subject: [WomenLiteracy] Finding Adult Literacy Education Knowledge
Message-ID: <BA235087-5859-400B-8042-19DEE3043F10@comcast.net>
Colleagues,
Many adult literacy and English language learning practitioners turn  
to this electronic list to find knowledge and wisdom, and to get  
answers to specific professional questions.  We also have other ways  
of finding knowledge.  We learn from our experience and that of our  
colleagues. We read certain journals, magazines and newspapers, we  
seek out opinions from reputable  sources, and we try to find the  
best research which addresses our question or problem.  So, here's my  
question:
How do you find answers to your adult literacy and English language  
learning questions?
	a. For example, do you use any of the following?
	? NIFL LINCS Special collections, LINCSearch, discussion lists, and  
the included online documents and archives
	? Canadian-sponsored National Adult Literacy Database (NALD) and its  
online documents and archives
	? National Center for the Study of Adult Learning and Literacy  
(NCSALL) Web site and its hard copy publications
	? ERIC Database
	? The Adult Literacy Education Wiki
	? OTAN
	? EdWeek
	? PEN
	? Other electronic lists
	b. What else do you use?  What hard copy journals do you find  
useful? Are there other electronic resources that are helpful in  
answering questions?
Please e-mail your answers to me. I will compile what I get and post  
a summary back to those who e-mail me so we can all benefit from our  
collective wisdom.  You can send a short email with just items to add  
to the list above or, if you prefer, you can write a longer, more  
reflective answer which contextualizes the question, describes how  
the question hits home for you, expresses frustration with how little  
research and professional wisdom our field has, or whatever you would  
like to say.  If you think your comments pertain to the focus of this  
list, of course, you could post them here.
Thanks for your help in answering this question, which I hope is not  
mine alone.
David J. Rosen
DJRosen at comcast.net
From ryanryanc at yahoo.com  Wed Nov  9 09:32:21 2005
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Wed, 9 Nov 2005 06:32:21 -0800 (PST)
Subject: [WomenLiteracy] How to get published
Message-ID: <20051109143221.25951.qmail@web31802.mail.mud.yahoo.com>
The TESOL webpage has an article that outlines how to publish in 
various journals in the ESL/Linguistics field. It's a PDF file that can be 
downloaded for free. I thought this article might be of interest to 
many on the listserv, especially grad students looking for ideas on how to 
publish. 
  Here's the link:
  http://www.tesol.org/s_tesol/seccss.asp?CID=334&DID=1940
  I wonder if anyone knows of similar information on being published in 
other areas of research? 
  Ryan Hall
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From j-p-sinclair at worldnet.att.net  Thu Nov 10 11:57:10 2005
From: j-p-sinclair at worldnet.att.net (Judith Sinclair)
Date: Thu, 10 Nov 2005 10:57:10 -0600
Subject: [WomenLiteracy] women, literacy, and mental illness
References: <20051014012845.85604.qmail@web33402.mail.mud.yahoo.com>
Message-ID: <000801c5e617$cc56bd00$4b764d0c@Dell>
Hello,
I have begun work on a book that addresses the various factors that define
the relationship between literacy and women's mental health, mental illness
and addiction.  I am interested in the traditional biomedical, clinical, and
services perspectives.  I am also interested in anecdotal materials,
personal and otherwise.  Within the bounds of the literacy continuum I would
include English as a second or foreign language, education levels, and so
on, across all ages and populations.
These is an important query, I believe, for did you know that about 83
percent of working women with depression found it to be the number one
barrier to success in the workplace?  As NMHA and AMWA write, "depression
affects about five million employed American women each year, and the women
surveyed identified behaviors such as leaving work early or not returning
from lunch, avoiding contact with coworkers and being unable to face work as
common problems associated with their illness."
(http://www.vagusnervestimulator.com/topics/workplacedepression.cfm,
National Mental Health Association; American Medical Women's Association,
November 11, 2003).
When we factor in the percentage of women from multicultural backgrounds who
by definition represent a range of linguistic literacy accomplishment, we
begin to see the fluid interrelationship and the need for investigation. If
you have something I might find of interest, please let me know.
Thank you,
Dr. Judith Peyton Sinclair
Relevant Indicia:
Judith Sinclair, PhD
Cognitive Psychologist
Social and Behavioral Analyst
Founder and CEO
Sinclair & Associates International, LLC
Washington, DC Office
Phone: 202-364-3893
Mobile: 202-236-9822
3003 Van Ness Street, NW
Suite 308 South
Washington, DC  20008
email: j-p-sinclair at att.net
www.sinclairLLC.com
----- Original Message ----- 
From: "Wendy Dickinson" <wendance at yahoo.com>
To: "Multiple recipients of list" <nifl-womenlit at literacy.nifl.gov>
Sent: Thursday, October 13, 2005 7:30 PM
Subject: [NIFL-WOMENLIT:3338] Re: gender equity
>I recently went to a workshop on Women as leaders in
> the workforce. Based on this discussion, I thought
> that some of you might be interested in their
> findings. They found that there were five main areas
> where women substantially differed from men in the
> workplace. They are:
>
> 1) Sense of isolation - women don't share with each
> other about their mistakes or frustrations in the work
> place. They just hit their limit and quit.
>
> 2) Quality of relationships - at the top levels of
> leadership, there are mostly men. There is a small
> line to balance because they need to influence those
> around them (men) and constantly trying to prove
> themselves. Women tend to have great relationships
> with their clients, but not necessarily with their
> peers (who are often men).
>
> 3) Centrality of Boss - Women tend to stay with one
> boss and try to "please" them. They don't have a wide
> network of people with whom they have worked but put
> all their proverbial eggs in one basket.
>
> 4) Source of credibility - some assignments will build
> more credibility more than others, women tend to
> engage in those that they are certain they will be
> successful at. This is also connected to
> predictability. Women need to step back and think
> about what is predictable about them
>
> 5) Authenticity - they found that women don't know
> "know" how to act in a leadership role (for a variety
> of reasons) and tend to act like they are "on guard."
> They struggle with how to command power and present
> themselves without being the bitch.
>
> I found this presentation to be quite interesting,
> partly because it moved beyond observations to points
> of application. There are many aspects of our culture
> that we should be critical of when it comes to
> equality in the workforce, however I think that it is
> also important to look at what women do when they are
> in those positions and take responsibility for areas
> where we could show up in a more effective way. Just
> FYI, this was an unpublished study.
>
> Wendy
>
>
>
>
> --- Danielle S Shareef <dshareef1 at student.gsu.edu>
> wrote:
>
>> Hi Daphne,
>>
>> I just think it's sad because our country professes
>> to be so advanced.  However, the archaic views about
>> what a woman's place is in society and how much of
>> the work that women do (inside and outside of the
>> home) has no Dow Jones or NASDAQ value, contribute
>> to the inadequate resources for child care and
>> health care, as well as career advancement.  Gender
>> equity may be an umbrella issue for all others in
>> our society because if more women were included in
>> the design and decision-making of power wielding
>> and policy-making institutions, many of the
>> disadvantages would not exist. (Provided women
>> aren't given access based on them emulating and
>> perpetuating the standards and behaviors of the
>> patriarchical establishment.
>>
>> Danielle
>>
>> -----Original Message-----
>> From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
>> To: Multiple recipients of list
>> <nifl-womenlit at literacy.nifl.gov>
>> Date: Wed, 12 Oct 2005 09:56:18 -0400 (EDT)
>> Subject: [NIFL-WOMENLIT:3327] gender equity
>>
>> I have noticed that many adult learners (as well as
>> adult literacy providers) assume that the US, as the
>> number 1 world power must have the best gender
>> equity in the world. I recently came across an
>> article in Ms. magazine (Fall, 2005, p.61) which
>> provides information that could be an impetus for
>> all kinds of activities in the adult classroom:
>> graph reading, understanding the concept of rank,
>> geography lessons, and civics lessons.
>> Here are some of the facts listed in the article:
>> United States scored 17th of 58 countries surveyed
>> in gender equity.
>> Sweden scored 1st of 58 countries surveyed in gender
>> equity.
>> Egypt scored 58 out of 58.
>> The US ranked 8th in education for women, but for
>> economic opportunity only 46th and in health only
>> 42nd.
>> The article includes the following quote:
>> "It seems that American women, while they are able
>> to enter the workforce fairly easily, do not have
>> opportunities to advance their careers once they are
>> part of it, and remain concentrated in lower-paid
>> professions."
>> Recommendations for the US include: maternity leave
>> laws, affordable child care, and better reproductive
>> health care.
>> The entire report can be found at:
>> www.weforum.org/gendergap
>>
>> Any thoughts about this and our learners?
>> Daphne
>>
>>
>>
>>
>>
>
>
>
>
>
> __________________________________
> Yahoo! Mail - PC Magazine Editors' Choice 2005
> http://mail.yahoo.com
> 
From mev at litwomen.org  Thu Nov 10 13:54:42 2005
From: mev at litwomen.org (mev at litwomen.org)
Date: Thu, 10 Nov 2005 13:54:42 -0500
Subject: [WomenLiteracy] WE LEARN Women & Literacy Conference 2006
Message-ID: <7416D439-521B-11DA-8E5A-000393ABE4D2@litwomen.org>
** cross-posted**
3rd Annual (Net)Working Conference on Women & Literacy
Moving to Power & Participation
sponsored by: WE LEARN / Women Expanding: Literacy Education Action 
Resource Network
Friday, March 10 ? Saturday, March 11, 2006
New Haven, Connecticut
Yale University, Linsly Chittenden Hall
Open to:
ABE students, teachers, administrators, researchers, writers, grad 
students, community activists
? anyone interested in women's adult basic literacy/education and 
related issues?
Keynote Speaker: Marcia Ann Gillespie*
Confirmed Panelists: 	? Daphne Greenberg	? Lorna Rivera
Invited Presenters:  ? Kate Rushin	 ? Valerie Tutson
Conference Features:
? Interactive Workshops ? Exhibits & Resource Sharing ? Student 
Gatherings ? Research & Policy Discussions ? Networking Opportunities & 
Community Building ? Annual WE LEARN Membership Meeting ? Arts & 
Reflection Spaces ? FUN!!!
Early-Bird Registration Deadline: February 3, 2006 (15% discount)
Pre-Registration Deadline: February 24, 2006
Presenter Application Deadline: December 2, 2005
WE LEARN Membership & ABE Student Rates Available (see below)
? Conference Hotel Rates Available ?  Light Breakfast & Lunch included 
? Wheelchair accessible
  ? ASL interpretation available with pre-arrangement
Co-Sponsored by WE LEARN | Yale University Women's, Gender, and 
Sexuality Studies Program | literacytent.org
To download registration details and form, travel information, & 
regular updates go to:
  www.litwomen.org/welearn.html
To receive more information contact:
Mev Miller, Ed.D., Director  |     401-383-4374	  |  
welearn at litwomen.org
182 Riverside Ave., Cranston, RI 02910
*Marcia Ann Gillespie has served as Ms. magazine's editor in chief 
since 1993. Gillespie's association with Ms. magazine dates back to 
1980 when she became a contributing editor. A trailblazer in the 
magazine industry, as the editor in chief of Essence from 1971-1980, 
Gillespie is credited with transforming the then-fledgling publication 
into one of the fastest growing women's magazines in the United States. 
During her tenure, Essence won a National Magazine Award, the 
industry's most prestigious honor. A vice president of Essence 
Communications, Inc., Gillespie was named "One of the Fifty Faces for 
America's Future" by Time magazine. For more info: 
http://www.soapboxinc.com/bio_gillespie.html
Conference Registration Rates
EARLY Registration Deadline: February 3, 2006 (15% discount)
Pre-Registration Deadline: February 24, 2006
WE LEARN Membership Rate
Pre-Registraton: Two-day $85.00 | One-day $50.00
On-site: per day $55.00
Non-Membership Rate
Pre-Registraton: Two-day $125.00 | One-Day $70.00
On-site: per day $75.00
ABE Student Rate
Two-Day $15.00 | One-Day $10.00 (** Sorry, NO Early Registration 
discount for ABE student rate)
Presenter Rate (deadline to apply: December 2, 2005)
Members: Two-day $72.25 | One-day $42.50
*** we strongly encourage presenters to become members of WE LEARN
We have a limited number of ABE student scholarships & work exchange 
options for the conference.
  ? For ABE students only, we can help with registration fees and some 
travel expenses.
  ? For Americorp/VISTA volunteers, college or graduate students & 
part-time teachers, we have a limited                    number of work 
exchange opportunities available. This will help offset registration 
fees ONLY.
For more information & forms, go to: 
http://www.litwomen.org/conferences/2006/main.html
or contact Mev Miller -- 401-383-4374 or welearn at litwomen.org
--------------------------
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From lisab at whattoexpect.org  Thu Nov 10 14:45:35 2005
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Thu, 10 Nov 2005 14:45:35 -0500
Subject: [WomenLiteracy] women, literacy, and mental illness
In-Reply-To: <000801c5e617$cc56bd00$4b764d0c@Dell>
References: <20051014012845.85604.qmail@web33402.mail.mud.yahoo.com>
	<000801c5e617$cc56bd00$4b764d0c@Dell>
Message-ID: <da4079490511101145s44ee8887od75f6a7cdd472066@mail.gmail.com>
Are you interested in perinatal depression?
I do health literacy work around pregnancy - the rising prevalence of
perinatal depression, coupled with research showing the link between stress
and poor birth outcomes - is rarely looked at in light of a woman't health
literacy/literacy skills. Perinatal depression is about much more than just
hormones... interested to hear what you come up with.
Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org <http://www.whattoexpect.org>
Providing prenatal health and literacy support so that women in need know
what to expect when expecting.
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From lisab at whattoexpect.org  Thu Nov 10 14:45:35 2005
From: lisab at whattoexpect.org (Lisa Bernstein)
Date: Thu, 10 Nov 2005 14:45:35 -0500
Subject: [WomenLiteracy] women, literacy, and mental illness
In-Reply-To: <000801c5e617$cc56bd00$4b764d0c@Dell>
References: <20051014012845.85604.qmail@web33402.mail.mud.yahoo.com>
	<000801c5e617$cc56bd00$4b764d0c@Dell>
Message-ID: <da4079490511101145s44ee8887od75f6a7cdd472066@mail.gmail.com>
Are you interested in perinatal depression?
I do health literacy work around pregnancy - the rising prevalence of
perinatal depression, coupled with research showing the link between stress
and poor birth outcomes - is rarely looked at in light of a woman't health
literacy/literacy skills. Perinatal depression is about much more than just
hormones... interested to hear what you come up with.
Lisa Bernstein
Executive Director
The What To Expect Foundation
144 W. 80th Street
New York, NY 10024
212-712-9764
www.whattoexpect.org <http://www.whattoexpect.org>
Providing prenatal health and literacy support so that women in need know
what to expect when expecting.
-------------- next part --------------
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From j-p-sinclair at worldnet.att.net  Thu Nov 10 15:49:05 2005
From: j-p-sinclair at worldnet.att.net (Judith Sinclair)
Date: Thu, 10 Nov 2005 14:49:05 -0600
Subject: [WomenLiteracy] women, literacy, and mental illness
References: <20051014012845.85604.qmail@web33402.mail.mud.yahoo.com><000801c5e617$cc56bd00$4b764d0c@Dell>
	<da4079490511101145s44ee8887od75f6a7cdd472066@mail.gmail.com>
Message-ID: <001001c5e638$31108350$4b764d0c@Dell>
Thanks for writing.  Yes, absolutely I am interested.  What a fascinating subject, perinatal depression.  There are other mental health issues also relevant to this subject.  What would you suggest as of immediate interest?
Judith Sinclair, PhD
Cognitive Psychologist
Social and Behavioral Analyst
Founder and CEO
Sinclair & Associates International, LLC
Washington, DC Office
Phone: 202-364-3893
Mobile: 202-236-9822
3003 Van Ness Street, NW
Suite 308 South
Washington, DC  20008
email: j-p-sinclair at att.net
www.sinclairLLC.com
  ----- Original Message ----- 
  From: Lisa Bernstein 
  To: The Women &amp, Literacy Discussion List 
  Cc: nifl-womenlit at nifl.gov ; Multiple recipients of list 
  Sent: Thursday, November 10, 2005 1:45 PM
  Subject: Re: [WomenLiteracy] women, literacy, and mental illness
  Are you interested in perinatal depression? 
  I do health literacy work around pregnancy - the rising prevalence of perinatal depression, coupled with research showing the link between stress and poor birth outcomes - is  rarely looked at in light of a woman't health literacy/literacy skills.  Perinatal depression is about much more than just hormones...  interested to hear what you come up with. 
   
  Lisa Bernstein
  Executive Director
  The What To Expect Foundation
  144 W. 80th Street
  New York, NY 10024
  212-712-9764
  www.whattoexpect.org
  Providing prenatal health and literacy support so that women in need know what to expect when expecting. 
------------------------------------------------------------------------------
  ----------------------------------------------------
  Women and Literacy mailing list
  WomenLiteracy at dev.nifl.gov
  To unsubscribe or change your subscription settings, please go to 
  http://dev.nifl.gov/mailman/listinfo/womenliteracy
-------------- next part --------------
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From j-p-sinclair at worldnet.att.net  Thu Nov 10 15:16:25 2005
From: j-p-sinclair at worldnet.att.net (Judith Sinclair)
Date: Thu, 10 Nov 2005 14:16:25 -0600
Subject: [WomenLiteracy] Women & Literacy 
References: <7416D439-521B-11DA-8E5A-000393ABE4D2@litwomen.org>
Message-ID: <002201c5e633$a26b9fd0$4b764d0c@Dell>
Hello,
I have begun work on a book that addresses the various factors that define
the relationship between literacy and women's mental health, mental illness
and addiction.  I am interested in the traditional biomedical, clinical, and
services perspectives.  I am also interested in anecdotal materials,
personal and otherwise.  Within the bounds of the literacy continuum I would
include English as a second or foreign language, education levels, and so
on, across all ages and populations.
These is an important query, I believe, for did you know that about 83
percent of working women with depression found it to be the number one
barrier to success in the workplace?  As NMHA and AMWA write, "depression
affects about five million employed American women each year, and the women
surveyed identified behaviors such as leaving work early or not returning
from lunch, avoiding contact with coworkers and being unable to face work as
common problems associated with their illness."
(http://www.vagusnervestimulator.com/topics/workplacedepression.cfm,
National Mental Health Association; American Medical Women's Association,
November 11, 2003).
When we factor in the percentage of women from multicultural backgrounds who
by definition represent a range of linguistic literacy accomplishment, we
begin to see the fluid interrelationship and the need for investigation. If
you have something I might find of interest, please let me know.
Thank you,
Dr. Judith Peyton Sinclair
Relevant Indicia:
Judith Sinclair, PhD
Cognitive Psychologist
Social and Behavioral Analyst
Founder and CEO
Sinclair & Associates International, LLC
Washington, DC Office
Phone: 202-364-3893
Mobile: 202-236-9822
3003 Van Ness Street, NW
Suite 308 South
Washington, DC  20008
email: j-p-sinclair at att.net
www.sinclairLLC.com
----- Original Message ----- 
From: <mev at litwomen.org>
To: "NIFL Womenlit" <womenliteracy at dev.nifl.gov>; "NIFL Workplace" 
<workplace at dev.nifl.gov>; "NIFL Family" <familyliteracy at dev.nifl.gov>; "NIFL 
ESL" <englishlanguage at dev.nifl.gov>; "NIFL Povracelit" 
<povertyliteracy at dev.nifl.gov>; "nifl-Professional Development" 
<professionaldevelopment at dev.nifl.gov>; "Library Lit OLOS" 
<library-lit at ala.org>
Cc: <nla at lists.literacytent.org>; <feminist-teacher at uwec.edu>; "WSS" 
<wss-l at ala.org>; "WMST-L" <WMST-L at LISTSERV.UMD.EDU>; "Progressive 
Librarians" <plgnet-l at listproc.sjsu.edu>; "PTO" <ptolist at lists.unomaha.edu>; 
"SRRT" <srrtac-l at ala.org>; "Feminist Librarians" <FEMINIST at MITVMA.MIT.EDU>
Sent: Thursday, November 10, 2005 12:54 PM
Subject: [PovertyLiteracy] WE LEARN Women & Literacy Conference 2006
** cross-posted**
3rd Annual (Net)Working Conference on Women & Literacy
Moving to Power & Participation
sponsored by: WE LEARN / Women Expanding: Literacy Education Action
Resource Network
Friday, March 10 ? Saturday, March 11, 2006
New Haven, Connecticut
Yale University, Linsly Chittenden Hall
Open to:
ABE students, teachers, administrators, researchers, writers, grad
students, community activists
? anyone interested in women's adult basic literacy/education and
related issues?
Keynote Speaker: Marcia Ann Gillespie*
Confirmed Panelists: ? Daphne Greenberg ? Lorna Rivera
Invited Presenters:  ? Kate Rushin ? Valerie Tutson
Conference Features:
? Interactive Workshops ? Exhibits & Resource Sharing ? Student
Gatherings ? Research & Policy Discussions ? Networking Opportunities &
Community Building ? Annual WE LEARN Membership Meeting ? Arts &
Reflection Spaces ? FUN!!!
Early-Bird Registration Deadline: February 3, 2006 (15% discount)
Pre-Registration Deadline: February 24, 2006
Presenter Application Deadline: December 2, 2005
WE LEARN Membership & ABE Student Rates Available (see below)
? Conference Hotel Rates Available ?  Light Breakfast & Lunch included
? Wheelchair accessible
  ? ASL interpretation available with pre-arrangement
Co-Sponsored by WE LEARN | Yale University Women's, Gender, and
Sexuality Studies Program | literacytent.org
To download registration details and form, travel information, &
regular updates go to:
  www.litwomen.org/welearn.html
To receive more information contact:
Mev Miller, Ed.D., Director  |     401-383-4374   |
welearn at litwomen.org
182 Riverside Ave., Cranston, RI 02910
*Marcia Ann Gillespie has served as Ms. magazine's editor in chief
since 1993. Gillespie's association with Ms. magazine dates back to
1980 when she became a contributing editor. A trailblazer in the
magazine industry, as the editor in chief of Essence from 1971-1980,
Gillespie is credited with transforming the then-fledgling publication
into one of the fastest growing women's magazines in the United States.
During her tenure, Essence won a National Magazine Award, the
industry's most prestigious honor. A vice president of Essence
Communications, Inc., Gillespie was named "One of the Fifty Faces for
America's Future" by Time magazine. For more info:
http://www.soapboxinc.com/bio_gillespie.html
Conference Registration Rates
EARLY Registration Deadline: February 3, 2006 (15% discount)
Pre-Registration Deadline: February 24, 2006
WE LEARN Membership Rate
Pre-Registraton: Two-day $85.00 | One-day $50.00
On-site: per day $55.00
Non-Membership Rate
Pre-Registraton: Two-day $125.00 | One-Day $70.00
On-site: per day $75.00
ABE Student Rate
Two-Day $15.00 | One-Day $10.00 (** Sorry, NO Early Registration
discount for ABE student rate)
Presenter Rate (deadline to apply: December 2, 2005)
Members: Two-day $72.25 | One-day $42.50
*** we strongly encourage presenters to become members of WE LEARN
We have a limited number of ABE student scholarships & work exchange
options for the conference.
  ? For ABE students only, we can help with registration fees and some
travel expenses.
  ? For Americorp/VISTA volunteers, college or graduate students &
part-time teachers, we have a limited                    number of work
exchange opportunities available. This will help offset registration
fees ONLY.
For more information & forms, go to:
http://www.litwomen.org/conferences/2006/main.html
or contact Mev Miller -- 401-383-4374 or welearn at litwomen.org
--------------------------
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
----------------------------------------------------
Poverty, Race, and Literacy mailing list
PovertyLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/povertyliteracy
From j-p-sinclair at worldnet.att.net  Thu Nov 10 15:17:20 2005
From: j-p-sinclair at worldnet.att.net (Judith Sinclair)
Date: Thu, 10 Nov 2005 14:17:20 -0600
Subject: [WomenLiteracy] Women & Literacy 
References: <7416D439-521B-11DA-8E5A-000393ABE4D2@litwomen.org>
Message-ID: <002501c5e633$c5af7ca0$4b764d0c@Dell>
Hello,
I have begun work on a book that addresses the various factors that define
the relationship between literacy and women's mental health, mental illness
and addiction.  I am interested in the traditional biomedical, clinical, and
services perspectives.  I am also interested in anecdotal materials,
personal and otherwise.  Within the bounds of the literacy continuum I would
include English as a second or foreign language, education levels, and so
on, across all ages and populations.
These is an important query, I believe, for did you know that about 83
percent of working women with depression found it to be the number one
barrier to success in the workplace?  As NMHA and AMWA write, "depression
affects about five million employed American women each year, and the women
surveyed identified behaviors such as leaving work early or not returning
from lunch, avoiding contact with coworkers and being unable to face work as
common problems associated with their illness."
(http://www.vagusnervestimulator.com/topics/workplacedepression.cfm,
National Mental Health Association; American Medical Women's Association,
November 11, 2003).
When we factor in the percentage of women from multicultural backgrounds who
by definition represent a range of linguistic literacy accomplishment, we
begin to see the fluid interrelationship and the need for investigation. If
you have something I might find of interest, please let me know.
Thank you,
Dr. Judith Peyton Sinclair
Relevant Indicia:
Judith Sinclair, PhD
Cognitive Psychologist
Social and Behavioral Analyst
Founder and CEO
Sinclair & Associates International, LLC
Washington, DC Office
Phone: 202-364-3893
Mobile: 202-236-9822
3003 Van Ness Street, NW
Suite 308 South
Washington, DC  20008
email: j-p-sinclair at att.net
www.sinclairLLC.com
From ALCDGG at langate.gsu.edu  Thu Nov 10 15:47:16 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 10 Nov 2005 15:47:16 -0500
Subject: [WomenLiteracy] titles
Message-ID: <s3736b8b.041@mailsrv4.gsu.edu>
On the professional development listserv, there was a posting that I thought may be of interest on this listserv. After you read the message I copied from Jim, I am wondering if any of you have any thoughts about this, and how our female students like to be addressed. Here is the posting:
At my school, some women do not like being referred to as "ladies," saying the "title" puts undue societal pressure on them to behave a certain way. In the 70's we learned that many traditional expressions pointing to femaleness were unacceptable. Many, such as "Honey," "Babe," and "Darlin'," showed a certain amount of familiarity and disrespect. I have even received disapproving feedback from a woman after saying "Yes, Ma'am." My grandmother would roll over in her grave at the thought of my not responding to a woman with a one-time courteous "Yes (or No) Ma'am." I would appreciate any assistance  anyone can give me in determining the appropriate appellation or reference to the women of today. As I have three daughters, I certainly have no wish to offend to them or any woman.
	Why many men seem to be happy being referred to as "guys," or even "dudes," and so forth, while we are apparently having trouble zeroing in on a proper set of references to women, I don't know. I know that, just because terms were appropriate for many years and eras, it doesn't mean they should remain appropriate. 
	Jim
	
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From j-p-sinclair at worldnet.att.net  Thu Nov 10 17:03:06 2005
From: j-p-sinclair at worldnet.att.net (Judith Sinclair)
Date: Thu, 10 Nov 2005 16:03:06 -0600
Subject: [WomenLiteracy] titles
References: <s3736b8b.041@mailsrv4.gsu.edu>
Message-ID: <003f01c5e642$88133f80$31134d0c@Dell>
Hello, I can identify with your concern, and perhaps I have something to 
contribute in terms of education.  Today, in academic settings, I generally 
solve the problem with my women graduate school students by using Ms. or Dr. 
and so on when addressing them, unless they insist that I use their first 
names.  However, I also address the men in the same way, that is, by using 
Mr. or Dr. and so on.  My male and female students seem to appreciate this 
method.  I have also taken this somewhat formal approach with younger 
students, from very early years through college, and with older students, 
retired and so on, and it seems to work very well, and supports a general 
attitude of social and community respect.
Judith Sinclair, PhD
Cognitive Psychologist
Social and Behavioral Analyst
Founder and CEO
Sinclair & Associates International, LLC
Washington, DC Office
Phone: 202-364-3893
Mobile: 202-236-9822
3003 Van Ness Street, NW
Suite 308 South
Washington, DC  20008
email: j-p-sinclair at att.net
www.sinclairLLC.com
----- Original Message ----- 
From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>
To: <womenliteracy at dev.nifl.gov>
Sent: Thursday, November 10, 2005 2:47 PM
Subject: [WomenLiteracy] titles
On the professional development listserv, there was a posting that I thought 
may be of interest on this listserv. After you read the message I copied 
from Jim, I am wondering if any of you have any thoughts about this, and how 
our female students like to be addressed. Here is the posting:
At my school, some women do not like being referred to as "ladies," saying 
the "title" puts undue societal pressure on them to behave a certain way. In 
the 70's we learned that many traditional expressions pointing to femaleness 
were unacceptable. Many, such as "Honey," "Babe," and "Darlin'," showed a 
certain amount of familiarity and disrespect. I have even received 
disapproving feedback from a woman after saying "Yes, Ma'am." My grandmother 
would roll over in her grave at the thought of my not responding to a woman 
with a one-time courteous "Yes (or No) Ma'am." I would appreciate any 
assistance  anyone can give me in determining the appropriate appellation or 
reference to the women of today. As I have three daughters, I certainly have 
no wish to offend to them or any woman.
Why many men seem to be happy being referred to as "guys," or even "dudes," 
and so forth, while we are apparently having trouble zeroing in on a proper 
set of references to women, I don't know. I know that, just because terms 
were appropriate for many years and eras, it doesn't mean they should remain 
appropriate.
Jim
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From cubans at seattleu.edu  Thu Nov 10 16:11:40 2005
From: cubans at seattleu.edu (Cuban, Sondra)
Date: Thu, 10 Nov 2005 13:11:40 -0800
Subject: [WomenLiteracy] titles
Message-ID: <BE91D4AFE2B5114DB90B232253C973DF4A93B1@OITEX1.seattleu.edu>
Daphne, if I am unsure, and do not know people,  I always ask them what they like to be called, before addressing them. I think this encourages open communication, at the get-go, and is culturally sensitive. If there are no, or few opportunities to ask, or, if my question goes unanswered, I usually err on the formal side (and some cultural knowledge about what is "formal" should be known by the communicator). That's my 2 cents. Sondra
> ----------
> From: 	womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
> Reply To: 	The Women &amp;  Literacy Discussion List
> Sent: 	Thursday, November 10, 2005 12:47 PM
> To: 	womenliteracy at dev.nifl.gov
> Subject: 	[WomenLiteracy] titles
> 
> On the professional development listserv, there was a posting that I thought may be of interest on this listserv. After you read the message I copied from Jim, I am wondering if any of you have any thoughts about this, and how our female students like to be addressed. Here is the posting:
> 
> At my school, some women do not like being referred to as "ladies," saying the "title" puts undue societal pressure on them to behave a certain way. In the 70's we learned that many traditional expressions pointing to femaleness were unacceptable. Many, such as "Honey," "Babe," and "Darlin'," showed a certain amount of familiarity and disrespect. I have even received disapproving feedback from a woman after saying "Yes, Ma'am." My grandmother would roll over in her grave at the thought of my not responding to a woman with a one-time courteous "Yes (or No) Ma'am." I would appreciate any assistance  anyone can give me in determining the appropriate appellation or reference to the women of today. As I have three daughters, I certainly have no wish to offend to them or any woman.
> 	Why many men seem to be happy being referred to as "guys," or even "dudes," and so forth, while we are apparently having trouble zeroing in on a proper set of references to women, I don't know. I know that, just because terms were appropriate for many years and eras, it doesn't mean they should remain appropriate. 
> 	Jim
> 	
> 
> 
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> 
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu
> 
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
> 
> 
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From ALCDGG at langate.gsu.edu  Thu Nov 10 16:18:04 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 10 Nov 2005 16:18:04 -0500
Subject: [WomenLiteracy] titles
Message-ID: <s37372c4.073@mailsrv4.gsu.edu>
I agree. However, I also know that if women are sitting together in a group, someone may come over and say "ladies...." Not all women consider themselves ladies, or like to be addressed this way. Has anyone addressed this issue with adult literacy learners?
>>> cubans at seattleu.edu 11/10/2005 4:11:40 PM >>>
Daphne, if I am unsure, and do not know people,  I always ask them what they like to be called, before addressing them. I think this encourages open communication, at the get-go, and is culturally sensitive. If there are no, or few opportunities to ask, or, if my question goes unanswered, I usually err on the formal side (and some cultural knowledge about what is "formal" should be known by the communicator). That's my 2 cents. Sondra
> ----------
> From: 	womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
> Reply To: 	The Women &amp;  Literacy Discussion List
> Sent: 	Thursday, November 10, 2005 12:47 PM
> To: 	womenliteracy at dev.nifl.gov 
> Subject: 	[WomenLiteracy] titles
> 
> On the professional development listserv, there was a posting that I thought may be of interest on this listserv. After you read the message I copied from Jim, I am wondering if any of you have any thoughts about this, and how our female students like to be addressed. Here is the posting:
> 
> At my school, some women do not like being referred to as "ladies," saying the "title" puts undue societal pressure on them to behave a certain way. In the 70's we learned that many traditional expressions pointing to femaleness were unacceptable. Many, such as "Honey," "Babe," and "Darlin'," showed a certain amount of familiarity and disrespect. I have even received disapproving feedback from a woman after saying "Yes, Ma'am." My grandmother would roll over in her grave at the thought of my not responding to a woman with a one-time courteous "Yes (or No) Ma'am." I would appreciate any assistance  anyone can give me in determining the appropriate appellation or reference to the women of today. As I have three daughters, I certainly have no wish to offend to them or any woman.
> 	Why many men seem to be happy being referred to as "guys," or even "dudes," and so forth, while we are apparently having trouble zeroing in on a proper set of references to women, I don't know. I know that, just because terms were appropriate for many years and eras, it doesn't mean they should remain appropriate. 
> 	Jim
> 	
> 
> 
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu 
> 
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu 
> 
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy 
> 
> 
From ryanryanc at yahoo.com  Thu Nov 10 17:56:59 2005
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Thu, 10 Nov 2005 14:56:59 -0800 (PST)
Subject: [WomenLiteracy] titles
In-Reply-To: <s37372c4.073@mailsrv4.gsu.edu>
Message-ID: <20051110225659.50082.qmail@web31804.mail.mud.yahoo.com>
 I think many of us often forget that titles have certain messages attached to them (e.g., ma'am/sir = authority of some sort), but use them mostly to convey some level of respect. The use of these titles is culturally based and, depending on the person being spoken to, the title could have negative implications. For example, my southern upbringing socialized me to use ma'am and sir when speaking to any adult or authority figure in order to show respect. I have become aware, however, that the use of these words is not acceptable to many people who are not from the south. In a similar manner, the use of Mr./Ms./etc. is perceived differently based on cultural norms; many people, including many professors, prefer being called by their first name.
   
  The issue of titles comes up often in ESL settings. The issue of titles for teachers is an especially challenging one in the ESL setting as the ideas of teachers and students often differ in this regard. Some ESL teachers like to be called by their first name, and others prefer Mr./Ms. and their last name. The confusion often occurs as many ESL students prefer calling their teachers "Teacher." In many cultures it is considered disrespectful to call a teacher by his/her name- the proper title is "Teacher" just as using "ma'am" and "sir" in the south is considered proper. 
   
  There are two implications that can be drawn from this discussion: one for the speaker and one for the listener. The speaker should, as much as possible, attempt to address people in a respectful manner, and not use titles that s/he knows is not culturally acceptable to a particular group of people. On the other hand, the listener should also understand that there are cultural meanings attached to certain titles, and should not be offended automatically when an inappropriate title is inadvertently used. For example, I really try not to use ma'am and sir when I know I am addressing people from the north. In addition, I am not offended when my ESL students call me Teacher instead of Ryan. 
   
  I believe the issue of titles should be addressed in the adult literacy classroom. I have had discussions about titles in both adult ESL classes and college orientation workshops. The use of titles has major cultural implications for both native and non-native English speakers, and is inconsistent depending on the setting. 
  
 
  Ryan Hall
  
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
  I agree. However, I also know that if women are sitting together in a group, someone may come over and say "ladies...." Not all women consider themselves ladies, or like to be addressed this way. Has anyone addressed this issue with adult literacy learners?
>>> cubans at seattleu.edu 11/10/2005 4:11:40 PM >>>
Daphne, if I am unsure, and do not know people, I always ask them what they like to be called, before addressing them. I think this encourages open communication, at the get-go, and is culturally sensitive. If there are no, or few opportunities to ask, or, if my question goes unanswered, I usually err on the formal side (and some cultural knowledge about what is "formal" should be known by the communicator). That's my 2 cents. Sondra
> ----------
> From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
> Reply To: The Women & Literacy Discussion List
> Sent: Thursday, November 10, 2005 12:47 PM
> To: womenliteracy at dev.nifl.gov 
> Subject: [WomenLiteracy] titles
> 
> On the professional development listserv, there was a posting that I thought may be of interest on this listserv. After you read the message I copied from Jim, I am wondering if any of you have any thoughts about this, and how our female students like to be addressed. Here is the posting:
> 
> At my school, some women do not like being referred to as "ladies," saying the "title" puts undue societal pressure on them to behave a certain way. In the 70's we learned that many traditional expressions pointing to femaleness were unacceptable. Many, such as "Honey," "Babe," and "Darlin'," showed a certain amount of familiarity and disrespect. I have even received disapproving feedback from a woman after saying "Yes, Ma'am." My grandmother would roll over in her grave at the thought of my not responding to a woman with a one-time courteous "Yes (or No) Ma'am." I would appreciate any assistance anyone can give me in determining the appropriate appellation or reference to the women of today. As I have three daughters, I certainly have no wish to offend to them or any woman.
> Why many men seem to be happy being referred to as "guys," or even "dudes," and so forth, while we are apparently having trouble zeroing in on a proper set of references to women, I don't know. I know that, just because terms were appropriate for many years and eras, it doesn't mean they should remain appropriate. 
> Jim
> 
> 
> 
> Daphne Greenberg
> Assistant Professor
> Educational Psych. & Special Ed.
> Georgia State University
> P.O. Box 3979
> Atlanta, Georgia 30302-3979
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu 
> 
> Daphne Greenberg
> Associate Director
> Center for the Study of Adult Literacy
> Georgia State University
> P.O. Box 3977
> Atlanta, Georgia 30302-3977
> phone: 404-651-0127
> fax:404-651-4901
> dgreenberg at gsu.edu 
> 
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov 
> To unsubscribe or change your subscription settings, please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy 
> 
> 
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
  
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From alcdgg at langate.gsu.edu  Fri Nov 11 01:02:50 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 11 Nov 2005 01:02:50 -0500
Subject: [WomenLiteracy] different treatment
Message-ID: <s373edc6.061@mailsrv4.gsu.edu>
Following our discussion about titles, this is another crossposting from NIFL's Professional Development listserv that I think that people on this listserv may be interested in reading:
I teach ABE/GED at a county drug treatment facility and find it to be the highlight of my week.  I have also found that the women are treated differently from the men.  Matter of fact, the inequity is rather astounding.  The men are called, "The guys, fellas, men, boys", while the women are called "females".  I have pointed this out to management that this is denigrating....more like species than humans.
The women have to get up early (5:00 a.m. on Saturday to clean and eat breakfast) while the guys get to sleep in.  By the time they get to my class, they are tired.  I do a lot of team activities and concentrate on Language (English/Writing) improvement.
I am also a certified career counselor and am amazed at the lack of help these women get in terms of career planning and choice.  They are told they will get help from a local social service organization, but in reality, get none.  I have pointed out the link of recividity to career choice, but I am not taken seriously. Most of these women are Latina or African American.....some have sold drugs or prostituted.  Most have not completed high school. 
Sandye
From ALCDGG at langate.gsu.edu  Mon Nov 14 13:05:47 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 14 Nov 2005 13:05:47 -0500
Subject: [WomenLiteracy] Information about 2006 National Budget and
	Appropriations
Message-ID: <s3788bb2.078@mailsrv4.gsu.edu>
Are you confused about the national budget, appropriations, and reconciliation? The National Coalition for Literacy staff has prepared an update of the 2006 Budget and Appropriations year. Included is information concerning how the Budget system works, what Budget Reconciliation is, and an analysis of Welfare Reform being discussed as part of the House Reconciliation package. Additionally a short yet informative list of definitions concerning the Budget is also available. 
Click on the link for the PDF of the Budget and Appropriations Update: <http://www.national-coalition-literacy.org/pdf/BUDGETAPPROPRIATIONSUPDATE.pdf> (or copy and paste the address into your browser address bar).
Click on the link for the PDF of Budget Definitions: <http://www.national-coalition-literacy.org/pdf/BudgetDefinitions.pdf> (or copy and paste the full address into your browser address bar).
Noreen Lopez
lopezns at comcast.net 
_______________________________________________
From alcdgg at langate.gsu.edu  Tue Nov 15 15:56:04 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 15 Nov 2005 15:56:04 -0500
Subject: [WomenLiteracy] Guest facilitator starting November 17th
Message-ID: <s37a051c.059@mailsrv4.gsu.edu>
A reminder:
I am pleased and honored to announce that from November 17th-December 1st, Brenda Bell has graciously agreed to be a guest facilitator on our listserv. The focus of her time with us will be to discuss her litercy work in Afghanistan.
Here is some general information about her:
Brenda Bell, formerly Associate Director of the Center for Literacy Studies, University of Tennessee, and long-time EFF manager, is in Afghanistan for several months assisting with the Literacy for Community Empowerment Program, a project of Education Development Center in partnership with UN Habitat.  This is Brenda's third trip to Afghanistan in the past ten months.
The LCEP, active in five Afghan provinces, links literacy with governance and economic development activities in 200 rural villages.  Literacy teachers, for women's and men's classes, are from the villages, and often have less than a 10th grade education.  They are supported by training and mentoring provided by facilitators at the district and national level 
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Wed Nov 16 17:22:49 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 16 Nov 2005 17:22:49 -0500
Subject: [WomenLiteracy] Literacy opportunity in Afghanistan
Message-ID: <s37b6af4.076@mailsrv4.gsu.edu>
As you all know, tomorrow (November 17th) we will be starting our discussion with Brenda Bell on her literacy work in Afghanistan. Coincidentally, there is a job opening to work in Afghanistan on literacy issues:
Job Description
Literacy Training Specialist
(International Technical Advisor I)
EDC seeks a seasoned training professional to work as part of our dynamic, community-focused literacy activities in Afghanistan. The Training Specialist will be responsible for providing training and support to a cadre of Afghan national and local-level literacy trainers under the Literacy and Community Empowerment Project (LCEP). LCEP is an integrated community development initiative that includes components in literacy, economic empowerment and local governance in Afghanistan. This is a non-dependent posting, based in Kabul, which is funded through July 2006.
Program Summary
In August 2004, EDC and its implementing partner, UN Habitat, launched the USAID-funded Literacy and Community Empowerment Program. The goals of this two-year program are to:
1)	Enhance the role of women and young people as change agents in society through increased literacy and skills for income-generation; and
2)	Strengthen democratically elected institutions of civil society that give a greater voice to women and young adults, and that deepen grassroots participatory governance.
Within the Literacy component of LCEP, EDC is responsible for two inter-related sub-components: the establishment and ongoing development of a Women?s Teacher Training Institute in Kabul and the implementation of the Afghan Literacy Initiative, which currently represents the field-based literacy operations of the Institute. Both Literacy sub-components are implemented in collaboration with Afghanistan?s Ministry of Education. 
The Afghan Literacy Initiative targets 65% young females, and is also open to young men and older boys. It provides learners in remote areas of the country with access to functional literacy skills in the areas of governance and economic empowerment. These skills are then reinforced when learners participate in ongoing LCEP work in governance and economic empowerment within targeted communities. A critical element of the LCEP literacy approach is that both teachers and learners build their teaching and literacy skills through lessons that encourage learners to create their own materials and learning strategies, and monitor their own progress.
The literacy component is designed to complement other LCEP components focusing on local governance, savings and credit development, and micro enterprise.  Governance and economic empowerment components of LCEP are being implemented by UN Habitat.
Specific duties of the Literacy Training Specialist:
1. Develop and implement a dynamic TOT training strategy, approach and materials: Recognizing the limitations of the cascade model, the Training Specialist will work with the Literacy Team Leader and other LCEP senior staff to develop a training system that can offer maximum support and professional development for trainers while at the same time allowing for significant trainer autonomy.
2. Train and support trainers: Using a successful track record of training adult learners in a rural development context, the Training Specialist will model excellent and dynamic training techniques for all levels of the LCEP training ladder, and will spend a significant portion of his/her time in the field.
3. Provide team leadership: The Training Specialist will be responsible for managing the training aspects of our literacy work. S/he will provide day-to-day guidance and inspiration to/for Lead Trainers to assure the highest caliber of professionalism, teamwork, communication and planning.
3. Assure training excellence, cohesion and responsiveness. The Training Specialist will use her/his successful track record in training of adults to lead TOT activities that:
	recognize the potential and the current realities of LCEP trainers
	emerge from and are appropriate for daily life in rural Afghan communities;
	are learner-centered and participatory; 
	use innovative teaching and learning strategies;
	build trainer and learner autonomy by encouraging self-monitoring and localized production of materials and teaching/learning strategies;
	reinforce, and are reinforced by, training practices in place in the LCEP governance and economic empowerment components.
Qualifications and Desired Skills:
	Advanced degree in a related field. 
	Significant and practical technical experience rooted in state-of-the-art adult training methodologies. 
	Field experience in Afghanistan or central Asia preferred. 
	Excellent management, organizational, and communication skills. 
	Demonstrated ability to collaborate in complex situations across cultures.
	Experience in participatory community development programs.
	Excellent writing skills
	Excellent organizational skills
	Ability to work independently and as a team member.
	Language requirements: Dari and/or Pashtu language skills highly desirable.  
Please submit a resume and cover letter to Barbara Garner (b.garner4 at verizon.net). No phone calls please. Only short-listed candidates will be contacted.
From BBell at edc.org  Thu Nov 17 08:51:40 2005
From: BBell at edc.org (Brenda Bell)
Date: Thu, 17 Nov 2005 08:51:40 -0500
Subject: [WomenLiteracy] Literacy opportunity in Afghanistan
References: <s37b6af4.076@mailsrv4.gsu.edu>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A71@athena.ad.edc.org>
Hello all --
 
The project described in this position announcement is the one I work with -- so it provides a good introduction to the literacy work I'm involved with here in Afghanistan.  I've been a consultant to LCEP for the past year and on this trip, I'm here for 11 weeks.  
 
For the past several weeks I've been heading up an internal program evaluation, focusing on the three provinces where LCEP literacy activities have been in place since April.  With team members, I've visited 16 villages in Bagram district of Parwan province, north of Kabul, and Sayghan district of Bamiyan province, west of Kabul.  Others visited villages in Zindajan district of Herat province in the western part of the country. In each village, we met with the women's and men's Community Development Councils (partners in the local literacy work), observed classes, interviewed teachers, and talked with learners, members of self-help groups, and members of youth committees.  What is emerging from all of our data is a picture of the beginning stages of  literacy that supports  the development of  local community institutions -- in a country where the social fabric has been stretched thin or ripped during the decades of conflict and war. Perhaps over the coming weeks I can share with you some of the ways in which this is happening.
 
Earlier, when Daphne announced that women and literacy in Afghanistan would be an upcoming topic of discussion, Holly posted some questions and described her experience working with Afghan women newly arrived in the U.S., observing that they learned English quite fast while not being literate in Dari or Pashtu.  In the village literacy programs that I've visited here, young people and adults are highly motivated to learn to read, write (in Dari or Pashtu, the languages of instruction) and calculate, and just to learn, period.  And we see that people are learning fast. We can speculate that this is due to the strong motivation and perhaps in part to the approach and structure of the program.  Holly, perhaps you can get back into this conversation with more of your questions and observations.
 
I will try to respond promptly to messages, but please know that my internet connection (and electricity) is not always available.  I'm looking forward to discussions with you, and depending the direction our conversations take, I may ask several Afghan colleagues to join us.  Also - you should know that there are other US adult literacy colleagues here in Kabul working on other projects (law and health), and I'll be glad to pull in their perspectives as well.
 
Warm regards -
 
Brenda Bell
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
Sent: Thu 11/17/2005 3:52 AM
To: womenliteracy at dev.nifl.gov
Subject: [WomenLiteracy] Literacy opportunity in Afghanistan
As you all know, tomorrow (November 17th) we will be starting our discussion with Brenda Bell on her literacy work in Afghanistan. Coincidentally, there is a job opening to work in Afghanistan on literacy issues:
Job Description
Literacy Training Specialist
(International Technical Advisor I)
EDC seeks a seasoned training professional to work as part of our dynamic, community-focused literacy activities in Afghanistan. The Training Specialist will be responsible for providing training and support to a cadre of Afghan national and local-level literacy trainers under the Literacy and Community Empowerment Project (LCEP). LCEP is an integrated community development initiative that includes components in literacy, economic empowerment and local governance in Afghanistan. This is a non-dependent posting, based in Kabul, which is funded through July 2006.
Program Summary
In August 2004, EDC and its implementing partner, UN Habitat, launched the USAID-funded Literacy and Community Empowerment Program. The goals of this two-year program are to:
1)      Enhance the role of women and young people as change agents in society through increased literacy and skills for income-generation; and
2)      Strengthen democratically elected institutions of civil society that give a greater voice to women and young adults, and that deepen grassroots participatory governance.
Within the Literacy component of LCEP, EDC is responsible for two inter-related sub-components: the establishment and ongoing development of a Women?s Teacher Training Institute in Kabul and the implementation of the Afghan Literacy Initiative, which currently represents the field-based literacy operations of the Institute. Both Literacy sub-components are implemented in collaboration with Afghanistan?s Ministry of Education.
The Afghan Literacy Initiative targets 65% young females, and is also open to young men and older boys. It provides learners in remote areas of the country with access to functional literacy skills in the areas of governance and economic empowerment. These skills are then reinforced when learners participate in ongoing LCEP work in governance and economic empowerment within targeted communities. A critical element of the LCEP literacy approach is that both teachers and learners build their teaching and literacy skills through lessons that encourage learners to create their own materials and learning strategies, and monitor their own progress.
The literacy component is designed to complement other LCEP components focusing on local governance, savings and credit development, and micro enterprise.  Governance and economic empowerment components of LCEP are being implemented by UN Habitat.
Specific duties of the Literacy Training Specialist:
1. Develop and implement a dynamic TOT training strategy, approach and materials: Recognizing the limitations of the cascade model, the Training Specialist will work with the Literacy Team Leader and other LCEP senior staff to develop a training system that can offer maximum support and professional development for trainers while at the same time allowing for significant trainer autonomy.
2. Train and support trainers: Using a successful track record of training adult learners in a rural development context, the Training Specialist will model excellent and dynamic training techniques for all levels of the LCEP training ladder, and will spend a significant portion of his/her time in the field.
3. Provide team leadership: The Training Specialist will be responsible for managing the training aspects of our literacy work. S/he will provide day-to-day guidance and inspiration to/for Lead Trainers to assure the highest caliber of professionalism, teamwork, communication and planning.
3. Assure training excellence, cohesion and responsiveness. The Training Specialist will use her/his successful track record in training of adults to lead TOT activities that:
        recognize the potential and the current realities of LCEP trainers
        emerge from and are appropriate for daily life in rural Afghan communities;
        are learner-centered and participatory;
        use innovative teaching and learning strategies;
        build trainer and learner autonomy by encouraging self-monitoring and localized production of materials and teaching/learning strategies;
        reinforce, and are reinforced by, training practices in place in the LCEP governance and economic empowerment components.
Qualifications and Desired Skills:
        Advanced degree in a related field.
        Significant and practical technical experience rooted in state-of-the-art adult training methodologies.
        Field experience in Afghanistan or central Asia preferred.
        Excellent management, organizational, and communication skills.
        Demonstrated ability to collaborate in complex situations across cultures.
        Experience in participatory community development programs.
        Excellent writing skills
        Excellent organizational skills
        Ability to work independently and as a team member.
        Language requirements: Dari and/or Pashtu language skills highly desirable. 
Please submit a resume and cover letter to Barbara Garner (b.garner4 at verizon.net). No phone calls please. Only short-listed candidates will be contacted.
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
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From djrosen at comcast.net  Thu Nov 17 09:39:26 2005
From: djrosen at comcast.net (David Rosen)
Date: Thu, 17 Nov 2005 09:39:26 -0500
Subject: [WomenLiteracy] Literacy opportunity in Afghanistan
In-Reply-To: <35589DD47219F14BBFE1446979A831B401C41A71@athena.ad.edc.org>
References: <s37b6af4.076@mailsrv4.gsu.edu>
	<35589DD47219F14BBFE1446979A831B401C41A71@athena.ad.edc.org>
Message-ID: <5811D5E9-5A55-429D-AF85-AB7FD3B11A6F@comcast.net>
Hello Brenda,
Perhaps you can give us a little history of adult education in  
Afghanistan, focusing on women's education.  For example, what was  
women's education in Afghanistan like twenty years ago, ten years  
ago, and today?  How is adult education administered and delivered --  
through a government nonformal education agency and nongovernmental  
provider organizations? How has the content of classes (or  
tutorials?) changed? Who are the teachers and how are they trained?  
How are students "recruited" ? What challenges do women students face  
that men may not (but also what challenges do men face)?  How is  
education conducted when there is armed conflict?
All the best,
David
David J. Rosen
  
From esp150 at psu.edu  Thu Nov 17 10:29:45 2005
From: esp150 at psu.edu (Esther Prins)
Date: Thu, 17 Nov 2005 10:29:45 -0500
Subject: [WomenLiteracy] updated Annotated Bibliography in Family Literacy
Message-ID: <6.2.1.2.2.20051117102820.01f15030@email.psu.edu>
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From BBell at edc.org  Sat Nov 19 01:21:28 2005
From: BBell at edc.org (Brenda Bell)
Date: Sat, 19 Nov 2005 01:21:28 -0500
Subject: [WomenLiteracy] Literacy in Afghanistan
References: <s37b6af4.076@mailsrv4.gsu.edu><35589DD47219F14BBFE1446979A831B401C41A71@athena.ad.edc.org>
	<5811D5E9-5A55-429D-AF85-AB7FD3B11A6F@comcast.net>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A72@athena.ad.edc.org>
Hello David and all--
 
Thanks for these 'big picture' questions!  I'll give some partial answers (about current systems) and in a few days, get back with some more details about the past from Afghan colleagues who know this history with regard to adult literacy efforts during the over two decades of conflict. 
 
According to documents from the Afghan Ministry of Education, government-sponsored literacy programs started in Afghanistan in 1971.  For the period 1980 -2002, there is no data available about the numbers of participants and teachers by gender. (There were literacy programs carried out by nongovernmental organizations -- it is these details that I'll try to report on later).  In 1977 (the year for which gender-specific data is available), there were 395 men teachers and 36 female teachers, with ca 15,000 male students and 1,000 female students.  In 2004, the Ministry's Department of Literacy and Nonformal Education reported ca.170,000 men and 215,500 women participating in literacy courses across the country, through regional and local literacy centers.  While in the past there were a variety of literacy programs (general adult literacy; literacy for out of school youth; literacy for farmers, laborers, nomads, soldiers), the only ones functioning at present through the Department are general adult literacy and literacy for out of school children.  
 
As you can imagine, there are multiple initiatives underway to address the fact that Afghanistan's literacy rates are among the lowest in the world.  (For the population over 15 years of age, the basic literacy rates are estimated at 46% for men and 16% for women.)  The Department of Literacy and Nonformal Education, in partnership with UNESCO, has developed a new literacy and nfe curriculum framework and materials, which are scheduled to be printed and available by the end of this year.  Donor agencies (UNESCO, UNICEF and USAID, among many others) have programs that are addressing literacy needs of specific groups -- women being the largest and most needy; other 'target' groups include ethnic and linguistic minorities; poor and marginalized groups; ex-combatants; people with disabilities.  Some programs are general in nature; others focus on health, micro-enterprise development or vocational preparation.  And at least one (LCEP, mentioned in other emails) is focusing on the literacy needs of communities as they try to develop local resources, including governance and economic opportunities.   Sometime in the near future, representatives of these governmental and nongovernmental agencies will be holding discussions about a national coordinated literacy strategy (and campaign perhaps) for Afghanistan.  
 
In my next email, I'll give more information.  Right now I have to sign off, as I've just been given a signal that the generator is going down!
 
Brenda
 
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of David Rosen
Sent: Thu 11/17/2005 8:09 PM
To: The Women &amp; Literacy Discussion List
Subject: Re: [WomenLiteracy] Literacy opportunity in Afghanistan
Hello Brenda,
Perhaps you can give us a little history of adult education in 
Afghanistan, focusing on women's education.  For example, what was 
women's education in Afghanistan like twenty years ago, ten years 
ago, and today?  How is adult education administered and delivered -- 
through a government nonformal education agency and nongovernmental 
provider organizations? How has the content of classes (or 
tutorials?) changed? Who are the teachers and how are they trained? 
How are students "recruited" ? What challenges do women students face 
that men may not (but also what challenges do men face)?  How is 
education conducted when there is armed conflict?
All the best,
David
David J. Rosen
 
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
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From LZaccone at northampton.edu  Sat Nov 19 01:21:52 2005
From: LZaccone at northampton.edu (Lealan Zaccone)
Date: Sat, 19 Nov 2005 01:21:52 -0500
Subject: [WomenLiteracy] Literacy in Afghanistan
Message-ID: <s37e7e47.072@gwmail.northampton.edu>
Hello,
Thank you for the email.  I will be out of the office until November
28th.  Have a nice holiday. 
Lealan
From mev at litwomen.org  Sun Nov 20 16:52:41 2005
From: mev at litwomen.org (mev at litwomen.org)
Date: Sun, 20 Nov 2005 16:52:41 -0500
Subject: [WomenLiteracy] deadline reminder & other notes from WE LEARN
Message-ID: <F942B818-5A0F-11DA-BD82-000393ABE4D2@litwomen.org>
Dear Friends of WE LEARN,
This note brings you news from WE LEARN (Women Expanding: Literacy 
Education Action Resource Network)
... as well as a gentle reminder that there are 2 weeks left to send in 
a proposal to present at the 2006 annual WE LEARN (Net)Working 
Conference on Women & Literacy (Deadline is December 2).
News from WE LEARN - Headlines:
1) Fall Membership Drive
2) Women's Perspectives Student Writing Initiative -- Women's Health & 
Well-Being
3) 3rd Annual WE LEARN (Net)Working Conference on Women & Literacy, 
March 10 - 11, 2005
Please read on for details! (or go to our website homepage: 
http://www.litwomen.org/welearn.html)
Fall Membership Drive
We'd like to encourage both individuals AND Organizations to become 
active members of WE LEARN. With a WE LEARN membership, you receive a 
number of benefits, including the ability to actively affect the 
direction and projects of WE LEARN and receive discounts to WE LEARN 
events. It's also a great way to financially support WE LEARN. 
Membership are tax-deductible.  What a great holiday gift for yourself 
and to your friends! For details & forms, go to: 
http://www.litwomen.org/membership.html
Women's Perspectives Student Writing Initiative -- Women's Health & 
Well-Being
Women's Perspectives: A Health and Wellness Initiative will showcase 
writings by adult literacy/basic education students across all levels. 
This collection will continue to empower women across the country to 
consider and further their knowledge about the important health issues 
that continue to impact their lives. ABE student writings are now being 
accepted. Deadline for student writings is December 23. For more 
details, go to: http://www.litwomen.org/perspectives.html
Generous donations are also needed to support this project! Please make 
you tax deductible donation to WE LEARN with the note "Morrish fund" on 
the memo line. Thank you!
3rd Annual (Net)Working Conference on Women & Literacy
Moving to Power & Participation
Friday, March 10 ? Saturday, March 11, 2006
New Haven, Connecticut
Yale University, Linsly Chittenden Hall
Sponsored by: WE LEARN / Women Expanding: Literacy Education Action 
Resource Network
Co-Sponsored by: Yale University Women's, Gender, and Sexuality Studies 
Program | literacytent.org
Open to: ABE students, teachers, administrators, researchers, writers, 
grad students, community activists
? anyone interested in women's adult basic literacy/education and 
related issues?
Keynote Speaker: Marcia Ann Gillespie*
Confirmed Panelists: 	? Daphne Greenberg	? Lorna Rivera
Invited Presenters:  ? Kate Rushin	 ? Valerie Tutson
Conference Features:
? Interactive Workshops ? Exhibits & Resource Sharing ? Student 
Gatherings ? Research & Policy Discussions ? Networking Opportunities & 
Community Building ? Annual WE LEARN Membership Meeting ? Arts & 
Reflection Spaces ? FUN!!!
Early-Bird Registration Deadline: February 3, 2006 (15% discount)
Pre-Registration Deadline: February 24, 2006
Presenter Application Deadline: December 2, 2005 -- for details go to:
http://www.litwomen.org/conferences/2006/main.html
WE LEARN Membership & ABE Student Rates Available (see below)
? Conference Hotel Rates Available ?  Light Breakfast & Lunch included 
? Wheelchair accessible
  ? ASL interpretation available with pre-arrangement
To download registration details and form, travel information, & 
regular updates go to:
www.litwomen.org/welearn.html
To receive more information contact:
Mev Miller, Ed.D., Director  |     401-383-4374	  |  
welearn at litwomen.org
182 Riverside Ave., Cranston, RI 02910
*Marcia Ann Gillespie has served as Ms. magazine's editor in chief 
since 1993. Gillespie's association with Ms. magazine dates back to 
1980 when she became a contributing editor. A trailblazer in the 
magazine industry, as the editor in chief of Essence from 1971-1980, 
Gillespie is credited with transforming the then-fledgling publication 
into one of the fastest growing women's magazines in the United States. 
During her tenure, Essence won a National Magazine Award, the 
industry's most prestigious honor. A vice president of Essence 
Communications, Inc., Gillespie was named "One of the Fifty Faces for 
America's Future" by Time magazine. For more info: 
http://www.soapboxinc.com/bio_gillespie.html
-----------------------------------------------
Conference Registration Rates
EARLY Registration Deadline: February 3, 2006 (15% discount)
Pre-Registration Deadline: February 24, 2006
WE LEARN Membership Rate
Pre-Registraton: Two-day $85.00 | One-day $50.00
On-site: per day $55.00
Non-Membership Rate
Pre-Registraton: Two-day $125.00 | One-Day $70.00
On-site: per day $75.00
ABE Student Rate
Two-Day $15.00 | One-Day $10.00 (** Sorry, NO Early Registration 
discount for ABE student rate)
Presenter Rate (deadline to apply: December 2, 2005)
Members: Two-day $72.25 | One-day $42.50
*** we strongly encourage presenters to become members of WE LEARN
We have a limited number of ABE student scholarships & work exchange 
options for the conference.
  ? For ABE students only, we can help with registration fees and some 
travel expenses.
  ? For Americorp/VISTA volunteers, college or graduate students & 
part-time teachers, we have a limited number of work exchange 
opportunities available. This will help offset registration fees ONLY.
For more information & forms, go to: 
http://www.litwomen.org/conferences/2006/main.html
or contact Mev Miller -- 401-383-4374 or welearn at litwomen.org
--------------------------
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From BBell at edc.org  Mon Nov 21 04:57:25 2005
From: BBell at edc.org (Brenda Bell)
Date: Mon, 21 Nov 2005 04:57:25 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
References: <s37b6af4.076@mailsrv4.gsu.edu><35589DD47219F14BBFE1446979A831B401C41A71@athena.ad.edc.org><5811D5E9-5A55-429D-AF85-AB7FD3B11A6F@comcast.net>
	<35589DD47219F14BBFE1446979A831B401C41A72@athena.ad.edc.org>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A79@athena.ad.edc.org>
 
Hello all -
 
I'm in the midst of an interesting discussion with some of the lead trainers for the Literacy and Community Empowerment Program.  I posed some of David's questions about the history of literacy in Afghanistan - starting a discussion that has sent several women off to get more exact information, which they should have by tomorrow.
 
Meanwhile, in the interest of keeping a discussion going with you on this list, here is a summary of what a group of older Afghan women and one younger man had to say:  
 
"The early literacy courses for adults were called 'elder literacy.'  The courses lasted for 3 months and the methods used were memorization and drill.  While the classes were mostly for men, there were courses for women in basic literacy and some that were related to vocational skills.  
 
"During the Soviet occupation of Afghanistan, the number of literacy courses increased, but according to the discussion, the level of learning dropped.  "Really they were using literacy for political objectives.  Literacy groups were formed but not much learning took place.  They were used to implement the objectives of the government.  Not many people became literate."   
 
They also said that during the 'mujahadeen time' when the U.S. backed the mujahadeen fight against the Russians, literacy texts were also politicized. They cited the now-famous (in some circles) example of numeracy activities in which the items to be counted were guns.  
 
"Now when we go into villages with our literacy program, some people are very suspicious.  They want to make sure that our program is not going to be like other literacy programs that 'misled' the people. We tell them no, it is not the same.  You can look at our teaching materials and at our lesson guides and see that this is a program that will help villagers get the skills they need to develop their communities. We are promoting peace and empowerment. And we include quotations from the Qu'ran in our materials.  This helps us."
 
Perhaps some other members of this discussion list know some of this history and can add more!
 
Brenda
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From ALCDGG at langate.gsu.edu  Mon Nov 21 16:04:31 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 21 Nov 2005 16:04:31 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
Message-ID: <s381f018.083@mailsrv4.gsu.edu>
Brenda,
I am wondering whether you see an equal amount (more or less) of women and men in the literacy programs. Are the classes co-ed? Do the men and women express similar literacy goals?
Daphne
>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
 
Hello all -
 
I'm in the midst of an interesting discussion with some of the lead trainers for the Literacy and Community Empowerment Program.  I posed some of David's questions about the history of literacy in Afghanistan - starting a discussion that has sent several women off to get more exact information, which they should have by tomorrow.
 
Meanwhile, in the interest of keeping a discussion going with you on this list, here is a summary of what a group of older Afghan women and one younger man had to say:  
 
"The early literacy courses for adults were called 'elder literacy.'  The courses lasted for 3 months and the methods used were memorization and drill.  While the classes were mostly for men, there were courses for women in basic literacy and some that were related to vocational skills.  
 
"During the Soviet occupation of Afghanistan, the number of literacy courses increased, but according to the discussion, the level of learning dropped.  "Really they were using literacy for political objectives.  Literacy groups were formed but not much learning took place.  They were used to implement the objectives of the government.  Not many people became literate."   
 
They also said that during the 'mujahadeen time' when the U.S. backed the mujahadeen fight against the Russians, literacy texts were also politicized. They cited the now-famous (in some circles) example of numeracy activities in which the items to be counted were guns.  
 
"Now when we go into villages with our literacy program, some people are very suspicious.  They want to make sure that our program is not going to be like other literacy programs that 'misled' the people. We tell them no, it is not the same.  You can look at our teaching materials and at our lesson guides and see that this is a program that will help villagers get the skills they need to develop their communities. We are promoting peace and empowerment. And we include quotations from the Qu'ran in our materials.  This helps us."
 
Perhaps some other members of this discussion list know some of this history and can add more!
 
Brenda
From ALCDGG at langate.gsu.edu  Mon Nov 21 16:11:46 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 21 Nov 2005 16:11:46 -0500
Subject: [WomenLiteracy] Conference announcement
Message-ID: <s381f1cf.043@mailsrv4.gsu.edu>
For more information, please contact:
Diane P. Gardner
EFF Center
The University of Tennessee
Center for Literacy Studies
600 Henley Street, Suite 312
Knoxville, TN 37996-4135
865-974-9949
dgardner at utk.edu 
The New Jersey State Employment and Training Commission is proud to 
announce their Seventh Annual One-Stop Conference
Traveling the Consolidation Highway
Tuesday and Wednesday, December 13 & 14, 2005
Trump Plaza
Atlantic City, NJ
And
Equipped for the Future (EFF) and the New Jersey State Employment and 
Training Commission, with support from The UPS Foundation,
  Host the National Conference
New Destinations to Literacy, Learning & Life:
A National Conference on Adult Education
Wednesday & and Thursday, December 14 & 15, 2005
Trump Plaza
Atlantic City, NJ
Please take advantage of this opportunity by supporting the ongoing 
partnership between workforce development and adult education.
The One-Stop Conference will officially begin on Tuesday morning on 
December 13th and will continue until 1:00 pm on Wednesday, December 14th
The National Conference will officially begin on Wednesday at 1:00 pm on 
December 14th and continue until Thursday afternoon on December 15th
PLEASE NOTE:
Those who register for Wednesday, December 14th are invited to attend the 
entire day's activities.
Registration must be done online at: www.njsetc.net 
"Click: Current News & Events"
Conference registration prices:
December 13th  = ($135.00)            December 15th = ($100.00)
December 14th  = ($120.00)            December 14 & 15 = ($195.00)
December 13 & 14 = ($195.00)          December 13, 14 & 15 = ($250.00)
Conference Sessions
New Destinations to Literacy, Learning & Life: A National Conference on 
Adult Education
Workshop Sessions
Wednesday, December 14, 2005
9:00    Plenary with Dr. John Comings and Dr. Andrew Sum
10:15
v       Youth
v       Healthcare Collaboratives
v       Gender Parity- Tools and Resources for Non-Traditional Careers
v       The Aging Workforce
v       Literacy Consortium Planning
v       Follow up with Plenary Speakers
v       NJ Transfer
v       Vocational Standards and Certifications
11:45
v       NJ's Workplace Literacy Program
v       Online Computer Skills Assessment
v       Pathways to Diplomas
v       Organizational Assessment in a Performance Based Environment
v       Career Planning
v       NJ Next Stop Website for Career Information
v       Developing Partnerships in Education
1:00    Lunch with Beto Gonzalez, US DOE invited guest
2:30
v       Oklahoma- EFF from the State to the Classroom
v       Successful EFF Classroom Projects
v       An Introductory Look at the EFF Use Math to Solve Problems and 
Communicate Curriculum Framework
v       EFF in the ESL Classroom: A Demystification of the EFF Framework
v       Health Literacy
v       EFF for Job Seekers and Incumbent Workers
4:00
v       Building Accountability Using EFF
v       A New Model for Streamlined Teacher Training
v       Change Your Teaching Methods for Better Results
v       Professional Development
v       Financial Literacy
v       The Work Readiness Credential
v       A Look at the EFF Use Math to Solve Problems and Communicate 
Curriculum Framework- continues
Evening Reception
New Destinations to Literacy, Learning & Life: A National Conference on 
Adult Education
Workshop Sessions
Thursday, December 15, 2005
9:00    Plenary with EFF Panel
10:45
v       Texas' Approach to Developing Benchmarks for 5 of the EFF Standards
v       EFF Quality Practices and Program Improvement
v       How to Begin Implementation of EFF in Your Classroom
v       Using the EFF Reader's Tool Chest in an ESL Classroom
v       Putting EFF Theory into Practice in the ESL Classroom
v       Adult Education Reading Instruction: Research-Based Practices
v       From Competencies to Standards: EFF in an External Diploma Program 
Classroom
v       Creating an ESL/Civics Curriculum Using EFF Standards
12 noon Lunch
1:00
v       "Reach the Reachable Rightly" - a Focus on Adult Education in 
Public
Welfare in India
v       EFF Assessment Tool
v       Using the EFF Teaching/Learning Cycle for Lesson Planning
v       EFF and Goal Setting in the ESL Classroom
v       Preparing for Work Using EFF Standards
v       An Introduction to the Read With Understanding Curriculum Framework
v       Supporting Workplace Training with EFF
v       Accessing American English and Culture through American Film
2:30
v       Pennsylvania's Approach to Using EFF Standards for Workforce 
Education
v       Leading Through Online Communities: VA Department of Education
v       Making the Connection: EFF, TABE, and the GED in a Multi-Level 
Classroom
v       Systemic Integration of EFF through Goal Setting
v       Seeing is Remembering: How Multi-Media Promotes Adult Literacy
v       An Introduction to the Read With Understanding Curriculum Framework 
- continues
v       EFF and Program Improvement
4:00
v       EFF Closing Session
v       Family Literacy
v       A Smart Start to Strategy to the Adult Education Classroom
Diane P. Gardner
EFF Center
The University of Tennessee
Center for Literacy Studies
600 Henley Street, Suite 312
Knoxville, TN 37996-4135
865-974-9949
dgardner at utk.edu 
From busems at jmu.edu  Mon Nov 21 16:35:35 2005
From: busems at jmu.edu (busems at jmu.edu)
Date: Mon, 21 Nov 2005 16:35:35 -0500
Subject: [WomenLiteracy] More on literacy programs
 in Afghanistan
Message-ID: <e3d740a.5ee00192.10a0c900@mpmail1.jmu.edu>
Hi Brenda,
Has there been any attempt to meld this training with Mine 
Risk Education?
I worked that issue and landmines for a number of years.
Maggie Buse`
---- Original message ----
>Date: Mon, 21 Nov 2005 16:04:31 -0500
>From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu>  
>Subject: Re: [WomenLiteracy] More on literacy programs in 
Afghanistan  
>To: <womenliteracy at dev.nifl.gov>
>
>Brenda,
>I am wondering whether you see an equal amount (more or 
less) of women and men in the literacy programs. Are the 
classes co-ed? Do the men and women express similar literacy 
goals?
>Daphne
>
>>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
> 
>
>Hello all -
>
> 
>
>I'm in the midst of an interesting discussion with some of 
the lead trainers for the Literacy and Community Empowerment 
Program.  I posed some of David's questions about the 
history of literacy in Afghanistan - starting a discussion 
that has sent several women off to get more exact 
information, which they should have by tomorrow.
>
> 
>
>Meanwhile, in the interest of keeping a discussion going 
with you on this list, here is a summary of what a group of 
older Afghan women and one younger man had to say:  
>
> 
>
>"The early literacy courses for adults were called 'elder 
literacy.'  The courses lasted for 3 months and the methods 
used were memorization and drill.  While the classes were 
mostly for men, there were courses for women in basic 
literacy and some that were related to vocational skills.  
>
> 
>
>"During the Soviet occupation of Afghanistan, the number of 
literacy courses increased, but according to the discussion, 
the level of learning dropped.  "Really they were using 
literacy for political objectives.  Literacy groups were 
formed but not much learning took place.  They were used to 
implement the objectives of the government.  Not many people 
became literate."   
>
> 
>
>They also said that during the 'mujahadeen time' when the 
U.S. backed the mujahadeen fight against the Russians, 
literacy texts were also politicized. They cited the now-
famous (in some circles) example of numeracy activities in 
which the items to be counted were guns.  
>
> 
>
>"Now when we go into villages with our literacy program, 
some people are very suspicious.  They want to make sure 
that our program is not going to be like other literacy 
programs that 'misled' the people. We tell them no, it is 
not the same.  You can look at our teaching materials and at 
our lesson guides and see that this is a program that will 
help villagers get the skills they need to develop their 
communities. We are promoting peace and empowerment. And we 
include quotations from the Qu'ran in our materials.  This 
helps us."
>
> 
>
>Perhaps some other members of this discussion list know 
some of this history and can add more!
>
> 
>
>Brenda
>
>
>
>----------------------------------------------------
>National Insitute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at dev.nifl.gov
>To unsubscribe or change your subscription settings, please 
go to 
>http://dev.nifl.gov/mailman/listinfo/womenliteracy
Margaret Buse`
Project Coordinator
Learning Technology and Leadership Education/Workforce Improvement Network
JMU HELPS/Workforce Development Campus/
Career Development Academy/Reel to Real
From BBell at edc.org  Tue Nov 22 06:49:22 2005
From: BBell at edc.org (Brenda Bell)
Date: Tue, 22 Nov 2005 06:49:22 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
References: <s381f018.083@mailsrv4.gsu.edu>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A81@athena.ad.edc.org>
Daphne and all -- 
 
In general, there are more women than men in literacy programs here in Afghanistan.  In the government-run programs, figures for last year show about 45,000 more women than men enrolled, out of a total enrollment of about 385,500.  This is not surprising, given that women were denied access to education under the Taliban government and are so eager to learn.  But men are eager, too, having lived for so many years in the midst of fighting with limited educational opportunities.
 
Classes for women and men are held separately.  There may be some places in Kabul where literacy classes are held for women and men together, but I'm not aware of them.  
 
As for literacy goals -- I can speak most directly from my own experience with learners in the Literacy and Community Empowerment Program -- both female and male.  During the recent internal evaluation field visits to 16 villages in three provinces, we talked with 409 females and 365 males, in 32 classes.  Their ages ranged from 10 to over 40, with the majority in the 13-18 range.   (This program is primarily for youth and young adults, though open to learners over the age of 10, with no upper age limit).  In the structured discussions held with each group, we asked questions such as:  why are you participating in this learning center? what do you hope to do with the skills you are learning? 
 
The common response to the first question (why are you in this class?), from both male and female classes, was -- to learn reading, writing and math!  Of course.  But with further probing, the young men said things like - to be able to read letters from relatives in Iran; to read shop signs; to get skills to help my family; to have a better future; to help our country develop; to become doctors, engineers, entrepreneurs, carpenters, metal workers.  Young women said  -- to read and write letters to relatives; to become teachers (most); doctors, engineers, shop keepers (some); to do business in the bazaar; to learn everything we can; to help our families and our community.  (O course, there were many other comments -- these were the most common.)
 
What do you think about these responses?  similar to what you would have expected?
 
Brenda
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
Sent: Tue 11/22/2005 2:34 AM
To: womenliteracy at dev.nifl.gov
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
Brenda,
I am wondering whether you see an equal amount (more or less) of women and men in the literacy programs. Are the classes co-ed? Do the men and women express similar literacy goals?
Daphne
>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
Hello all -
I'm in the midst of an interesting discussion with some of the lead trainers for the Literacy and Community Empowerment Program.  I posed some of David's questions about the history of literacy in Afghanistan - starting a discussion that has sent several women off to get more exact information, which they should have by tomorrow.
Meanwhile, in the interest of keeping a discussion going with you on this list, here is a summary of what a group of older Afghan women and one younger man had to say: 
"The early literacy courses for adults were called 'elder literacy.'  The courses lasted for 3 months and the methods used were memorization and drill.  While the classes were mostly for men, there were courses for women in basic literacy and some that were related to vocational skills. 
"During the Soviet occupation of Afghanistan, the number of literacy courses increased, but according to the discussion, the level of learning dropped.  "Really they were using literacy for political objectives.  Literacy groups were formed but not much learning took place.  They were used to implement the objectives of the government.  Not many people became literate."  
They also said that during the 'mujahadeen time' when the U.S. backed the mujahadeen fight against the Russians, literacy texts were also politicized. They cited the now-famous (in some circles) example of numeracy activities in which the items to be counted were guns. 
"Now when we go into villages with our literacy program, some people are very suspicious.  They want to make sure that our program is not going to be like other literacy programs that 'misled' the people. We tell them no, it is not the same.  You can look at our teaching materials and at our lesson guides and see that this is a program that will help villagers get the skills they need to develop their communities. We are promoting peace and empowerment. And we include quotations from the Qu'ran in our materials.  This helps us."
Perhaps some other members of this discussion list know some of this history and can add more!
Brenda
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
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From BBell at edc.org  Tue Nov 22 06:56:15 2005
From: BBell at edc.org (Brenda Bell)
Date: Tue, 22 Nov 2005 06:56:15 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
References: <e3d740a.5ee00192.10a0c900@mpmail1.jmu.edu>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A82@athena.ad.edc.org>
Hello Maggie --
 
>From my Afghan colleagues, I know that there has been a very active landmine education program in primary and secondary schools -- and a couple of people are trying to find out if these materials have been used in literacy classes.  Your question prompted a discussion about trying to get these materials (including a chart and a simple booklet on mine education and avoidance) to distribute to the village learning centers, where learners are clamoring for more reading materials.  
 
So -- thanks for asking!   
 
Brenda
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of busems at jmu.edu
Sent: Tue 11/22/2005 3:05 AM
To: womenliteracy at dev.nifl.gov
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
Hi Brenda,
Has there been any attempt to meld this training with Mine
Risk Education?
I worked that issue and landmines for a number of years.
Maggie Buse`
---- Original message ----
>Date: Mon, 21 Nov 2005 16:04:31 -0500
>From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu> 
>Subject: Re: [WomenLiteracy] More on literacy programs in
Afghanistan 
>To: <womenliteracy at dev.nifl.gov>
>
>Brenda,
>I am wondering whether you see an equal amount (more or
less) of women and men in the literacy programs. Are the
classes co-ed? Do the men and women express similar literacy
goals?
>Daphne
>
>>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
>
>
>Hello all -
>
>
>
>I'm in the midst of an interesting discussion with some of
the lead trainers for the Literacy and Community Empowerment
Program.  I posed some of David's questions about the
history of literacy in Afghanistan - starting a discussion
that has sent several women off to get more exact
information, which they should have by tomorrow.
>
>
>
>Meanwhile, in the interest of keeping a discussion going
with you on this list, here is a summary of what a group of
older Afghan women and one younger man had to say: 
>
>
>
>"The early literacy courses for adults were called 'elder
literacy.'  The courses lasted for 3 months and the methods
used were memorization and drill.  While the classes were
mostly for men, there were courses for women in basic
literacy and some that were related to vocational skills. 
>
>
>
>"During the Soviet occupation of Afghanistan, the number of
literacy courses increased, but according to the discussion,
the level of learning dropped.  "Really they were using
literacy for political objectives.  Literacy groups were
formed but not much learning took place.  They were used to
implement the objectives of the government.  Not many people
became literate."  
>
>
>
>They also said that during the 'mujahadeen time' when the
U.S. backed the mujahadeen fight against the Russians,
literacy texts were also politicized. They cited the now-
famous (in some circles) example of numeracy activities in
which the items to be counted were guns. 
>
>
>
>"Now when we go into villages with our literacy program,
some people are very suspicious.  They want to make sure
that our program is not going to be like other literacy
programs that 'misled' the people. We tell them no, it is
not the same.  You can look at our teaching materials and at
our lesson guides and see that this is a program that will
help villagers get the skills they need to develop their
communities. We are promoting peace and empowerment. And we
include quotations from the Qu'ran in our materials.  This
helps us."
>
>
>
>Perhaps some other members of this discussion list know
some of this history and can add more!
>
>
>
>Brenda
>
>
>
>----------------------------------------------------
>National Insitute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at dev.nifl.gov
>To unsubscribe or change your subscription settings, please
go to
>http://dev.nifl.gov/mailman/listinfo/womenliteracy
Margaret Buse`
Project Coordinator
Learning Technology and Leadership Education/Workforce Improvement Network
JMU HELPS/Workforce Development Campus/
Career Development Academy/Reel to Real
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
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From BBell at edc.org  Tue Nov 22 07:04:38 2005
From: BBell at edc.org (Brenda Bell)
Date: Tue, 22 Nov 2005 07:04:38 -0500
Subject: [WomenLiteracy] a little more information
References: <s37b6af4.076@mailsrv4.gsu.edu><35589DD47219F14BBFE1446979A831B401C41A71@athena.ad.edc.org><5811D5E9-5A55-429D-AF85-AB7FD3B11A6F@comcast.net>
	<35589DD47219F14BBFE1446979A831B401C41A72@athena.ad.edc.org>
	<35589DD47219F14BBFE1446979A831B401C41A79@athena.ad.edc.org>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A83@athena.ad.edc.org>
A brief follow up on the early history of literacy in Afghanistan.  King Amanullah Khan, who ruled from 1919 to 1929, was very active in promoting education in general - and is known as the 'father of literacy' in Afghanistan for his support of literacy for adults.  Under his reign, Acabar (Arabic for elder, I'm told) literacy courses were started and were widely respected, according to my colleagues.  (I'll have to find out why an Arabic word was used  - perhaps for religious purposes --)
 
Brenda
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Brenda Bell
Sent: Mon 11/21/2005 3:27 PM
To: The Women &amp; Literacy Discussion List
Subject: More on literacy programs in Afghanistan
 
Hello all -
 
I'm in the midst of an interesting discussion with some of the lead trainers for the Literacy and Community Empowerment Program.  I posed some of David's questions about the history of literacy in Afghanistan - starting a discussion that has sent several women off to get more exact information, which they should have by tomorrow.
 
Meanwhile, in the interest of keeping a discussion going with you on this list, here is a summary of what a group of older Afghan women and one younger man had to say:  
 
"The early literacy courses for adults were called 'elder literacy.'  The courses lasted for 3 months and the methods used were memorization and drill.  While the classes were mostly for men, there were courses for women in basic literacy and some that were related to vocational skills.  
 
"During the Soviet occupation of Afghanistan, the number of literacy courses increased, but according to the discussion, the level of learning dropped.  "Really they were using literacy for political objectives.  Literacy groups were formed but not much learning took place.  They were used to implement the objectives of the government.  Not many people became literate."   
 
They also said that during the 'mujahadeen time' when the U.S. backed the mujahadeen fight against the Russians, literacy texts were also politicized. They cited the now-famous (in some circles) example of numeracy activities in which the items to be counted were guns.  
 
"Now when we go into villages with our literacy program, some people are very suspicious.  They want to make sure that our program is not going to be like other literacy programs that 'misled' the people. We tell them no, it is not the same.  You can look at our teaching materials and at our lesson guides and see that this is a program that will help villagers get the skills they need to develop their communities. We are promoting peace and empowerment. And we include quotations from the Qu'ran in our materials.  This helps us."
 
Perhaps some other members of this discussion list know some of this history and can add more!
 
Brenda
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From djrosen at comcast.net  Tue Nov 22 07:33:26 2005
From: djrosen at comcast.net (David Rosen)
Date: Tue, 22 Nov 2005 07:33:26 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
In-Reply-To: <35589DD47219F14BBFE1446979A831B401C41A81@athena.ad.edc.org>
References: <s381f018.083@mailsrv4.gsu.edu>
	<35589DD47219F14BBFE1446979A831B401C41A81@athena.ad.edc.org>
Message-ID: <14734F90-74BB-4DA3-A51B-9E4B1DC64CFB@comcast.net>
Hello Brenda,
Do you see one underlying approach or  set of principles and values  
used in adult literacy instruction in Afghanistan?  For example, is  
this literacy for religious education, or is this literacy for  
empowerment (a Freirean model) or is this -- like a children's  
literacy model -- decontextualized basic skills, or do you see a  
contextualized approach incorporating livelihood (job skills) and  
daily living skills,  or something else?  Do you see -- as we do in  
the U.S. and other countries -- several different philosophical  
approaches being used?
Would you say the model (or models) used for women's literacy in  
particular focus on empowerment?
David
David J. Rosen
djrosen at comcast.net
On Nov 22, 2005, at 6:49 AM, Brenda Bell wrote:
> Daphne and all --
>
> In general, there are more women than men in literacy programs here  
> in Afghanistan.  In the government-run programs, figures for last  
> year show about 45,000 more women than men enrolled, out of a total  
> enrollment of about 385,500.  This is not surprising, given that  
> women were denied access to education under the Taliban government  
> and are so eager to learn.  But men are eager, too, having lived  
> for so many years in the midst of fighting with limited educational  
> opportunities.
>
> Classes for women and men are held separately.  There may be some  
> places in Kabul where literacy classes are held for women and men  
> together, but I'm not aware of them.
>
> As for literacy goals -- I can speak most directly from my own  
> experience with learners in the Literacy and Community Empowerment  
> Program -- both female and male.  During the recent internal  
> evaluation field visits to 16 villages in three provinces, we  
> talked with 409 females and 365 males, in 32 classes.  Their ages  
> ranged from 10 to over 40, with the majority in the 13-18 range.    
> (This program is primarily for youth and young adults, though open  
> to learners over the age of 10, with no upper age limit).  In the  
> structured discussions held with each group, we asked questions  
> such as:  why are you participating in this learning center? what  
> do you hope to do with the skills you are learning?
>
> The common response to the first question (why are you in this  
> class?), from both male and female classes, was -- to learn  
> reading, writing and math!  Of course.  But with further probing,  
> the young men said things like - to be able to read letters from  
> relatives in Iran; to read shop signs; to get skills to help my  
> family; to have a better future; to help our country develop; to  
> become doctors, engineers, entrepreneurs, carpenters, metal  
> workers.  Young women said  -- to read and write letters to  
> relatives; to become teachers (most); doctors, engineers, shop  
> keepers (some); to do business in the bazaar; to learn everything  
> we can; to help our families and our community.  (O course, there  
> were many other comments -- these were the most common.)
>
> What do you think about these responses?  similar to what you would  
> have expected?
>
> Brenda
>
> ________________________________
>
> From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
> Sent: Tue 11/22/2005 2:34 AM
> To: womenliteracy at dev.nifl.gov
> Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
>
>
>
> Brenda,
> I am wondering whether you see an equal amount (more or less) of  
> women and men in the literacy programs. Are the classes co-ed? Do  
> the men and women express similar literacy goals?
> Daphne
>
>>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
>
>
> Hello all -
>
>
>
> I'm in the midst of an interesting discussion with some of the lead  
> trainers for the Literacy and Community Empowerment Program.  I  
> posed some of David's questions about the history of literacy in  
> Afghanistan - starting a discussion that has sent several women off  
> to get more exact information, which they should have by tomorrow.
>
>
>
> Meanwhile, in the interest of keeping a discussion going with you  
> on this list, here is a summary of what a group of older Afghan  
> women and one younger man had to say:
>
>
>
> "The early literacy courses for adults were called 'elder  
> literacy.'  The courses lasted for 3 months and the methods used  
> were memorization and drill.  While the classes were mostly for  
> men, there were courses for women in basic literacy and some that  
> were related to vocational skills.
>
>
>
> "During the Soviet occupation of Afghanistan, the number of  
> literacy courses increased, but according to the discussion, the  
> level of learning dropped.  "Really they were using literacy for  
> political objectives.  Literacy groups were formed but not much  
> learning took place.  They were used to implement the objectives of  
> the government.  Not many people became literate."
>
>
>
> They also said that during the 'mujahadeen time' when the U.S.  
> backed the mujahadeen fight against the Russians, literacy texts  
> were also politicized. They cited the now-famous (in some circles)  
> example of numeracy activities in which the items to be counted  
> were guns.
>
>
>
> "Now when we go into villages with our literacy program, some  
> people are very suspicious.  They want to make sure that our  
> program is not going to be like other literacy programs that  
> 'misled' the people. We tell them no, it is not the same.  You can  
> look at our teaching materials and at our lesson guides and see  
> that this is a program that will help villagers get the skills they  
> need to develop their communities. We are promoting peace and  
> empowerment. And we include quotations from the Qu'ran in our  
> materials.  This helps us."
>
>
>
> Perhaps some other members of this discussion list know some of  
> this history and can add more!
>
>
>
> Brenda
>
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
>
>
> <winmail.dat>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
From b.garner4 at verizon.net  Tue Nov 22 07:43:16 2005
From: b.garner4 at verizon.net (Barbara Garner)
Date: Tue, 22 Nov 2005 06:43:16 -0600 (CST)
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
Message-ID: <15075599.1132663396443.JavaMail.root@vms064.mailsrvcs.net>
Hi Brenda,
Folks on the list may not know that from 1999-2004, I traveled back and forth to Mali and Guinea in West Africa helping World Education establish literacy programs, in a role not unlike Brenda's.
 In Mali, when we asked literacy class participants how they were using their literacy skills, a common response was: I"m not getting cheated in the market anymore.
We were interested to learn that folks were using literacy immediately---before they knew the entire alphabet, for example, and in ways we wouldn't have predicted. One man explained that in their village, when they were going to share the meat of an animal, the tradition was to get a stone for each family who wanted a share. The total number of stones indicated the number of shares, thus how to divide the meat, etc. But it didn't help him remember exactly which families. Now he was writing the names of the families: making a list.
A few parents showed me how they monitor their kids' homework: now they can read the date at the top of the page and question the kids if there doesn't seem to be enough written below it.
What struck me was that these folks were treating literacy as a tool to use in very practical ways.
Barb Garner
(editor of NCSALL's "Focus on Basics")
From: Brenda Bell <BBell at edc.org>
Date: Tue Nov 22 05:49:22 CST 2005
To: "The Women &  Literacy Discussion List" <womenliteracy at dev.nifl.gov>
Subject: RE: [WomenLiteracy] More on literacy programs in Afghanistan
Daphne and all -- 
 
In general, there are more women than men in literacy programs here in Afghanistan.  In the government-run programs, figures for last year show about 45,000 more women than men enrolled, out of a total enrollment of about 385,500.  This is not surprising, given that women were denied access to education under the Taliban government and are so eager to learn.  But men are eager, too, having lived for so many years in the midst of fighting with limited educational opportunities.
 
Classes for women and men are held separately.  There may be some places in Kabul where literacy classes are held for women and men together, but I'm not aware of them.  
 
As for literacy goals -- I can speak most directly from my own experience with learners in the Literacy and Community Empowerment Program -- both female and male.  During the recent internal evaluation field visits to 16 villages in three provinces, we talked with 409 females and 365 males, in 32 classes.  Their ages ranged from 10 to over 40, with the majority in the 13-18 range.   (This program is primarily for youth and young adults, though open to learners over the age of 10, with no upper age limit).  In the structured discussions held with each group, we asked questions such as:  why are you participating in this learning center? what do you hope to do with the skills you are learning? 
 
The common response to the first question (why are you in this class?), from both male and female classes, was -- to learn reading, writing and math!  Of course.  But with further probing, the young men said things like - to be able to read letters from relatives in Iran; to read shop signs; to get skills to help my family; to have a better future; to help our country develop; to become doctors, engineers, entrepreneurs, carpenters, metal workers.  Young women said  -- to read and write letters to relatives; to become teachers (most); doctors, engineers, shop keepers (some); to do business in the bazaar; to learn everything we can; to help our families and our community.  (O course, there were many other comments -- these were the most common.)
 
What do you think about these responses?  similar to what you would have expected?
 
Brenda
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
Sent: Tue 11/22/2005 2:34 AM
To: womenliteracy at dev.nifl.gov
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
Brenda,
I am wondering whether you see an equal amount (more or less) of women and men in the literacy programs. Are the classes co-ed? Do the men and women express similar literacy goals?
Daphne
>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
Hello all -
I'm in the midst of an interesting discussion with some of the lead trainers for the Literacy and Community Empowerment Program.  I posed some of David's questions about the history of literacy in Afghanistan - starting a discussion that has sent several women off to get more exact information, which they should have by tomorrow.
Meanwhile, in the interest of keeping a discussion going with you on this list, here is a summary of what a group of older Afghan women and one younger man had to say: 
"The early literacy courses for adults were called 'elder literacy.'  The courses lasted for 3 months and the methods used were memorization and drill.  While the classes were mostly for men, there were courses for women in basic literacy and some that were related to vocational skills. 
"During the Soviet occupation of Afghanistan, the number of literacy courses increased, but according to the discussion, the level of learning dropped.  "Really they were using literacy for political objectives.  Literacy groups were formed but not much learning took place.  They were used to implement the objectives of the government.  Not many people became literate."  
They also said that during the 'mujahadeen time' when the U.S. backed the mujahadeen fight against the Russians, literacy texts were also politicized. They cited the now-famous (in some circles) example of numeracy activities in which the items to be counted were guns. 
"Now when we go into villages with our literacy program, some people are very suspicious.  They want to make sure that our program is not going to be like other literacy programs that 'misled' the people. We tell them no, it is not the same.  You can look at our teaching materials and at our lesson guides and see that this is a program that will help villagers get the skills they need to develop their communities. We are promoting peace and empowerment. And we include quotations from the Qu'ran in our materials.  This helps us."
Perhaps some other members of this discussion list know some of this history and can add more!
Brenda
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Tue Nov 22 08:15:20 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 22 Nov 2005 08:15:20 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
Message-ID: <s382d39e.061@mailsrv4.gsu.edu>
You mention that the classes are segregated by gender. Are the teachers also of the same gender as the students in each class?
>>> BBell at edc.org 11/22/2005 6:49 AM >>>
Daphne and all -- 
 
In general, there are more women than men in literacy programs here in Afghanistan.  In the government-run programs, figures for last year show about 45,000 more women than men enrolled, out of a total enrollment of about 385,500.  This is not surprising, given that women were denied access to education under the Taliban government and are so eager to learn.  But men are eager, too, having lived for so many years in the midst of fighting with limited educational opportunities.
 
Classes for women and men are held separately.  There may be some places in Kabul where literacy classes are held for women and men together, but I'm not aware of them.  
 
As for literacy goals -- I can speak most directly from my own experience with learners in the Literacy and Community Empowerment Program -- both female and male.  During the recent internal evaluation field visits to 16 villages in three provinces, we talked with 409 females and 365 males, in 32 classes.  Their ages ranged from 10 to over 40, with the majority in the 13-18 range.   (This program is primarily for youth and young adults, though open to learners over the age of 10, with no upper age limit).  In the structured discussions held with each group, we asked questions such as:  why are you participating in this learning center? what do you hope to do with the skills you are learning? 
 
The common response to the first question (why are you in this class?), from both male and female classes, was -- to learn reading, writing and math!  Of course.  But with further probing, the young men said things like - to be able to read letters from relatives in Iran; to read shop signs; to get skills to help my family; to have a better future; to help our country develop; to become doctors, engineers, entrepreneurs, carpenters, metal workers.  Young women said  -- to read and write letters to relatives; to become teachers (most); doctors, engineers, shop keepers (some); to do business in the bazaar; to learn everything we can; to help our families and our community.  (O course, there were many other comments -- these were the most common.)
 
What do you think about these responses?  similar to what you would have expected?
 
Brenda
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
Sent: Tue 11/22/2005 2:34 AM
To: womenliteracy at dev.nifl.gov 
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
Brenda,
I am wondering whether you see an equal amount (more or less) of women and men in the literacy programs. Are the classes co-ed? Do the men and women express similar literacy goals?
Daphne
>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
Hello all -
I'm in the midst of an interesting discussion with some of the lead trainers for the Literacy and Community Empowerment Program.  I posed some of David's questions about the history of literacy in Afghanistan - starting a discussion that has sent several women off to get more exact information, which they should have by tomorrow.
Meanwhile, in the interest of keeping a discussion going with you on this list, here is a summary of what a group of older Afghan women and one younger man had to say: 
"The early literacy courses for adults were called 'elder literacy.'  The courses lasted for 3 months and the methods used were memorization and drill.  While the classes were mostly for men, there were courses for women in basic literacy and some that were related to vocational skills. 
"During the Soviet occupation of Afghanistan, the number of literacy courses increased, but according to the discussion, the level of learning dropped.  "Really they were using literacy for political objectives.  Literacy groups were formed but not much learning took place.  They were used to implement the objectives of the government.  Not many people became literate."  
They also said that during the 'mujahadeen time' when the U.S. backed the mujahadeen fight against the Russians, literacy texts were also politicized. They cited the now-famous (in some circles) example of numeracy activities in which the items to be counted were guns. 
"Now when we go into villages with our literacy program, some people are very suspicious.  They want to make sure that our program is not going to be like other literacy programs that 'misled' the people. We tell them no, it is not the same.  You can look at our teaching materials and at our lesson guides and see that this is a program that will help villagers get the skills they need to develop their communities. We are promoting peace and empowerment. And we include quotations from the Qu'ran in our materials.  This helps us."
Perhaps some other members of this discussion list know some of this history and can add more!
Brenda
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy 
From ldeyo at msh.org  Tue Nov 22 09:11:06 2005
From: ldeyo at msh.org (Deyo,Lisa)
Date: Tue, 22 Nov 2005 09:11:06 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
Message-ID: <5FAA3F6DFF8DED4788F179D709669686D94BB8@b1dxip01.us.msh.org>
Dear Daphne,
 
I have been working on an integrated health and literacy program for women in Afghanistan the past 1 ? years.  In the vast majority of cases, not only do the facilitators need to be the same gender as the participants but the trainers and anyone else who might visit the class need to be female as well.    
 
We need to tread very softly here, given the history of literacy education and the reactions towards education of females in the country.  We were advised not to introduce the courses as simply literacy education or women?s education.  Instead, we introduced the courses as health education and literacy classes to help gain greater acceptance in the community.    
 
Lisa
	-----Original Message----- 
	From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg 
	Sent: Tue 11/22/2005 8:15 AM 
	To: womenliteracy at dev.nifl.gov 
	Cc: 
	Subject: RE: [WomenLiteracy] More on literacy programs in Afghanistan
	
	
	You mention that the classes are segregated by gender. Are the teachers also of the same gender as the students in each class?
	
	>>> BBell at edc.org 11/22/2005 6:49 AM >>>
	Daphne and all --
	
	In general, there are more women than men in literacy programs here in Afghanistan.  In the government-run programs, figures for last year show about 45,000 more women than men enrolled, out of a total enrollment of about 385,500.  This is not surprising, given that women were denied access to education under the Taliban government and are so eager to learn.  But men are eager, too, having lived for so many years in the midst of fighting with limited educational opportunities.
	
	Classes for women and men are held separately.  There may be some places in Kabul where literacy classes are held for women and men together, but I'm not aware of them. 
	
	As for literacy goals -- I can speak most directly from my own experience with learners in the Literacy and Community Empowerment Program -- both female and male.  During the recent internal evaluation field visits to 16 villages in three provinces, we talked with 409 females and 365 males, in 32 classes.  Their ages ranged from 10 to over 40, with the majority in the 13-18 range.   (This program is primarily for youth and young adults, though open to learners over the age of 10, with no upper age limit).  In the structured discussions held with each group, we asked questions such as:  why are you participating in this learning center? what do you hope to do with the skills you are learning?
	
	The common response to the first question (why are you in this class?), from both male and female classes, was -- to learn reading, writing and math!  Of course.  But with further probing, the young men said things like - to be able to read letters from relatives in Iran; to read shop signs; to get skills to help my family; to have a better future; to help our country develop; to become doctors, engineers, entrepreneurs, carpenters, metal workers.  Young women said  -- to read and write letters to relatives; to become teachers (most); doctors, engineers, shop keepers (some); to do business in the bazaar; to learn everything we can; to help our families and our community.  (O course, there were many other comments -- these were the most common.)
	
	What do you think about these responses?  similar to what you would have expected?
	
	Brenda
	
	________________________________
	
	From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
	Sent: Tue 11/22/2005 2:34 AM
	To: womenliteracy at dev.nifl.gov
	Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
	
	
	
	Brenda,
	I am wondering whether you see an equal amount (more or less) of women and men in the literacy programs. Are the classes co-ed? Do the men and women express similar literacy goals?
	Daphne
	
	>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
	
	
	Hello all -
	
	
	
	I'm in the midst of an interesting discussion with some of the lead trainers for the Literacy and Community Empowerment Program.  I posed some of David's questions about the history of literacy in Afghanistan - starting a discussion that has sent several women off to get more exact information, which they should have by tomorrow.
	
	
	
	Meanwhile, in the interest of keeping a discussion going with you on this list, here is a summary of what a group of older Afghan women and one younger man had to say:
	
	
	
	"The early literacy courses for adults were called 'elder literacy.'  The courses lasted for 3 months and the methods used were memorization and drill.  While the classes were mostly for men, there were courses for women in basic literacy and some that were related to vocational skills.
	
	
	
	"During the Soviet occupation of Afghanistan, the number of literacy courses increased, but according to the discussion, the level of learning dropped.  "Really they were using literacy for political objectives.  Literacy groups were formed but not much learning took place.  They were used to implement the objectives of the government.  Not many people became literate." 
	
	
	
	They also said that during the 'mujahadeen time' when the U.S. backed the mujahadeen fight against the Russians, literacy texts were also politicized. They cited the now-famous (in some circles) example of numeracy activities in which the items to be counted were guns.
	
	
	
	"Now when we go into villages with our literacy program, some people are very suspicious.  They want to make sure that our program is not going to be like other literacy programs that 'misled' the people. We tell them no, it is not the same.  You can look at our teaching materials and at our lesson guides and see that this is a program that will help villagers get the skills they need to develop their communities. We are promoting peace and empowerment. And we include quotations from the Qu'ran in our materials.  This helps us."
	
	
	
	Perhaps some other members of this discussion list know some of this history and can add more!
	
	
	
	Brenda
	
	
	
	----------------------------------------------------
	National Insitute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at dev.nifl.gov
	To unsubscribe or change your subscription settings, please go to
	http://dev.nifl.gov/mailman/listinfo/womenliteracy
	
	
	
	----------------------------------------------------
	National Insitute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at dev.nifl.gov
	To unsubscribe or change your subscription settings, please go to
	http://dev.nifl.gov/mailman/listinfo/womenliteracy
	
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From busems at jmu.edu  Tue Nov 22 09:56:33 2005
From: busems at jmu.edu (busems at jmu.edu)
Date: Tue, 22 Nov 2005 09:56:33 -0500
Subject: [WomenLiteracy] More on literacy programs
 in Afghanistan
Message-ID: <98ee250a.5f3f4e98.110dab00@mpmail1.jmu.edu>
Great! I was the editor for the Journal of Mine Action for 
over five years and covered many articles on the topics as 
well as woman's issues in Afghanistan-it has always been a 
personal interest of mine as well.
Best Regards,
Maggie Buse`
---- Original message ----
>Date: Tue, 22 Nov 2005 06:56:15 -0500
>From: "Brenda Bell" <BBell at edc.org>  
>Subject: RE: [WomenLiteracy] More on literacy programs in 
Afghanistan  
>To: "The Women &amp; Literacy Discussion List" 
<womenliteracy at dev.nifl.gov>, <womenliteracy at dev.nifl.gov>
>
>   Hello Maggie --
>    
>   From my Afghan colleagues, I know that there has
>   been a very active landmine education program in
>   primary and secondary schools -- and a couple of
>   people are trying to find out if these materials
>   have been used in literacy classes.  Your question
>   prompted a discussion about trying to get these
>   materials (including a chart and a simple booklet on
>   mine education and avoidance) to distribute to the
>   village learning centers, where learners are
>   clamoring for more reading materials. 
>    
>   So -- thanks for asking!   
>    
>   Brenda
>
>     ------------------------------------------------
>
>   From: womenliteracy-bounces at dev.nifl.gov on behalf
>   of busems at jmu.edu
>   Sent: Tue 11/22/2005 3:05 AM
>   To: womenliteracy at dev.nifl.gov
>   Subject: Re: [WomenLiteracy] More on literacy
>   programs in Afghanistan
>
>   Hi Brenda,
>
>   Has there been any attempt to meld this training
>   with Mine
>   Risk Education?
>
>   I worked that issue and landmines for a number of
>   years.
>
>   Maggie Buse`
>
>   ---- Original message ----
>   >Date: Mon, 21 Nov 2005 16:04:31 -0500
>   >From: "Daphne Greenberg" <ALCDGG at langate.gsu.edu> 
>   >Subject: Re: [WomenLiteracy] More on literacy
>   programs in
>   Afghanistan 
>   >To: <womenliteracy at dev.nifl.gov>
>   >
>   >Brenda,
>   >I am wondering whether you see an equal amount
>   (more or
>   less) of women and men in the literacy programs. Are
>   the
>   classes co-ed? Do the men and women express similar
>   literacy
>   goals?
>   >Daphne
>   >
>   >>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
>   >
>   >
>   >Hello all -
>   >
>   >
>   >
>   >I'm in the midst of an interesting discussion with
>   some of
>   the lead trainers for the Literacy and Community
>   Empowerment
>   Program.  I posed some of David's questions about
>   the
>   history of literacy in Afghanistan - starting a
>   discussion
>   that has sent several women off to get more exact
>   information, which they should have by tomorrow.
>   >
>   >
>   >
>   >Meanwhile, in the interest of keeping a discussion
>   going
>   with you on this list, here is a summary of what a
>   group of
>   older Afghan women and one younger man had to say: 
>   >
>   >
>   >
>   >"The early literacy courses for adults were called
>   'elder
>   literacy.'  The courses lasted for 3 months and the
>   methods
>   used were memorization and drill.  While the classes
>   were
>   mostly for men, there were courses for women in
>   basic
>   literacy and some that were related to vocational
>   skills. 
>   >
>   >
>   >
>   >"During the Soviet occupation of Afghanistan, the
>   number of
>   literacy courses increased, but according to the
>   discussion,
>   the level of learning dropped.  "Really they were
>   using
>   literacy for political objectives.  Literacy groups
>   were
>   formed but not much learning took place.  They were
>   used to
>   implement the objectives of the government.  Not
>   many people
>   became literate."  
>   >
>   >
>   >
>   >They also said that during the 'mujahadeen time'
>   when the
>   U.S. backed the mujahadeen fight against the
>   Russians,
>   literacy texts were also politicized. They cited the
>   now-
>   famous (in some circles) example of numeracy
>   activities in
>   which the items to be counted were guns. 
>   >
>   >
>   >
>   >"Now when we go into villages with our literacy
>   program,
>   some people are very suspicious.  They want to make
>   sure
>   that our program is not going to be like other
>   literacy
>   programs that 'misled' the people. We tell them no,
>   it is
>   not the same.  You can look at our teaching
>   materials and at
>   our lesson guides and see that this is a program
>   that will
>   help villagers get the skills they need to develop
>   their
>   communities. We are promoting peace and empowerment.
>   And we
>   include quotations from the Qu'ran in our
>   materials.  This
>   helps us."
>   >
>   >
>   >
>   >Perhaps some other members of this discussion list
>   know
>   some of this history and can add more!
>   >
>   >
>   >
>   >Brenda
>   >
>   >
>   >
>   >----------------------------------------------------
>   >National Insitute for Literacy
>   >Women and Literacy mailing list
>   >WomenLiteracy at dev.nifl.gov
>   >To unsubscribe or change your subscription
>   settings, please
>   go to
>   >http://dev.nifl.gov/mailman/listinfo/womenliteracy
>   Margaret Buse`
>   Project Coordinator
>   Learning Technology and Leadership
>   Education/Workforce Improvement Network
>   JMU HELPS/Workforce Development Campus/
>   Career Development Academy/Reel to Real
>
>   ----------------------------------------------------
>   National Insitute for Literacy
>   Women and Literacy mailing list
>   WomenLiteracy at dev.nifl.gov
>   To unsubscribe or change your subscription settings,
>   please go to
>   http://dev.nifl.gov/mailman/listinfo/womenliteracy
>________________
>
>----------------------------------------------------
>National Insitute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at dev.nifl.gov
>To unsubscribe or change your subscription settings, please 
go to 
>http://dev.nifl.gov/mailman/listinfo/womenliteracy
Margaret Buse`
Project Coordinator
Learning Technology and Leadership Education/Workforce Improvement Network
JMU HELPS/Workforce Development Campus/
Career Development Academy/Reel to Real
From ALCDGG at langate.gsu.edu  Tue Nov 22 11:21:56 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 22 Nov 2005 11:21:56 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
Message-ID: <s382ff5e.044@mailsrv4.gsu.edu>
Thanks for sharing this! What types of health issues do you discuss in your program?
>>> ldeyo at msh.org 11/22/2005 9:11 AM >>>
Dear Daphne,
 
I have been working on an integrated health and literacy program for women in Afghanistan the past 1 ? years.  In the vast majority of cases, not only do the facilitators need to be the same gender as the participants but the trainers and anyone else who might visit the class need to be female as well.    
 
We need to tread very softly here, given the history of literacy education and the reactions towards education of females in the country.  We were advised not to introduce the courses as simply literacy education or women's education.  Instead, we introduced the courses as health education and literacy classes to help gain greater acceptance in the community.    
 
Lisa
	-----Original Message----- 
	From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg 
	Sent: Tue 11/22/2005 8:15 AM 
	To: womenliteracy at dev.nifl.gov 
	Cc: 
	Subject: RE: [WomenLiteracy] More on literacy programs in Afghanistan
	
	
	You mention that the classes are segregated by gender. Are the teachers also of the same gender as the students in each class?
	
	>>> BBell at edc.org 11/22/2005 6:49 AM >>>
	Daphne and all --
	
	In general, there are more women than men in literacy programs here in Afghanistan.  In the government-run programs, figures for last year show about 45,000 more women than men enrolled, out of a total enrollment of about 385,500.  This is not surprising, given that women were denied access to education under the Taliban government and are so eager to learn.  But men are eager, too, having lived for so many years in the midst of fighting with limited educational opportunities.
	
	Classes for women and men are held separately.  There may be some places in Kabul where literacy classes are held for women and men together, but I'm not aware of them. 
	
	As for literacy goals -- I can speak most directly from my own experience with learners in the Literacy and Community Empowerment Program -- both female and male.  During the recent internal evaluation field visits to 16 villages in three provinces, we talked with 409 females and 365 males, in 32 classes.  Their ages ranged from 10 to over 40, with the majority in the 13-18 range.   (This program is primarily for youth and young adults, though open to learners over the age of 10, with no upper age limit).  In the structured discussions held with each group, we asked questions such as:  why are you participating in this learning center? what do you hope to do with the skills you are learning?
	
	The common response to the first question (why are you in this class?), from both male and female classes, was -- to learn reading, writing and math!  Of course.  But with further probing, the young men said things like - to be able to read letters from relatives in Iran; to read shop signs; to get skills to help my family; to have a better future; to help our country develop; to become doctors, engineers, entrepreneurs, carpenters, metal workers.  Young women said  -- to read and write letters to relatives; to become teachers (most); doctors, engineers, shop keepers (some); to do business in the bazaar; to learn everything we can; to help our families and our community.  (O course, there were many other comments -- these were the most common.)
	
	What do you think about these responses?  similar to what you would have expected?
	
	Brenda
	
	________________________________
	
	From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
	Sent: Tue 11/22/2005 2:34 AM
	To: womenliteracy at dev.nifl.gov 
	Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
	
	
	
	Brenda,
	I am wondering whether you see an equal amount (more or less) of women and men in the literacy programs. Are the classes co-ed? Do the men and women express similar literacy goals?
	Daphne
	
	>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
	
	
	Hello all -
	
	
	
	I'm in the midst of an interesting discussion with some of the lead trainers for the Literacy and Community Empowerment Program.  I posed some of David's questions about the history of literacy in Afghanistan - starting a discussion that has sent several women off to get more exact information, which they should have by tomorrow.
	
	
	
	Meanwhile, in the interest of keeping a discussion going with you on this list, here is a summary of what a group of older Afghan women and one younger man had to say:
	
	
	
	"The early literacy courses for adults were called 'elder literacy.'  The courses lasted for 3 months and the methods used were memorization and drill.  While the classes were mostly for men, there were courses for women in basic literacy and some that were related to vocational skills.
	
	
	
	"During the Soviet occupation of Afghanistan, the number of literacy courses increased, but according to the discussion, the level of learning dropped.  "Really they were using literacy for political objectives.  Literacy groups were formed but not much learning took place.  They were used to implement the objectives of the government.  Not many people became literate." 
	
	
	
	They also said that during the 'mujahadeen time' when the U.S. backed the mujahadeen fight against the Russians, literacy texts were also politicized. They cited the now-famous (in some circles) example of numeracy activities in which the items to be counted were guns.
	
	
	
	"Now when we go into villages with our literacy program, some people are very suspicious.  They want to make sure that our program is not going to be like other literacy programs that 'misled' the people. We tell them no, it is not the same.  You can look at our teaching materials and at our lesson guides and see that this is a program that will help villagers get the skills they need to develop their communities. We are promoting peace and empowerment. And we include quotations from the Qu'ran in our materials.  This helps us."
	
	
	
	Perhaps some other members of this discussion list know some of this history and can add more!
	
	
	
	Brenda
	
	
	
	----------------------------------------------------
	National Insitute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at dev.nifl.gov 
	To unsubscribe or change your subscription settings, please go to
	http://dev.nifl.gov/mailman/listinfo/womenliteracy 
	
	
	
	----------------------------------------------------
	National Insitute for Literacy
	Women and Literacy mailing list
	WomenLiteracy at dev.nifl.gov 
	To unsubscribe or change your subscription settings, please go to
	http://dev.nifl.gov/mailman/listinfo/womenliteracy 
	
From ldeyo at msh.org  Tue Nov 22 12:40:31 2005
From: ldeyo at msh.org (Deyo,Lisa)
Date: Tue, 22 Nov 2005 12:40:31 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
Message-ID: <5FAA3F6DFF8DED4788F179D709669686D94BBE@b1dxip01.us.msh.org>
They are the priorities in the country & of the Ministry of Public Health - immunization, personal and environmental hygiene, safe motherhood & birth preparedness, TB, family planning, first aid, diarrhea, malaria, and an introductory unit on germs & infections.
	-----Original Message----- 
	From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg 
	Sent: Tue 11/22/2005 11:21 AM 
	To: womenliteracy at dev.nifl.gov 
	Cc: 
	Subject: RE: [WomenLiteracy] More on literacy programs in Afghanistan
	
	
	Thanks for sharing this! What types of health issues do you discuss in your program?
	
	>>> ldeyo at msh.org 11/22/2005 9:11 AM >>>
	Dear Daphne,
	
	
	
	I have been working on an integrated health and literacy program for women in Afghanistan the past 1 ? years.  In the vast majority of cases, not only do the facilitators need to be the same gender as the participants but the trainers and anyone else who might visit the class need to be female as well.   
	
	
	
	We need to tread very softly here, given the history of literacy education and the reactions towards education of females in the country.  We were advised not to introduce the courses as simply literacy education or women's education.  Instead, we introduced the courses as health education and literacy classes to help gain greater acceptance in the community.   
	
	
	
	Lisa
	
	        -----Original Message-----
	        From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
	        Sent: Tue 11/22/2005 8:15 AM
	        To: womenliteracy at dev.nifl.gov
	        Cc:
	        Subject: RE: [WomenLiteracy] More on literacy programs in Afghanistan
	       
	       
	
	        You mention that the classes are segregated by gender. Are the teachers also of the same gender as the students in each class?
	       
	        >>> BBell at edc.org 11/22/2005 6:49 AM >>>
	        Daphne and all --
	       
	        In general, there are more women than men in literacy programs here in Afghanistan.  In the government-run programs, figures for last year show about 45,000 more women than men enrolled, out of a total enrollment of about 385,500.  This is not surprising, given that women were denied access to education under the Taliban government and are so eager to learn.  But men are eager, too, having lived for so many years in the midst of fighting with limited educational opportunities.
	       
	        Classes for women and men are held separately.  There may be some places in Kabul where literacy classes are held for women and men together, but I'm not aware of them.
	       
	        As for literacy goals -- I can speak most directly from my own experience with learners in the Literacy and Community Empowerment Program -- both female and male.  During the recent internal evaluation field visits to 16 villages in three provinces, we talked with 409 females and 365 males, in 32 classes.  Their ages ranged from 10 to over 40, with the majority in the 13-18 range.   (This program is primarily for youth and young adults, though open to learners over the age of 10, with no upper age limit).  In the structured discussions held with each group, we asked questions such as:  why are you participating in this learning center? what do you hope to do with the skills you are learning?
	       
	        The common response to the first question (why are you in this class?), from both male and female classes, was -- to learn reading, writing and math!  Of course.  But with further probing, the young men said things like - to be able to read letters from relatives in Iran; to read shop signs; to get skills to help my family; to have a better future; to help our country develop; to become doctors, engineers, entrepreneurs, carpenters, metal workers.  Young women said  -- to read and write letters to relatives; to become teachers (most); doctors, engineers, shop keepers (some); to do business in the bazaar; to learn everything we can; to help our families and our community.  (O course, there were many other comments -- these were the most common.)
	       
	        What do you think about these responses?  similar to what you would have expected?
	       
	        Brenda
	       
	        ________________________________
	       
	        From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
	        Sent: Tue 11/22/2005 2:34 AM
	        To: womenliteracy at dev.nifl.gov
	        Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
	       
	       
	       
	        Brenda,
	        I am wondering whether you see an equal amount (more or less) of women and men in the literacy programs. Are the classes co-ed? Do the men and women express similar literacy goals?
	        Daphne
	       
	        >>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
	       
	       
	        Hello all -
	       
	       
	       
	        I'm in the midst of an interesting discussion with some of the lead trainers for the Literacy and Community Empowerment Program.  I posed some of David's questions about the history of literacy in Afghanistan - starting a discussion that has sent several women off to get more exact information, which they should have by tomorrow.
	       
	       
	       
	        Meanwhile, in the interest of keeping a discussion going with you on this list, here is a summary of what a group of older Afghan women and one younger man had to say:
	       
	       
	       
	        "The early literacy courses for adults were called 'elder literacy.'  The courses lasted for 3 months and the methods used were memorization and drill.  While the classes were mostly for men, there were courses for women in basic literacy and some that were related to vocational skills.
	       
	       
	       
	        "During the Soviet occupation of Afghanistan, the number of literacy courses increased, but according to the discussion, the level of learning dropped.  "Really they were using literacy for political objectives.  Literacy groups were formed but not much learning took place.  They were used to implement the objectives of the government.  Not many people became literate."
	       
	       
	       
	        They also said that during the 'mujahadeen time' when the U.S. backed the mujahadeen fight against the Russians, literacy texts were also politicized. They cited the now-famous (in some circles) example of numeracy activities in which the items to be counted were guns.
	       
	       
	       
	        "Now when we go into villages with our literacy program, some people are very suspicious.  They want to make sure that our program is not going to be like other literacy programs that 'misled' the people. We tell them no, it is not the same.  You can look at our teaching materials and at our lesson guides and see that this is a program that will help villagers get the skills they need to develop their communities. We are promoting peace and empowerment. And we include quotations from the Qu'ran in our materials.  This helps us."
	       
	       
	       
	        Perhaps some other members of this discussion list know some of this history and can add more!
	       
	       
	       
	        Brenda
	       
	       
	       
	        ----------------------------------------------------
	        National Insitute for Literacy
	        Women and Literacy mailing list
	        WomenLiteracy at dev.nifl.gov
	        To unsubscribe or change your subscription settings, please go to
	        http://dev.nifl.gov/mailman/listinfo/womenliteracy
	       
	       
	       
	        ----------------------------------------------------
	        National Insitute for Literacy
	        Women and Literacy mailing list
	        WomenLiteracy at dev.nifl.gov
	        To unsubscribe or change your subscription settings, please go to
	        http://dev.nifl.gov/mailman/listinfo/womenliteracy
	       
	
	
	----------------------------------------------------
	National Insitute for Literacy
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From BBell at edc.org  Wed Nov 23 09:03:51 2005
From: BBell at edc.org (Brenda Bell)
Date: Wed, 23 Nov 2005 09:03:51 -0500
Subject: [WomenLiteracy] RE: literacy instruction in Afghanistan
References: <s381f018.083@mailsrv4.gsu.edu><35589DD47219F14BBFE1446979A831B401C41A81@athena.ad.edc.org>
	<14734F90-74BB-4DA3-A51B-9E4B1DC64CFB@comcast.net>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A86@athena.ad.edc.org>
David --
 
Here in Afghanistan you will find a variety of instructional approaches with different underlying principles, everything from a 'pure' Freirian problem-posing and analysis approach to very decontextualized direct teaching of basic skills.  
 
>From what I can tell (all materials are not available yet), the new UNESCO-Afghan Ministry of Education literacy curriculum takes a broad view of literacy skills (including verbal communication skills, reading, writing, numeracy skills, problem-solving) and encourages learners to participate in their communities and develop lifelong learning habits. Topics include religious and social values, economy, health and environment, security and human rights, agriculture and livestock, and life skills (a category that looks sort of like a mixture of  pieces of EFF standards, common activities and role maps!).  However, the curriculum framework that I have seen doesn't give any guidance to the teacher on how to teach in a contextualized way.  There are three levels in basic literacy and three in post literacy that detail the expected reading, writing and math competencies.  If any one wants more details, let me know.
 
To illustrate an ecclectic approach, I'll give a few details about the LCEP approach to literacy teaching.  (And invite Lisa, Katy and Vickie to post information on Learning for Life, the health and literacy initiative that Lisa mentioned).  During the early stages of program design, the following definition of literacy was developed by the Afghan lead trainers:
 
 
 
 
The programs that I'm most familiar with use an ecclectic approach.  
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of David Rosen
Sent: Tue 11/22/2005 6:03 PM
To: The Women &amp; Literacy Discussion List
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
Hello Brenda,
Do you see one underlying approach or  set of principles and values 
used in adult literacy instruction in Afghanistan?  For example, is 
this literacy for religious education, or is this literacy for 
empowerment (a Freirean model) or is this -- like a children's 
literacy model -- decontextualized basic skills, or do you see a 
contextualized approach incorporating livelihood (job skills) and 
daily living skills,  or something else?  Do you see -- as we do in 
the U.S. and other countries -- several different philosophical 
approaches being used?
Would you say the model (or models) used for women's literacy in 
particular focus on empowerment?
David
David J. Rosen
djrosen at comcast.net
On Nov 22, 2005, at 6:49 AM, Brenda Bell wrote:
> Daphne and all --
>
> In general, there are more women than men in literacy programs here 
> in Afghanistan.  In the government-run programs, figures for last 
> year show about 45,000 more women than men enrolled, out of a total 
> enrollment of about 385,500.  This is not surprising, given that 
> women were denied access to education under the Taliban government 
> and are so eager to learn.  But men are eager, too, having lived 
> for so many years in the midst of fighting with limited educational 
> opportunities.
>
> Classes for women and men are held separately.  There may be some 
> places in Kabul where literacy classes are held for women and men 
> together, but I'm not aware of them.
>
> As for literacy goals -- I can speak most directly from my own 
> experience with learners in the Literacy and Community Empowerment 
> Program -- both female and male.  During the recent internal 
> evaluation field visits to 16 villages in three provinces, we 
> talked with 409 females and 365 males, in 32 classes.  Their ages 
> ranged from 10 to over 40, with the majority in the 13-18 range.   
> (This program is primarily for youth and young adults, though open 
> to learners over the age of 10, with no upper age limit).  In the 
> structured discussions held with each group, we asked questions 
> such as:  why are you participating in this learning center? what 
> do you hope to do with the skills you are learning?
>
> The common response to the first question (why are you in this 
> class?), from both male and female classes, was -- to learn 
> reading, writing and math!  Of course.  But with further probing, 
> the young men said things like - to be able to read letters from 
> relatives in Iran; to read shop signs; to get skills to help my 
> family; to have a better future; to help our country develop; to 
> become doctors, engineers, entrepreneurs, carpenters, metal 
> workers.  Young women said  -- to read and write letters to 
> relatives; to become teachers (most); doctors, engineers, shop 
> keepers (some); to do business in the bazaar; to learn everything 
> we can; to help our families and our community.  (O course, there 
> were many other comments -- these were the most common.)
>
> What do you think about these responses?  similar to what you would 
> have expected?
>
> Brenda
>
> ________________________________
>
> From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
> Sent: Tue 11/22/2005 2:34 AM
> To: womenliteracy at dev.nifl.gov
> Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
>
>
>
> Brenda,
> I am wondering whether you see an equal amount (more or less) of 
> women and men in the literacy programs. Are the classes co-ed? Do 
> the men and women express similar literacy goals?
> Daphne
>
>>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
>
>
> Hello all -
>
>
>
> I'm in the midst of an interesting discussion with some of the lead 
> trainers for the Literacy and Community Empowerment Program.  I 
> posed some of David's questions about the history of literacy in 
> Afghanistan - starting a discussion that has sent several women off 
> to get more exact information, which they should have by tomorrow.
>
>
>
> Meanwhile, in the interest of keeping a discussion going with you 
> on this list, here is a summary of what a group of older Afghan 
> women and one younger man had to say:
>
>
>
> "The early literacy courses for adults were called 'elder 
> literacy.'  The courses lasted for 3 months and the methods used 
> were memorization and drill.  While the classes were mostly for 
> men, there were courses for women in basic literacy and some that 
> were related to vocational skills.
>
>
>
> "During the Soviet occupation of Afghanistan, the number of 
> literacy courses increased, but according to the discussion, the 
> level of learning dropped.  "Really they were using literacy for 
> political objectives.  Literacy groups were formed but not much 
> learning took place.  They were used to implement the objectives of 
> the government.  Not many people became literate."
>
>
>
> They also said that during the 'mujahadeen time' when the U.S. 
> backed the mujahadeen fight against the Russians, literacy texts 
> were also politicized. They cited the now-famous (in some circles) 
> example of numeracy activities in which the items to be counted 
> were guns.
>
>
>
> "Now when we go into villages with our literacy program, some 
> people are very suspicious.  They want to make sure that our 
> program is not going to be like other literacy programs that 
> 'misled' the people. We tell them no, it is not the same.  You can 
> look at our teaching materials and at our lesson guides and see 
> that this is a program that will help villagers get the skills they 
> need to develop their communities. We are promoting peace and 
> empowerment. And we include quotations from the Qu'ran in our 
> materials.  This helps us."
>
>
>
> Perhaps some other members of this discussion list know some of 
> this history and can add more!
>
>
>
> Brenda
>
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
>
>
> <winmail.dat>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
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From BBell at edc.org  Wed Nov 23 09:37:57 2005
From: BBell at edc.org (Brenda Bell)
Date: Wed, 23 Nov 2005 09:37:57 -0500
Subject: MORE RE: [WomenLiteracy] RE: literacy instruction in Afghanistan
References: <s381f018.083@mailsrv4.gsu.edu><35589DD47219F14BBFE1446979A831B401C41A81@athena.ad.edc.org><14734F90-74BB-4DA3-A51B-9E4B1DC64CFB@comcast.net>
	<35589DD47219F14BBFE1446979A831B401C41A86@athena.ad.edc.org>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A87@athena.ad.edc.org>
sorry about that - my message was sent before I finished writing!  See below for the rest......
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Brenda Bell
Sent: Wed 11/23/2005 7:33 PM
To: The Women &amp; Literacy Discussion List; The Women &amp; Literacy Discussion List
Subject: [WomenLiteracy] RE: literacy instruction in Afghanistan
David --
 
Here in Afghanistan you will find a variety of instructional approaches with different underlying principles, everything from a 'pure' Freirian problem-posing and analysis approach to very decontextualized direct teaching of basic skills.  
 
>From what I can tell (all materials are not available yet), the new UNESCO-Afghan Ministry of Education literacy curriculum takes a broad view of literacy skills (including verbal communication skills, reading, writing, numeracy skills, problem-solving) and encourages learners to participate in their communities and develop lifelong learning habits. Topics include religious and social values, economy, health and environment, security and human rights, agriculture and livestock, and life skills (a category that looks sort of like a mixture of  pieces of EFF standards, common activities and role maps!).  However, the curriculum framework that I have seen doesn't give any guidance to the teacher on how to teach in a contextualized way.  There are three levels in basic literacy and three in post literacy that detail the expected reading, writing and math competencies.  If any one wants more details, let me know.
 
To illustrate an ecclectic approach, I'll give a few details about the LCEP approach to literacy teaching.  (And invite Lisa, Katy and Vickie to post information on Learning for Life, the health and literacy initiative that Lisa mentioned).  During the early stages of program design, the following definition of literacy was developed by the Afghan lead trainers:
 
Literacy is understood as Swadimoszish tawanmandi (Dari for reading for critical understanding of one's world) rather than Amozish tawanmandi  (Dari for reading and writing).  
 
"Literacy is the fluent, context-specific and effective use of oral and written language in ways that lead to self empowerment, good governance and a deeper understanding of local knowledge, resources and skills.  It is the use of the language of unity in relation to self, daily life and environment; the use of language to improve one's self confidence and living conditions (individually and in cooperation and consultation with family and community; and the gaining of knowledge and understanding of human rights and the broadening of one's vision and understanding of the world beyond the known and familiar."   
 
The program's guiding principles include, among other statements, a commitment to learner-centered, participatory teaching and learning that is purposeful and meaningful; and a commitment to developing curriculum materials that draw on the experiences and materials of daily village life
 
Carrying out these principles has been another matter  - not impossible - but not easy. In an effort to supplement the training and support for the 386 women and men who are teaching in LCEP's village learning centers, curricululm materials have been developed that help the teacher learn how to teach in new ways and to actively involve learners - through small group activities, full group discussion, and some group projects.  Teaching of reading and writing is a combination of whole language, whole word, and the Dari/Pashtu equivalent of phonemic awareness and phonics.  Teachers were disturbed that instead of starting with aleph (the letter A), they started with the word salam -- the standard greeting -- and the letter S.  But now most seem to like this different approach -- and were impressed that within a week, learners could read and write the phrase 'salam, Sima'  - and soon moved on to their own names and short sentences.  But -- teachers have become dependent on the curriculum materials developed in Kabul, and are not yet developing their own ideas, activities and materials that draw on local experiences and materials. That's the current challenge that the training and curriculum developers are addressing.
 
Does anyone else have difficulty living up to lofty guiding principles? 
 
            Brenda
 
 
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of David Rosen
Sent: Tue 11/22/2005 6:03 PM
To: The Women &amp; Literacy Discussion List
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
Hello Brenda,
Do you see one underlying approach or  set of principles and values 
used in adult literacy instruction in Afghanistan?  For example, is 
this literacy for religious education, or is this literacy for 
empowerment (a Freirean model) or is this -- like a children's 
literacy model -- decontextualized basic skills, or do you see a 
contextualized approach incorporating livelihood (job skills) and 
daily living skills,  or something else?  Do you see -- as we do in 
the U.S. and other countries -- several different philosophical 
approaches being used?
Would you say the model (or models) used for women's literacy in 
particular focus on empowerment?
David
David J. Rosen
djrosen at comcast.net
On Nov 22, 2005, at 6:49 AM, Brenda Bell wrote:
> Daphne and all --
>
> In general, there are more women than men in literacy programs here 
> in Afghanistan.  In the government-run programs, figures for last 
> year show about 45,000 more women than men enrolled, out of a total 
> enrollment of about 385,500.  This is not surprising, given that 
> women were denied access to education under the Taliban government 
> and are so eager to learn.  But men are eager, too, having lived 
> for so many years in the midst of fighting with limited educational 
> opportunities.
>
> Classes for women and men are held separately.  There may be some 
> places in Kabul where literacy classes are held for women and men 
> together, but I'm not aware of them.
>
> As for literacy goals -- I can speak most directly from my own 
> experience with learners in the Literacy and Community Empowerment 
> Program -- both female and male.  During the recent internal 
> evaluation field visits to 16 villages in three provinces, we 
> talked with 409 females and 365 males, in 32 classes.  Their ages 
> ranged from 10 to over 40, with the majority in the 13-18 range.   
> (This program is primarily for youth and young adults, though open 
> to learners over the age of 10, with no upper age limit).  In the 
> structured discussions held with each group, we asked questions 
> such as:  why are you participating in this learning center? what 
> do you hope to do with the skills you are learning?
>
> The common response to the first question (why are you in this 
> class?), from both male and female classes, was -- to learn 
> reading, writing and math!  Of course.  But with further probing, 
> the young men said things like - to be able to read letters from 
> relatives in Iran; to read shop signs; to get skills to help my 
> family; to have a better future; to help our country develop; to 
> become doctors, engineers, entrepreneurs, carpenters, metal 
> workers.  Young women said  -- to read and write letters to 
> relatives; to become teachers (most); doctors, engineers, shop 
> keepers (some); to do business in the bazaar; to learn everything 
> we can; to help our families and our community.  (O course, there 
> were many other comments -- these were the most common.)
>
> What do you think about these responses?  similar to what you would 
> have expected?
>
> Brenda
>
> ________________________________
>
> From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
> Sent: Tue 11/22/2005 2:34 AM
> To: womenliteracy at dev.nifl.gov
> Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
>
>
>
> Brenda,
> I am wondering whether you see an equal amount (more or less) of 
> women and men in the literacy programs. Are the classes co-ed? Do 
> the men and women express similar literacy goals?
> Daphne
>
>>>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
>
>
> Hello all -
>
>
>
> I'm in the midst of an interesting discussion with some of the lead 
> trainers for the Literacy and Community Empowerment Program.  I 
> posed some of David's questions about the history of literacy in 
> Afghanistan - starting a discussion that has sent several women off 
> to get more exact information, which they should have by tomorrow.
>
>
>
> Meanwhile, in the interest of keeping a discussion going with you 
> on this list, here is a summary of what a group of older Afghan 
> women and one younger man had to say:
>
>
>
> "The early literacy courses for adults were called 'elder 
> literacy.'  The courses lasted for 3 months and the methods used 
> were memorization and drill.  While the classes were mostly for 
> men, there were courses for women in basic literacy and some that 
> were related to vocational skills.
>
>
>
> "During the Soviet occupation of Afghanistan, the number of 
> literacy courses increased, but according to the discussion, the 
> level of learning dropped.  "Really they were using literacy for 
> political objectives.  Literacy groups were formed but not much 
> learning took place.  They were used to implement the objectives of 
> the government.  Not many people became literate."
>
>
>
> They also said that during the 'mujahadeen time' when the U.S. 
> backed the mujahadeen fight against the Russians, literacy texts 
> were also politicized. They cited the now-famous (in some circles) 
> example of numeracy activities in which the items to be counted 
> were guns.
>
>
>
> "Now when we go into villages with our literacy program, some 
> people are very suspicious.  They want to make sure that our 
> program is not going to be like other literacy programs that 
> 'misled' the people. We tell them no, it is not the same.  You can 
> look at our teaching materials and at our lesson guides and see 
> that this is a program that will help villagers get the skills they 
> need to develop their communities. We are promoting peace and 
> empowerment. And we include quotations from the Qu'ran in our 
> materials.  This helps us."
>
>
>
> Perhaps some other members of this discussion list know some of 
> this history and can add more!
>
>
>
> Brenda
>
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
>
>
> <winmail.dat>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
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From alcdgg at langate.gsu.edu  Thu Nov 24 09:39:40 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 24 Nov 2005 09:39:40 -0500
Subject: [WomenLiteracy] literacy instruction in Afghanistan
Message-ID: <s3858a66.021@mailsrv4.gsu.edu>
I have a question about the Burka (not sure about the spelling-sorry). For many of us, who are not used to wearing or seeing the Burka on a daily basis, seeing the way Afghani women covered themselves during the Taliban regime was difficult. We have also heard that in many parts of Afghanistan, women continue to wear the full Burka. For many of us who are not used to wearing the Burka, we feel as if it is a women's right issue not to wear one, and yet we also know that there are women who prefer to wear it. 
I was curious how/if this gets carried out in the classroom? Are the communities pretty homogeneous in their wearing of the Burka, so if you visit a female classroom, you will either see most/all wearing it, or not, depending on the community? Do the teachers by and large reflect the community too? If not, is there discussion in the classroom, discomfort, disagreement, etc. between those who do wear it and those who don't?
Please excuse me for my lack of knowledge. When I am talking about the Burka, I am hopefully using the right term for the complete covering from head to toe, with the exception of netting for the eyes. Even my description is vague, because I am going by my memory of pictures that I have seen.
Perhaps this is more of an issue for women like me in the US, who are not used to covering up , and it is not such an issue for women in your classes?
I wonder if women in your classes talk about the images of US/European women who do not cover up, and in fact often dress very scantily. Perhaps this is an issue for discussion with them, just like the Burka is with some of us in the States?
Thanks,
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From BBell at edc.org  Fri Nov 25 04:52:01 2005
From: BBell at edc.org (Brenda Bell)
Date: Fri, 25 Nov 2005 04:52:01 -0500
Subject: [WomenLiteracy] RE: Afghan women
References: <s3858a66.021@mailsrv4.gsu.edu>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A8A@athena.ad.edc.org>
Daphne and all --
 
I wish I could send some photos of the many different ways that women dress here in Afghanistan.  Yes, the burqa is still worn by some women -- less so here in Kabul than in other parts of the country, but even here many women do wear the flowing blue (sometimes white) garments that cover them fully. In Kabul it is not uncommon to see women together on the street who are clearly friends but who dress differently -- one in a burqa, one in a long skirt with long jacket and a large shawl covering her head, and another in pants and jacket with a stylish scarf loosely covering her hair.  
 
In my limited experience, there are many reasons that some women do wear the burqa.  In some of the very rural villages where I've visited and talked with women, there is pressure from the local commander and/or religious leaders.  There may be pressure from family members.  Sometimes, women tell me they are more comfortable wearing it.  And some women don't wear it. I've never pressed the issue, as I feel it is not my role to challenge.  
 
When I was in Sayghan district of Bamian province, I saw few women in burqas. In Parwan province, I see many women in burqas.  Religious conservativism is certainly one influence. Another may be level of education and/or class.  I'm not knowledgeable enough to speak with any authority.  I do know, however, that some of our staff  (who are educated) in rural areas do wear the burqa in public, in part to do their work more easily in the villages, and for some out of tradition, pressure, or belief. 
 
Once I was in a village about an hour north of Kabul, meeting with the women's shura, or community council.  The room, in a family compound, was full of women and children -- and there was a pile of burqas in the corner.  I asked how they could identify their own garment -- they all looked alike -- and they laughed - and showed me the individual stitchery they each had made  on their own, a mark that identifies the owner.  In the back of the room there was a poster on the wall of a beautiful (uncovered) Indian woman movie star.  They saw me looking looking at the poster - and they told me - oh yes, she's our idol and all of the young women want to be like her.  So .....who knows what is ahead.
 
In the women's literacy classes that I am familiar with, all of the women cover their hair.  Because it is an all-female environment, if anyone has worn a burqa to the class, it is shed the moment she walks in the door. But often the class is close enough to home that women don't wear them.  I don't know if the teachers (who are residents of the villages where they teach) and learners ever discuss Western women -- probably they do after someone like me leaves! - but I'm always dressed appropriately (head covered, though I often  take off my scarf once inside).  In cities where there is access to television, I know the topic must come up.  I'll ask some of the staff and get back to you.
 
For me, the issue is not what women are wearing but what they are thinking and doing.  I feel so fortunate to have had the opportunity to get to know rural Afghan women who are working hard to educate themselves, improve their communities, and hold their families together.  In my experience, they usually have a great sense of humor, a high degree of resiliency, and a lot of fortitude.  
 
One more thing -- a two-day conference on eliminating violence against women was held this week.  An Afghan colleague participated in the drafting of the conference declaration, and I'll try to get a copy to post to the list.
 
Brenda
 
 
 
 
 
 
 
 
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
Sent: Thu 11/24/2005 8:09 PM
To: womenliteracy at dev.nifl.gov
Subject: [WomenLiteracy] literacy instruction in Afghanistan
I have a question about the Burka (not sure about the spelling-sorry). For many of us, who are not used to wearing or seeing the Burka on a daily basis, seeing the way Afghani women covered themselves during the Taliban regime was difficult. We have also heard that in many parts of Afghanistan, women continue to wear the full Burka. For many of us who are not used to wearing the Burka, we feel as if it is a women's right issue not to wear one, and yet we also know that there are women who prefer to wear it.
I was curious how/if this gets carried out in the classroom? Are the communities pretty homogeneous in their wearing of the Burka, so if you visit a female classroom, you will either see most/all wearing it, or not, depending on the community? Do the teachers by and large reflect the community too? If not, is there discussion in the classroom, discomfort, disagreement, etc. between those who do wear it and those who don't?
Please excuse me for my lack of knowledge. When I am talking about the Burka, I am hopefully using the right term for the complete covering from head to toe, with the exception of netting for the eyes. Even my description is vague, because I am going by my memory of pictures that I have seen.
Perhaps this is more of an issue for women like me in the US, who are not used to covering up , and it is not such an issue for women in your classes?
I wonder if women in your classes talk about the images of US/European women who do not cover up, and in fact often dress very scantily. Perhaps this is an issue for discussion with them, just like the Burka is with some of us in the States?
Thanks,
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
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From djrosen at comcast.net  Fri Nov 25 08:26:34 2005
From: djrosen at comcast.net (David Rosen)
Date: Fri, 25 Nov 2005 08:26:34 -0500
Subject: [WomenLiteracy] Women's Literacy in Afghanistan Discussion Archived
	on Adult literacy education Wiki
Message-ID: <3E7CF199-36A8-4107-8799-EA8AF41B3323@comcast.net>
Hello Daphne, Brenda and others,
The discussion on Women's Literacy in Afghanistan is being archived  
on the Adult Literacy Education Wiki, in a new topic area, "World  
Literacy and Nonformal Education."  You will find this at:
http://wiki.literacytent.org/index.php/Women%27s_Literacy_in_Afghanistan
This enables those who are new to the discussion to catch up, and  
others, who find the discussion after it has taken place, to still  
benefit.
The new ALE Wiki area needs an Area Leader, someone who is interested  
in helping develop and promote World Literacy and Nonformal  
Education.  If you are interested, wherever you may live, e-mail me.   
And, of course, anyone can add new material -- or edit --the ALE  
Wiki.  For more information go to http://wiki.literacytent.org
David J. Rosen
djrosen at comcast.net
From djrosen at comcast.net  Fri Nov 25 16:43:25 2005
From: djrosen at comcast.net (David Rosen)
Date: Fri, 25 Nov 2005 16:43:25 -0500
Subject: [WomenLiteracy] (no subject)
Message-ID: <C881228B-BF40-461D-9954-71B8F0CD1B09@comcast.net>
Colleagues,
On November 9, 2005 I wrote:
"Many adult literacy and English language learning practitioners turn  
to this electronic list to find knowledge and wisdom, and to get  
answers to specific professional questions.  We also have other ways  
of finding knowledge.  We learn from our experience and that of our  
colleagues. We read certain journals, magazines and newspapers, we  
seek out opinions from reputable  sources, and we try to find the  
best research which addresses our question or problem.  So, here's my  
question:
How do you find answers to your adult literacy and English language  
learning questions?"
You will find a compilation of responses to the question below, by  
information medium type :
David J. Rosen
Adult Literacy Advocate
DJRosen at theworld.com
-----
DATABASES and ONLINE LIBRARIES
?  The National Institute for Literacy (NIFL) Literacy Information  
and Communications System ( LINCS) , which has special collections,  
four comprehensive search engines (LINCSearch), discussion forums  
9electronic lists), online documents and archives  http:// 
www.nifl.gov/lincs/
? The (Canadian) National Adult Literacy Database (NALD) and its  
online documents and archives http://www.nald.ca/
? The NIACE (UK) National Institute for Adult and Continuing  
Education.  This and  the National Literacy Trust are web sites with  
links to research studies, reports and recently published books.  
http://www.niace.org.uk/
? The Centre for Literacy. Montreal, Quebec. http:// 
www.centreforliteracy.qc.ca/
Library catalog: http://www.centreforliteracy.qc.ca/library/intro.htm
? AlphPlus Centre. Toronto Ontario. http://alphaplus.ca/eng.asp
AlphaPlus offers ?an extensive physical library collection as well as  
an ever-growing online collection of literacy research. They are a  
repository for all Ontario field development projects and research  
funded by the Literacy and Basic Skills section of the Ontario  
Ministry of Training, Colleges and Universities. AlphaPlus also  
maintains a number of public discussion forums where literacy  
resources are shared, event notices are posted and general questions  
and dialogue for the literacy community is maintained.?  Kim  
Falcigno, Literacy Project Researcher/Consultant, thunder Bay, Ontario.
? The National Center for the Study of Adult Learning and Literacy  
(NCSALL) Web site and its hard copy publications http://ncsall.net
? Education Resources Information Center (ERIC) Database http:// 
www.eric.ed.gov/
?  Outreach and Technical Assistance Network (OTAN). Although this is  
a California-based organization, its web site is accessible to people  
outside the state and it has a library of online adult literacy  
education documents.  http://www.otan.us/
? PDK knowledge databases http://www.literacy.org/pdk/
? Workforceusa.net.  They pull together resources on many workforce- 
related topics.  The link to the adult ed page is --
http://www.workforceusa.net/search.php? 
PHPSESSID=a695aff0dd637483946eced 103cea36d&search_keyword=adult 
+education
or you can try this short version  http://tinyurl.com/examb
WIKIS
? The Adult Literacy Education Wiki  http://wiki.literacytent.org
? The Wikipedia http://en.wikipedia.org/wiki/Main_Page
ONLINE COURSES
? Verizon Literacy Campus http://www.literacycampus.org/
WEB SITES
? CAAL http://www.caalusa.org/
? CAELA http://www.cal.org/caela/
? CAL  http://www.cal.org/
? CALPRO http://www.calpro-online.org/
? CLASP http://www.clasp.org/
? Correctional Education Association  http://www.ceanational.org/
? Culture Orientation Resource Center  http:// 
www.culturalorientation.net/
? International Reading Association (IRA) http://ira.org/
? National Center for Family Literacy (NCFL) Practitioner Toolkit
    http://www.famlit.org/Publications/Practitioner-Toolkit-ELL.cfm/
? Public/Private Ventures http://www.ppv.org/index.asp/
? Statistics Canada http://www.statcan.ca/
? TESOL http://www.tesol.org/
? The Hub at Literacy BC http://www2.literacy.bc.ca/electric.htm/
? The Knowledge Loom http://knowledgeloom.org/index.jsp/
? USDOE http://www.ed.gov/
? State DOE web sites (FL, OH, ME, MA, and others)
? Litlink/PBS http://litlink.ket.org/
? ProLiteracy Worldwide http://www.proliteracy.org
  NEWSLETTERS
? EdWeek (weekly newsletter) http://www.edweek.org/ew/index.html
? Public education Network (PEN) http://www.publiceducation.org/
ELECTRONIC LISTS/DISCUSSION FORUMS
? TESL_L
? English Language (NIFL_ESL)
? ASCD
? CALL- Center for Adult Learning and Literacy at UMaine-Orono
NEWSPAPERS (INCLUDING ONLINE NWSPAPERS)
BOOKS
LIBRARY SYSTEMS
LIBRARIES OF AGENCIES PROVIDING ADULT EDUCATION
JOURNALS
? COABE Journal http://www.coabe.org/index.cfm?fuseaction=journal
? Reading Research Quarterly http://www.reading.org/publications/ 
journals/rrq/
? Journal of Adolescent and Adult Literacy http://www.reading.org/ 
publications/journals/jaal/
? Journal of Literacy Research http://www.nrconline.org/jlr/archive/
? Adult Education Quarterly http://aeq.sagepub.com/
? Focus on Basics http://www.ncsall.net/index.php?id=31
? New Directions for Adult and Continuing Education http:// 
www.josseybass.com/WileyCDA/WileyTitle/productCd-ACE.html
? TESOL Quarterly http://www.tesol.org/s_tesol/seccss.asp? 
CID=209&DID=1679
? TESOL Journal http://www.tesol.org/s_tesol/seccss.asp?CID=255&DID=1727
? Literacies, a recent Canadian journal published in British Columbia  
in print and online.  It includes an online discussion forum where  
topics from the most            current edition are discussed. http:// 
www.literacyjournal.ca/readers.html
? Essential Teacher http://www.tesol.org/s_tesol/sec_document.asp? 
CID=206&DID=1134
? CATESOL Journal http://www.catesol.org/cjguidelines.html
? Adult Education Journal http://www.periodicals.com/stock_e/j/ 
ttl12674.html
? Educational Leadership (ASCD)
? Teacher
? T.H.E. (online) journal  http://www.thejournal.com/newsletters/
NEWSLETTERS
? IRA Newsletter http://www.reading.org/publications/index.html
? Report on Literacy Programs http://www.bpinews.com/edu/pages/rlp.cfm
WEB SEARCHES
?  Google
-----
From lalumineuse at yahoo.com  Sat Nov 26 08:41:39 2005
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Sat, 26 Nov 2005 05:41:39 -0800 (PST)
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
In-Reply-To: <5FAA3F6DFF8DED4788F179D709669686D94BBE@b1dxip01.us.msh.org>
Message-ID: <20051126134139.88416.qmail@web30811.mail.mud.yahoo.com>
Dear All,
One thing that poor women have told me through out my
work in India and Pakistan (we also fund a programme
in Afghanistan), apropos literacy. They make a clear
distinction between education which they see as 
formal schooling, and literacy. To them, in their
words, literacy is a way of 'decoding the city', and
getting the better of the moneylender, and 'not
feeling invisible in a world of words'. Whenever maths
was taught through pricing, loans owed to a
moneylender, and literacy taught through health,
writing petitions, signing, that's when literacy
gained importance. If it was not linked to practical,
everyday survival, it was not interesting at all. In
one slum, I still recall, we were told that if these
'education skills' did not lead to employment or
better lives, they were no use to them. 
I found this to be true with immigrants to the US:
they wanted to learn English and sound American
because it meant a better life and employment in their
new country.
Regards,
Ujwala
--- "Deyo,Lisa" <ldeyo at msh.org> wrote:
> They are the priorities in the country & of the
> Ministry of Public Health - immunization, personal
> and environmental hygiene, safe motherhood & birth
> preparedness, TB, family planning, first aid,
> diarrhea, malaria, and an introductory unit on germs
> & infections.
> 
> 	-----Original Message----- 
> 	From: womenliteracy-bounces at dev.nifl.gov on behalf
> of Daphne Greenberg 
> 	Sent: Tue 11/22/2005 11:21 AM 
> 	To: womenliteracy at dev.nifl.gov 
> 	Cc: 
> 	Subject: RE: [WomenLiteracy] More on literacy
> programs in Afghanistan
> 	
> 	
> 
> 	Thanks for sharing this! What types of health
> issues do you discuss in your program?
> 	
> 	>>> ldeyo at msh.org 11/22/2005 9:11 AM >>>
> 	Dear Daphne,
> 	
> 	
> 	
> 	I have been working on an integrated health and
> literacy program for women in Afghanistan the past 1
> ? years.  In the vast majority of cases, not only do
> the facilitators need to be the same gender as the
> participants but the trainers and anyone else who
> might visit the class need to be female as well.   
> 	
> 	
> 	
> 	We need to tread very softly here, given the
> history of literacy education and the reactions
> towards education of females in the country.  We
> were advised not to introduce the courses as simply
> literacy education or women's education.  Instead,
> we introduced the courses as health education and
> literacy classes to help gain greater acceptance in
> the community.   
> 	
> 	
> 	
> 	Lisa
> 	
> 	        -----Original Message-----
> 	        From: womenliteracy-bounces at dev.nifl.gov on
> behalf of Daphne Greenberg
> 	        Sent: Tue 11/22/2005 8:15 AM
> 	        To: womenliteracy at dev.nifl.gov
> 	        Cc:
> 	        Subject: RE: [WomenLiteracy] More on
> literacy programs in Afghanistan
> 	       
> 	       
> 	
> 	        You mention that the classes are segregated
> by gender. Are the teachers also of the same gender
> as the students in each class?
> 	       
> 	        >>> BBell at edc.org 11/22/2005 6:49 AM >>>
> 	        Daphne and all --
> 	       
> 	        In general, there are more women than men
> in literacy programs here in Afghanistan.  In the
> government-run programs, figures for last year show
> about 45,000 more women than men enrolled, out of a
> total enrollment of about 385,500.  This is not
> surprising, given that women were denied access to
> education under the Taliban government and are so
> eager to learn.  But men are eager, too, having
> lived for so many years in the midst of fighting
> with limited educational opportunities.
> 	       
> 	        Classes for women and men are held
> separately.  There may be some places in Kabul where
> literacy classes are held for women and men
> together, but I'm not aware of them.
> 	       
> 	        As for literacy goals -- I can speak most
> directly from my own experience with learners in the
> Literacy and Community Empowerment Program -- both
> female and male.  During the recent internal
> evaluation field visits to 16 villages in three
> provinces, we talked with 409 females and 365 males,
> in 32 classes.  Their ages ranged from 10 to over
> 40, with the majority in the 13-18 range.   (This
> program is primarily for youth and young adults,
> though open to learners over the age of 10, with no
> upper age limit).  In the structured discussions
> held with each group, we asked questions such as: 
> why are you participating in this learning center?
> what do you hope to do with the skills you are
> learning?
> 	       
> 	        The common response to the first question
> (why are you in this class?), from both male and
> female classes, was -- to learn reading, writing and
> math!  Of course.  But with further probing, the
> young men said things like - to be able to read
> letters from relatives in Iran; to read shop signs;
> to get skills to help my family; to have a better
> future; to help our country develop; to become
> doctors, engineers, entrepreneurs, carpenters, metal
> workers.  Young women said  -- to read and write
> letters to relatives; to become teachers (most);
> doctors, engineers, shop keepers (some); to do
> business in the bazaar; to learn everything we can;
> to help our families and our community.  (O course,
> there were many other comments -- these were the
> most common.)
> 	       
> 	        What do you think about these responses? 
> similar to what you would have expected?
> 	       
> 	        Brenda
> 	       
> 	        ________________________________
> 	       
> 	        From: womenliteracy-bounces at dev.nifl.gov on
> behalf of Daphne Greenberg
> 	        Sent: Tue 11/22/2005 2:34 AM
> 	        To: womenliteracy at dev.nifl.gov
> 	        Subject: Re: [WomenLiteracy] More on
> literacy programs in Afghanistan
> 	       
> 	       
> 	       
> 	        Brenda,
> 	        I am wondering whether you see an equal
> amount (more or less) of women and men in the
> literacy programs. Are the classes co-ed? Do the men
> and women express similar literacy goals?
> 	        Daphne
> 	       
> 	        >>> BBell at edc.org 11/21/2005 4:57:25 AM >>>
> 	       
> 	       
> 	        Hello all -
> 	       
> 	       
> 	       
> 	        I'm in the midst of an interesting
> discussion with some of the lead trainers for the
> Literacy and Community Empowerment Program.  I posed
> some of David's questions about the history of
> literacy in Afghanistan - starting a discussion that
> has sent several women off to get more exact
> information, which they should have by tomorrow.
> 	       
> 	       
> 	       
> 	        Meanwhile, in the interest of keeping a
> discussion going with you on this list, here is a
> summary of what a group of older Afghan women and
> one younger man had to say:
> 	       
> 	       
> 	       
> 	        "The early literacy courses for adults were
> called 'elder literacy.'  The courses lasted for 3
> months and the methods used were memorization and
> drill.  While the classes were mostly for men, there
> were courses for women in basic literacy and some
> that were related to vocational skills.
> 	       
> 	       
> 	       
> 	        "During the Soviet occupation of
> Afghanistan, the number of literacy courses
> increased, but according to the discussion, the
> level of learning dropped.  "Really they were using
> literacy for political objectives.  Literacy groups
> were formed but not much learning took place.  They
> were used to implement the objectives of the
> government.  Not many people became literate."
> 	       
> 	       
> 	       
> 	        They also said that during the 'mujahadeen
> time' when the U.S. backed the mujahadeen fight
> against the Russians, literacy texts were also
> politicized. They cited the now-famous (in some
> circles) example of numeracy activities in which the
> items to be counted were guns.
> 	       
> 	       
> 	       
> 	        "Now when we go into villages with our
> literacy program, some people are very suspicious. 
> They want to make sure that our program is not going
> to be like other literacy programs that 'misled' the
> people. We tell them no, it is not the same.  You
> can look at our teaching materials and at our lesson
> guides and see that this is a program that will help
> villagers get the skills they need to develop their
> communities. We are promoting peace and empowerment.
> And we include quotations from the Qu'ran in our
> materials. 
=== message truncated ===> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings,
> please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
	
		
__________________________________ 
Yahoo! Mail - PC Magazine Editors' Choice 2005 
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From mev at litwomen.org  Mon Nov 28 08:22:53 2005
From: mev at litwomen.org (mev at litwomen.org)
Date: Mon, 28 Nov 2005 08:22:53 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
Message-ID: <14D7C6F7-6012-11DA-90AE-000393ABE4D2@litwomen.org>
Hi Brenda and all,
I've been reading the posts on women in Afghanistan with great 
interest. It seems that in the last few months, I have been watching 
the "re-awakening" of women in Afghanistan -- not only among Afghan 
women -- but in  their visibility to people in the United States!
Just in the past 3 months, WE LEARN has been approached about bringing 
representatives from RAWA to present at the WE LEARN conference (soooo 
wish we could afford that!), and to include some writings by Afghani 
women in our student health writing initiative on women's heath and 
well-being.
Also, this past October, I did a presentation for 10 Afghani women who 
had been hosted by ITD (Institute for Training and Development) in 
Amherst, MA to learn more about literacy teaching (in general, not only 
for women). WE LEARN did a presentation on women's literacy issues and 
resources. I only spent a few hours with them and wished I could have 
more time to learn more from them. They were both administrators and 
service-providers. The 10 women were from various NGOs -- several they 
had founded on their own --  as well as Afghani governmental 
organizations. Many served women only, but generally in the contexts of 
family and community. (Lisa's earlier observation that women's issues 
are raised within general contexts of health, etc. seemed true of this 
group.) They were particularly aware of women's issues, especially 
health concerns...and they were all eager and hungry to learn about 
whatever tools and resources for literacy teaching they could get 
during their 3 week stay in the U.S.
(btw - in reference to the previous discussion about attire...these 
women wore very colorful clothing, some wore head coverings, many did 
not, most all wore longer flowing dresses. I believe one woman wore 
slacks. It was clear they were dressing for Western convention and 
travel but still within the conventions of their personal taste and 
choice combined with Muslim convention.)
There were 2 things I found very interesting.
1) The first related to historical context. At some point in our 
discussion, I mentioned the Beijing conference on women -- now 10 years 
ago. I looked into a sea of blank faces and none of these women very 
active and well-informed women had even heard about the conference. 
These women were living under the Taliban at the time and so a very 
significant international event for women around the world totally 
passed by them. I began to think about how women in the U.S. also know 
little about this conference -- for a different set of reasons. It once 
again opens for me that tensions between the functional uses of 
literacy and the socio-political contexts of literacy for women.
2) During the opening introductions of the workshop, I asked each woman 
to introduce herself and her organization and to discuss how women and 
literacy issues intersect and how and what women's issues surface in 
the work they do. A number of issues emerged -- somewhat comparative to 
the issues that surface for women in literacy programs in the US 
(disease & health, economic development, pregnancy & childbirth, family 
support, etc.). But there was one significant difference. Inevitably, 
when this group of questions gets raised in a US context, what bubbles 
to the top with most frequency are the effects of domestic, sexual, and 
community violence on women's access to education and their ability to 
concentrate or stay engaged in learning situations. This was not the 
case among the women in the Afghan group I worked with. In fact, 
violence of any kind was mentioned only once and very much in passing 
-- which I find extremely curious given the continuous state of war in 
Afghanistan and women's lives under Taliban.  I wondered if this was so 
because violence is so "normalized" (as Jenny Horsman might say) to the 
point where it's not discussed or even identified as an issue? or 
simply too painful to discuss??
So, finally, my question to Brenda...in your experience in working with 
women, do they talk about violence? or how do you see it affecting 
their learning? I know you can't speak for these 10 women and I don't 
want to generalize, but can you offer some perspective on this? As I 
say, violence so often surfaces in many conversations and writings 
about women's literacy and it was the absence of these issues in the 
discussion with this particular group of Afghan women that startled me.
thanks for moderating this discussion.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From alcdgg at langate.gsu.edu  Mon Nov 28 08:24:42 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 28 Nov 2005 08:24:42 -0500
Subject: [WomenLiteracy] RE: Afghan women
Message-ID: <s38abed5.002@mailsrv4.gsu.edu>
Thanks for all this interesting information! At the end of your post you indicate that: "... a two-day conference on eliminating violence against women was held this week." Was this conference made available to "nonacademics", or was it basically an academic type of conference?
This made me think of another question. If women in the literacy programs in Afghanistan were asked to list their most burning women related issues in their lives, what do you think they would say?
Daphne
>>> BBell at edc.org 11/25/05 4:52 AM >>>
Daphne and all --
 
I wish I could send some photos of the many different ways that women dress here in Afghanistan.  Yes, the burqa is still worn by some women -- less so here in Kabul than in other parts of the country, but even here many women do wear the flowing blue (sometimes white) garments that cover them fully. In Kabul it is not uncommon to see women together on the street who are clearly friends but who dress differently -- one in a burqa, one in a long skirt with long jacket and a large shawl covering her head, and another in pants and jacket with a stylish scarf loosely covering her hair.  
 
In my limited experience, there are many reasons that some women do wear the burqa.  In some of the very rural villages where I've visited and talked with women, there is pressure from the local commander and/or religious leaders.  There may be pressure from family members.  Sometimes, women tell me they are more comfortable wearing it.  And some women don't wear it. I've never pressed the issue, as I feel it is not my role to challenge.  
 
When I was in Sayghan district of Bamian province, I saw few women in burqas. In Parwan province, I see many women in burqas.  Religious conservativism is certainly one influence. Another may be level of education and/or class.  I'm not knowledgeable enough to speak with any authority.  I do know, however, that some of our staff  (who are educated) in rural areas do wear the burqa in public, in part to do their work more easily in the villages, and for some out of tradition, pressure, or belief. 
 
Once I was in a village about an hour north of Kabul, meeting with the women's shura, or community council.  The room, in a family compound, was full of women and children -- and there was a pile of burqas in the corner.  I asked how they could identify their own garment -- they all looked alike -- and they laughed - and showed me the individual stitchery they each had made  on their own, a mark that identifies the owner.  In the back of the room there was a poster on the wall of a beautiful (uncovered) Indian woman movie star.  They saw me looking looking at the poster - and they told me - oh yes, she's our idol and all of the young women want to be like her.  So .....who knows what is ahead.
 
In the women's literacy classes that I am familiar with, all of the women cover their hair.  Because it is an all-female environment, if anyone has worn a burqa to the class, it is shed the moment she walks in the door. But often the class is close enough to home that women don't wear them.  I don't know if the teachers (who are residents of the villages where they teach) and learners ever discuss Western women -- probably they do after someone like me leaves! - but I'm always dressed appropriately (head covered, though I often  take off my scarf once inside).  In cities where there is access to television, I know the topic must come up.  I'll ask some of the staff and get back to you.
 
For me, the issue is not what women are wearing but what they are thinking and doing.  I feel so fortunate to have had the opportunity to get to know rural Afghan women who are working hard to educate themselves, improve their communities, and hold their families together.  In my experience, they usually have a great sense of humor, a high degree of resiliency, and a lot of fortitude.  
 
One more thing -- a two-day conference on eliminating violence against women was held this week.  An Afghan colleague participated in the drafting of the conference declaration, and I'll try to get a copy to post to the list.
 
Brenda
 
 
 
 
 
 
 
 
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
Sent: Thu 11/24/2005 8:09 PM
To: womenliteracy at dev.nifl.gov
Subject: [WomenLiteracy] literacy instruction in Afghanistan
I have a question about the Burka (not sure about the spelling-sorry). For many of us, who are not used to wearing or seeing the Burka on a daily basis, seeing the way Afghani women covered themselves during the Taliban regime was difficult. We have also heard that in many parts of Afghanistan, women continue to wear the full Burka. For many of us who are not used to wearing the Burka, we feel as if it is a women's right issue not to wear one, and yet we also know that there are women who prefer to wear it.
I was curious how/if this gets carried out in the classroom? Are the communities pretty homogeneous in their wearing of the Burka, so if you visit a female classroom, you will either see most/all wearing it, or not, depending on the community? Do the teachers by and large reflect the community too? If not, is there discussion in the classroom, discomfort, disagreement, etc. between those who do wear it and those who don't?
Please excuse me for my lack of knowledge. When I am talking about the Burka, I am hopefully using the right term for the complete covering from head to toe, with the exception of netting for the eyes. Even my description is vague, because I am going by my memory of pictures that I have seen.
Perhaps this is more of an issue for women like me in the US, who are not used to covering up , and it is not such an issue for women in your classes?
I wonder if women in your classes talk about the images of US/European women who do not cover up, and in fact often dress very scantily. Perhaps this is an issue for discussion with them, just like the Burka is with some of us in the States?
Thanks,
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
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Women and Literacy mailing list
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To unsubscribe or change your subscription settings, please go to
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From djgbrian at utk.edu  Mon Nov 28 10:30:51 2005
From: djgbrian at utk.edu (Donna Brian)
Date: Mon, 28 Nov 2005 10:30:51 -0500
Subject: [WomenLiteracy] RE: Afghan women
In-Reply-To: <s38abed5.002@mailsrv4.gsu.edu>
Message-ID: <5.1.0.14.2.20051128102518.012ec020@pop.utk.edu>
Hi Brenda and all,
Hope all is well with all of you and that you all feel you have a lot to be 
thankful for.
On NPR this morning was a segment about Afghan refugees in Germany being 
sent back to Afghanistan, the German gov. having decided that they were no 
longer in danger there from the Taliban.  The segment was saying this was 
especially hard on the Hindu Afghanis, since they did still feel they would 
surely suffer if sent back.  It made me wonder about your programs and 
whether you have contact with Afgani women who are not Muslim.
Donna Brian
djgbrian at utk.edu
From alcdgg at langate.gsu.edu  Mon Nov 28 18:57:58 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 28 Nov 2005 18:57:58 -0500
Subject: [WomenLiteracy] Re Afghan women
Message-ID: <s38b5340.083@mailsrv4.gsu.edu>
I am sending this on behalf of Belinda who is having difficulty posting to the list:
With regard to coed classrooms, in the US there are several public schools that offer classes that are held separately for boys and girls in secondary middle school.  I was wondering if your secondary (middle school - highschool) classrooms where held separtately as are your adult classrooms.
Belinda Edwards
Belinda P. Edwards
Instructor of Mathematics
Mailbox #1204
Kennesaw State University
Phone:  770-420-4727
Fax:  770-423-6629 
>>> alcdgg at langate.gsu.edu 11/28/05 8:24 AM >>>
Thanks for all this interesting information! At the end of your post you indicate that: "... a two-day conference on eliminating violence against women was held this week." Was this conference made available to "nonacademics", or was it basically an academic type of conference?
This made me think of another question. If women in the literacy programs in Afghanistan were asked to list their most burning women related issues in their lives, what do you think they would say?
Daphne
>>> BBell at edc.org 11/25/05 4:52 AM >>>
Daphne and all --
 
I wish I could send some photos of the many different ways that women dress here in Afghanistan.  Yes, the burqa is still worn by some women -- less so here in Kabul than in other parts of the country, but even here many women do wear the flowing blue (sometimes white) garments that cover them fully. In Kabul it is not uncommon to see women together on the street who are clearly friends but who dress differently -- one in a burqa, one in a long skirt with long jacket and a large shawl covering her head, and another in pants and jacket with a stylish scarf loosely covering her hair.  
 
In my limited experience, there are many reasons that some women do wear the burqa.  In some of the very rural villages where I've visited and talked with women, there is pressure from the local commander and/or religious leaders.  There may be pressure from family members.  Sometimes, women tell me they are more comfortable wearing it.  And some women don't wear it. I've never pressed the issue, as I feel it is not my role to challenge.  
 
When I was in Sayghan district of Bamian province, I saw few women in burqas. In Parwan province, I see many women in burqas.  Religious conservativism is certainly one influence. Another may be level of education and/or class.  I'm not knowledgeable enough to speak with any authority.  I do know, however, that some of our staff  (who are educated) in rural areas do wear the burqa in public, in part to do their work more easily in the villages, and for some out of tradition, pressure, or belief. 
 
Once I was in a village about an hour north of Kabul, meeting with the women's shura, or community council.  The room, in a family compound, was full of women and children -- and there was a pile of burqas in the corner.  I asked how they could identify their own garment -- they all looked alike -- and they laughed - and showed me the individual stitchery they each had made  on their own, a mark that identifies the owner.  In the back of the room there was a poster on the wall of a beautiful (uncovered) Indian woman movie star.  They saw me looking looking at the poster - and they told me - oh yes, she's our idol and all of the young women want to be like her.  So .....who knows what is ahead.
 
In the women's literacy classes that I am familiar with, all of the women cover their hair.  Because it is an all-female environment, if anyone has worn a burqa to the class, it is shed the moment she walks in the door. But often the class is close enough to home that women don't wear them.  I don't know if the teachers (who are residents of the villages where they teach) and learners ever discuss Western women -- probably they do after someone like me leaves! - but I'm always dressed appropriately (head covered, though I often  take off my scarf once inside).  In cities where there is access to television, I know the topic must come up.  I'll ask some of the staff and get back to you.
 
For me, the issue is not what women are wearing but what they are thinking and doing.  I feel so fortunate to have had the opportunity to get to know rural Afghan women who are working hard to educate themselves, improve their communities, and hold their families together.  In my experience, they usually have a great sense of humor, a high degree of resiliency, and a lot of fortitude.  
 
One more thing -- a two-day conference on eliminating violence against women was held this week.  An Afghan colleague participated in the drafting of the conference declaration, and I'll try to get a copy to post to the list.
 
Brenda
 
 
 
 
 
 
 
 
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
Sent: Thu 11/24/2005 8:09 PM
To: womenliteracy at dev.nifl.gov
Subject: [WomenLiteracy] literacy instruction in Afghanistan
I have a question about the Burka (not sure about the spelling-sorry). For many of us, who are not used to wearing or seeing the Burka on a daily basis, seeing the way Afghani women covered themselves during the Taliban regime was difficult. We have also heard that in many parts of Afghanistan, women continue to wear the full Burka. For many of us who are not used to wearing the Burka, we feel as if it is a women's right issue not to wear one, and yet we also know that there are women who prefer to wear it.
I was curious how/if this gets carried out in the classroom? Are the communities pretty homogeneous in their wearing of the Burka, so if you visit a female classroom, you will either see most/all wearing it, or not, depending on the community? Do the teachers by and large reflect the community too? If not, is there discussion in the classroom, discomfort, disagreement, etc. between those who do wear it and those who don't?
Please excuse me for my lack of knowledge. When I am talking about the Burka, I am hopefully using the right term for the complete covering from head to toe, with the exception of netting for the eyes. Even my description is vague, because I am going by my memory of pictures that I have seen.
Perhaps this is more of an issue for women like me in the US, who are not used to covering up , and it is not such an issue for women in your classes?
I wonder if women in your classes talk about the images of US/European women who do not cover up, and in fact often dress very scantily. Perhaps this is an issue for discussion with them, just like the Burka is with some of us in the States?
Thanks,
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
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To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From alcdgg at langate.gsu.edu  Mon Nov 28 22:22:05 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 28 Nov 2005 22:22:05 -0500
Subject: [WomenLiteracy] Our guest facilitator
Message-ID: <s38b8318.089@mailsrv4.gsu.edu>
I just want to remind everyone that December 1st will be the last day Brenda Bell will be guest facilitating and discussing her literacy work in Afghanistan. So in case anyone has a question or comment that they have not had a chance to post- you still have a few days to do so!
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From mbaji at msn.com  Mon Nov 28 23:19:31 2005
From: mbaji at msn.com (Madhavi Baji)
Date: Mon, 28 Nov 2005 23:19:31 -0500
Subject: [WomenLiteracy] Re Afghan women
In-Reply-To: <s38b5340.083@mailsrv4.gsu.edu>
Message-ID: <BAY106-DAV2396D0F928054A4D9E4E6CA84B0@phx.gbl>
The literacy program looks like a great thing for the Afghan women. I found
Lisa's comment (posted on Nov 22nd) on the positioning of the program as
"health education and literacy classes" particularly interesting. I was
wondering if any of these women are viewed to be more educated than those
not attending the program and if they have experienced any adverse
consequences as a result?
Madhavi Baji
mbaji at msn.com
-----Original Message-----
From: womenliteracy-bounces at dev.nifl.gov
[mailto:womenliteracy-bounces at dev.nifl.gov] On Behalf Of Daphne Greenberg
Sent: Monday, November 28, 2005 6:58 PM
To: womenliteracy at dev.nifl.gov
Subject: [WomenLiteracy] Re Afghan women
I am sending this on behalf of Belinda who is having difficulty posting to
the list:
With regard to coed classrooms, in the US there are several public schools
that offer classes that are held separately for boys and girls in secondary
middle school.  I was wondering if your secondary (middle school -
highschool) classrooms where held separtately as are your adult classrooms.
Belinda Edwards
Belinda P. Edwards
Instructor of Mathematics
Mailbox #1204
Kennesaw State University
Phone:  770-420-4727
Fax:  770-423-6629 
>>> alcdgg at langate.gsu.edu 11/28/05 8:24 AM >>>
Thanks for all this interesting information! At the end of your post you
indicate that: "... a two-day conference on eliminating violence against
women was held this week." Was this conference made available to
"nonacademics", or was it basically an academic type of conference?
This made me think of another question. If women in the literacy programs in
Afghanistan were asked to list their most burning women related issues in
their lives, what do you think they would say?
Daphne
>>> BBell at edc.org 11/25/05 4:52 AM >>>
Daphne and all --
 
I wish I could send some photos of the many different ways that women dress
here in Afghanistan.  Yes, the burqa is still worn by some women -- less so
here in Kabul than in other parts of the country, but even here many women
do wear the flowing blue (sometimes white) garments that cover them fully.
In Kabul it is not uncommon to see women together on the street who are
clearly friends but who dress differently -- one in a burqa, one in a long
skirt with long jacket and a large shawl covering her head, and another in
pants and jacket with a stylish scarf loosely covering her hair.  
 
In my limited experience, there are many reasons that some women do wear the
burqa.  In some of the very rural villages where I've visited and talked
with women, there is pressure from the local commander and/or religious
leaders.  There may be pressure from family members.  Sometimes, women tell
me they are more comfortable wearing it.  And some women don't wear it. I've
never pressed the issue, as I feel it is not my role to challenge.  
 
When I was in Sayghan district of Bamian province, I saw few women in
burqas. In Parwan province, I see many women in burqas.  Religious
conservativism is certainly one influence. Another may be level of education
and/or class.  I'm not knowledgeable enough to speak with any authority.  I
do know, however, that some of our staff  (who are educated) in rural areas
do wear the burqa in public, in part to do their work more easily in the
villages, and for some out of tradition, pressure, or belief. 
 
Once I was in a village about an hour north of Kabul, meeting with the
women's shura, or community council.  The room, in a family compound, was
full of women and children -- and there was a pile of burqas in the corner.
I asked how they could identify their own garment -- they all looked alike
-- and they laughed - and showed me the individual stitchery they each had
made  on their own, a mark that identifies the owner.  In the back of the
room there was a poster on the wall of a beautiful (uncovered) Indian woman
movie star.  They saw me looking looking at the poster - and they told me -
oh yes, she's our idol and all of the young women want to be like her.  So
....who knows what is ahead.
 
In the women's literacy classes that I am familiar with, all of the women
cover their hair.  Because it is an all-female environment, if anyone has
worn a burqa to the class, it is shed the moment she walks in the door. But
often the class is close enough to home that women don't wear them.  I don't
know if the teachers (who are residents of the villages where they teach)
and learners ever discuss Western women -- probably they do after someone
like me leaves! - but I'm always dressed appropriately (head covered, though
I often  take off my scarf once inside).  In cities where there is access to
television, I know the topic must come up.  I'll ask some of the staff and
get back to you.
 
For me, the issue is not what women are wearing but what they are thinking
and doing.  I feel so fortunate to have had the opportunity to get to know
rural Afghan women who are working hard to educate themselves, improve their
communities, and hold their families together.  In my experience, they
usually have a great sense of humor, a high degree of resiliency, and a lot
of fortitude.  
 
One more thing -- a two-day conference on eliminating violence against women
was held this week.  An Afghan colleague participated in the drafting of the
conference declaration, and I'll try to get a copy to post to the list.
 
Brenda
 
 
 
 
 
 
 
 
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Daphne Greenberg
Sent: Thu 11/24/2005 8:09 PM
To: womenliteracy at dev.nifl.gov
Subject: [WomenLiteracy] literacy instruction in Afghanistan
I have a question about the Burka (not sure about the spelling-sorry). For
many of us, who are not used to wearing or seeing the Burka on a daily
basis, seeing the way Afghani women covered themselves during the Taliban
regime was difficult. We have also heard that in many parts of Afghanistan,
women continue to wear the full Burka. For many of us who are not used to
wearing the Burka, we feel as if it is a women's right issue not to wear
one, and yet we also know that there are women who prefer to wear it.
I was curious how/if this gets carried out in the classroom? Are the
communities pretty homogeneous in their wearing of the Burka, so if you
visit a female classroom, you will either see most/all wearing it, or not,
depending on the community? Do the teachers by and large reflect the
community too? If not, is there discussion in the classroom, discomfort,
disagreement, etc. between those who do wear it and those who don't?
Please excuse me for my lack of knowledge. When I am talking about the
Burka, I am hopefully using the right term for the complete covering from
head to toe, with the exception of netting for the eyes. Even my description
is vague, because I am going by my memory of pictures that I have seen.
Perhaps this is more of an issue for women like me in the US, who are not
used to covering up , and it is not such an issue for women in your classes?
I wonder if women in your classes talk about the images of US/European women
who do not cover up, and in fact often dress very scantily. Perhaps this is
an issue for discussion with them, just like the Burka is with some of us in
the States?
Thanks,
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From ALCDGG at langate.gsu.edu  Tue Nov 29 12:38:54 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 29 Nov 2005 12:38:54 -0500
Subject: [WomenLiteracy] Pedagogy and Theatre of the Oppressed Conference
Message-ID: <s38c4be6.027@mailsrv4.gsu.edu>
The 12th Annual International Pedagogy & Theatre
of the Oppressed Conference is May 18-21, 2006, in
Chapel Hill, North Carolina. Join us for this
unique gathering of people committed to liberatory
education, community action, and interactive
theatre for social change. 
We invite you to submit a proposal to present at
the workshop, or to register to attend the
conference at our website: 
http://www.ptoweb.org. 
Go to the website for guidelines and to submit
your proposal online. The deadline for submission
is January 9, 2006. 
We are happy to announce that Augusto Boal will
conduct pre-conference workshops May 15-18, and
that Michael Rohd will conduct a post conference
workshop "Devising Performance: Collaboration,
Engagement and Dialogue" on May 21-22. Workshop
and conference registration information is at the
PTO website. 
We are very excited that our featured guests at
the Conference include Augusto Boal, Lilia
Bartolome, Geneva Gay, Linda Parris-Bailey (with
Marquez Rhyne) and Michael Rohd. Full conference
information and registration is at
http://www.ptoweb.org. 
The new PTO Newsletter will be available soon on
our website. Read this issue and think about
submitting your news or an article for the next
issue. Please feel free to contact us with any
questions or ideas you have about the conference
or PTO, again through the PTO website. 
Thank you all for you involvement and commitment.
We hope to see you in May in North Carolina! 
Sincerely, Ellie Friedland, Board president & 
The Board of Pedagogy & Theatre of the Oppressed 
This mailing is courtesy of Pedagogy and Theatre
of the Oppressed. 
From cmcallister1225 at yahoo.com  Tue Nov 29 21:15:04 2005
From: cmcallister1225 at yahoo.com (Christopher McAllister)
Date: Tue, 29 Nov 2005 18:15:04 -0800 (PST)
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
In-Reply-To: <14734F90-74BB-4DA3-A51B-9E4B1DC64CFB@comcast.net>
Message-ID: <20051130021504.76583.qmail@web31315.mail.mud.yahoo.com>
Dear Brenda,
   
  I would think that those responses (see below) are expected. People who go back to school do usually want to "make the world a better place."  I do have a question though. Besides quoting the Qu'ran, what other methods do you use to overcome the cultural obstacles? You mention that the classes are separated by gender; the problem is that they don't live in separate societies. Is there any attempt to allow the women to demonstrate their new sense of power that they have gained from their education?
   
  Sorry, if it seems like I am rambling.
   
  SIncerely,
  Chris
   
  The common response to the first question (why are you in this  
> class?), from both male and female classes, was -- to learn  
> reading, writing and math!  Of course.  But with further probing,  
> the young men said things like - to be able to read letters from  
> relatives in Iran; to read shop signs; to get skills to help my  
> family; to have a better future; to help our country develop; to  
> become doctors, engineers, entrepreneurs, carpenters, metal  
> workers.  Young women said  -- to read and write letters to  
> relatives; to become teachers (most); doctors, engineers, shop  
> keepers (some); to do business in the bazaar; to learn everything  
> we can; to help our families and our community.
  
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/womenliteracy
  
		
---------------------------------
 Yahoo! DSL Something to write home about. Just $16.99/mo. or less
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From viola64 at hotmail.com  Tue Nov 29 23:25:37 2005
From: viola64 at hotmail.com (Stephanie Foerst)
Date: Tue, 29 Nov 2005 23:25:37 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
References: <20051130021504.76583.qmail@web31315.mail.mud.yahoo.com>
Message-ID: <BAY104-DAV1765417B464B116CDFF62B04A0@phx.gbl>
Brenda,
To continue from Chris' post, what is being done to help the women who want to become teachers, doctors, engineers, etc? After they finish the literacy program, will/are these women able to continue with their schooling and learn the profession they want?
In an unrelated question, what has been the biggest political stumbling block you've come across?
Thank you for being a guest facilitator, it's been very insightful.
Stephanie
  ----- Original Message ----- 
  From: Christopher McAllister 
  To: The Women &amp, Literacy Discussion List 
  Sent: Tuesday, November 29, 2005 9:15 PM
  Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
  Dear Brenda,
  I would think that those responses (see below) are expected. People who go back to school do usually want to "make the world a better place."  I do have a question though. Besides quoting the Qu'ran, what other methods do you use to overcome the cultural obstacles? You mention that the classes are separated by gender; the problem is that they don't live in separate societies. Is there any attempt to allow the women to demonstrate their new sense of power that they have gained from their education?
  Sorry, if it seems like I am rambling.
  SIncerely,
  Chris
  The common response to the first question (why are you in this  
  > class?), from both male and female classes, was -- to learn  
  > reading, writing and math!  Of course.  But with further probing,  
  > the young men said things like - to be able to read letters from  
  > relatives in Iran; to read shop signs; to get skills to help my  
  > family; to have a better future; to help our country develop; to  
  > become doctors, engineers, entrepreneurs, carpenters, metal  
  > workers.  Young women said  -- to read and write letters to  
  > relatives; to become teachers (most); doctors, engineers, shop  
  > keepers (some); to do business in the bazaar; to learn everything  
  > we can; to help our families and our community.
    > National Insitute for Literacy
    > Women and Literacy mailing list
    > WomenLiteracy at dev.nifl.gov
    > To unsubscribe or change your subscription settings, please go to
    > http://dev.nifl.gov/mailman/listinfo/womenliteracy
    ----------------------------------------------------
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    Women and Literacy mailing list
    WomenLiteracy at dev.nifl.gov
    To unsubscribe or change your subscription settings, please go to 
    http://dev.nifl.gov/mailman/listinfo/womenliteracy
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  Yahoo! DSL Something to write home about. Just $16.99/mo. or less
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From BBell at edc.org  Wed Nov 30 00:05:26 2005
From: BBell at edc.org (Brenda Bell)
Date: Wed, 30 Nov 2005 00:05:26 -0500
Subject: [WomenLiteracy] catching up on email
References: <20051130021504.76583.qmail@web31315.mail.mud.yahoo.com>
	<BAY104-DAV1765417B464B116CDFF62B04A0@phx.gbl>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41A9A@athena.ad.edc.org>
Chris, Stephanie, Donna, Mev - and others who have posted questions or comments recently ---
I will catch up with you soon!  I am working under a deadline (yep! even in Afghanistan work is pressured sometimes!) and can't respond fully right now.
 
Quickly -- re: Chris' question on participation of women.  In the Literacy and Community Empowerment Program in rural villages, girls and women are taking a more active role in community activities.  Some of the participants in literacy classes are members of the women's community development council, using their new literacy skills to help with the CDC business -- writing minutes, developing a community development plan, developing proposals for infrastructure improvement projects.  In some villages (more than half), the women's council works very closely with the men's council - they consult together on decisions affecting the village.  I assume that the next time CDC elections are held, women who have been in the literacy classes will be more likely to considered for a seat on the council. Also -- from my recent field visits, I know that several women village teachers were candidates in the recent parliamentary elections.
 
Brenda
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Stephanie Foerst
Sent: Wed 11/30/2005 9:55 AM
To: The Women &amp; Literacy Discussion List
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
Brenda,
 
To continue from Chris' post, what is being done to help the women who want to become teachers, doctors, engineers, etc? After they finish the literacy program, will/are these women able to continue with their schooling and learn the profession they want?
 
In an unrelated question, what has been the biggest political stumbling block you've come across?
 
Thank you for being a guest facilitator, it's been very insightful.
 
Stephanie
	----- Original Message ----- 
	From: Christopher McAllister <mailto:cmcallister1225 at yahoo.com>  
	To: The Women &amp, Literacy Discussion List <mailto:womenliteracy at dev.nifl.gov>  
	Sent: Tuesday, November 29, 2005 9:15 PM
	Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
	Dear Brenda,
	 
	I would think that those responses (see below) are expected. People who go back to school do usually want to "make the world a better place."  I do have a question though. Besides quoting the Qu'ran, what other methods do you use to overcome the cultural obstacles? You mention that the classes are separated by gender; the problem is that they don't live in separate societies. Is there any attempt to allow the women to demonstrate their new sense of power that they have gained from their education?
	 
	Sorry, if it seems like I am rambling.
	 
	SIncerely,
	Chris
	 
	The common response to the first question (why are you in this  
	> class?), from both male and female classes, was -- to learn  
	> reading, writing and math!  Of course.  But with further probing,  
	> the young men said things like - to be able to read letters from  
	> relatives in Iran; to read shop signs; to get skills to help my  
	> family; to have a better future; to help our country develop; to  
	> become doctors, engineers, entrepreneurs, carpenters, metal  
	> workers.  Young women said  -- to read and write letters to  
	> relatives; to become teachers (most); doctors, engineers, shop  
	> keepers (some); to do business in the bazaar; to learn everything  
	> we can; to help our families and our community.
	
		> National Insitute for Literacy
		> Women and Literacy mailing list
		> WomenLiteracy at dev.nifl.gov
		> To unsubscribe or change your subscription settings, please go to
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From mev at litwomen.org  Wed Nov 30 06:32:17 2005
From: mev at litwomen.org (mev at litwomen.org)
Date: Wed, 30 Nov 2005 06:32:17 -0500
Subject: [WomenLiteracy] CFP: WE LEARN conference presentations - deadline
	Dec. 2
Message-ID: <F6258AA6-6194-11DA-BFE9-000393ABE4D2@litwomen.org>
Hi all
The deadline for proposals to present at the WE LEARN conference in 
March is this friday, Dec. 2. Hope many of you will be interested in 
participating! For full details of the conference, go to:  
http://www.litwomen.org/conferences/2006/main.html
The official forms are there -- I've also attached a version below.
thanks
Mev Miller
------------------
CALL FOR PRESENTERS
3rd Annual (Net)Working Conference on Women & Literacy
Moving to Power & Participation
Sponsored by:    WE LEARN / Women Expanding?Literacy Education Action 
Resource Network
March 10 - 11, 2006
Yale University, New Haven, Connecticut
Co-Sponsored by Yale University Women's, Gender, and Sexuality Studies 
Program and literacytent.org
Proposals for presentations are invited from learners, teachers, 
tutors, administrators, professional developers, researchers, 
activists, and policymakers in ABE, GED, ESOL, Family literacy, Health 
literacy, Citizenship, Prison literacy, Workplace literacy and other 
alternative educational programs that serve women in adult literacy/ 
basic education.
The conference seeks Interactive Workshops, Demonstrations, Performance 
Theater & Creative Art, Poster Sessions, Panels, Roundtables, Papers, 
and Readings
on Promising Practices and Issues like:
--Effects of current U.S. policy issues: Welfare reform or Immigration 
reform, Patriot Act & National
Security, War on Terrorism, Hurricane Recovery, etc.
--Economic literacy and/or women?s leadership development
--Community and Family Violence
--Spirituality / Personal development & Reflection
--Health/Wellness, and/or the Environment
--Parenting and family issues
--Civic engagement and social action / Popular education and 
participatory learning approaches
-- Effects of Sexuality and/or Relationships on women's education
--Effects of social oppression on women (race, ethnicity, gender, 
social class, sexuality, age, ability)
--Math (Numeracy), Science, and/or Technology
--Writing and the Arts in women?s basic education
--Literacy and Literacies in the world
Proposals will be selected based on their relevance to women's issues 
in adult basic literacy/education, and reflection of the theme of the 
conference. We are especially interested in presentations that 
recognize or address how adult basic literacies/education supports and 
moves women to fuller personal and political power and 
socioeconomic/civic participation.
Guidelines for Submission:
1.	If selected, the presenter(s) agree to register for the conference 
and provide handouts to participants.
2.	Send a copy of the following by December 2, 2005:
--Proposal Form
--Abstract of Presentation (maximum of 150 words) that describes goals 
and/or learning objectives,
content, and how audience will participate.
EMAIL or MAIL proposals to:
Mev Miller, Ed.D., WE LEARN, 182 Riverside Ave, Cranston, RI  02910.    
EMAIL:  welearn at litwomen.org
DEADLINE: December 2, 2005
---------------------------
3rd Annual (Net)Working Conference on Women & Literacy
PROPOSAL FORM Application
Contact Name: 	
Institution/Organization:  	
Street Address:  	
City, State, Zip: 	
Phone: 	  Fax: 	
Email: 	
Website: 		
___ I am currently a member of WE LEARN. 	
___ Please send me information on becoming a member of WE LEARN.
Names of all Presenters and their Affiliations:
Title of Presentation:
Bio of Presenters (30 words maximum) ? use additional sheet if necessary
All sessions will be 1.5 hours in length.
We will have a very limited number of double sessions (3 hours with 15 
minute break) available.
I prefer: ___morning  ____ afternoon   ___ no time preference   
___Single session    ____Double session
Format of Presentation - 1.5 hour (check one):			
___	Interactive Workshop	___	Panel Discussion
___ 	Roundtable Discussion	___	Demonstration
___	Art, Reading	___	Poster Session
Intended Audience :
	___ Learners	___Teachers	___ Administrators	___ Academics	 ___All
Audio/Visual requirements ? Please be very specific (newsprint and 
markers will be provided):
***NOTE***: Presenters who would like to use Power Point or Internet or 
other computer-based technology are STRONGLY encouraged to bring their 
own Laptop (and LCD if possible).
Other Special needs:
30 word Summary  (to be included in program) - use additional sheet if 
necessary
150 Word Abstract - use additional sheet if necessary
EMAIL or MAIL proposals to:
Mev Miller, Ed.D., WE LEARN, 182 Riverside Ave, Cranston, RI  02910  
EMAIL:  welearn at litwomen.org
DEADLINE:	 December 2, 2005
From ldeyo at msh.org  Wed Nov 30 06:51:32 2005
From: ldeyo at msh.org (Lisa Deyo)
Date: Wed, 30 Nov 2005 16:21:32 +0430
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
In-Reply-To: <BAY104-DAV1765417B464B116CDFF62B04A0@phx.gbl>
Message-ID: <003401c5f5a4$6e5a23d0$33010a0a@kabul.msh.org>
Hi,
 
As Brenda mentioned, people join literacy classes for many reasons - to
be able to write letters, to keep better track of their money, etc.  In
terms of schooling, most of the women completing the literacy classes do
not have the opportunity to continue their education.  The Ministry of
Education has a cut-off age for the children attending school in the
lower grades.  An accelerated program for age 12 and under has been
established.  Boys and girls - in separate classes - study in these
classes until the 6th grade, they then continue on to the formal
schools. 
 
The Ministry of Women's Affairs offers classes for young women who are
married & have children on its compound in Kabul.  There was a system of
this type in previous years at the provincial level; I don't know how
extensive it was.  The Ministry of Education Vital Literacy Department's
policy includes the possibility of attending adult classes up to the 9th
grade.  In practice, they are only using textbooks that take men and
women up to the 3rd grade level.  The Ministry certainly recognizes the
need to educate adults beyond a 3rd grade level; however, their
resources are slim.
 
There are efforts - or at least some discussion and interest  - in
creating programs on a small scale to educate men and women at the upper
levels.  One program was under discussion earlier; the intent was to
educate the police force, both men and women; the minimum level of
education varied according to rank.   I don't know how far along this
program is.  One of our programs recruits women with at least a sixth or
seventh grade education and provides pre-training for community
midwifery education.  The number of women involved in this program is
very small.  The second program can take women up to a sixth grade
equivalency in reading, writing, numeracy and some social
sciences/health.  We found that some of the women in these classes
became primary school and literacy teachers.  Focus, for the most part,
has been on basic literacy.  There is some funding for very basic
literacy education integrated with other skills that people can use
straight away.  
 
Madhavi asked a question earlier about whether or not the women who
attend literacy classes are viewed as more educated than others and if
they have experienced adverse consequences.
 
It is impossible to generalize.  Many families are very supportive of
the women who attend the classes; they see the value of the women's
participation in the classes.  They would like to see the basic literacy
courses extended.  Other families wonder what the economic benefit of
attending classes will be.  The staff found that some of the women in
the areas where carpet weaving brings in income have faced resistance
from family members because they don't see the value of this type of
education.  Other family members, however, have helped them to go to
class.  The women in the more conservative southern provinces face an
altogether different scenario.  Security is a real concern; the
organizations running the program, the women learners, the trainers have
the potential of facing adverse consequences, just because they promote
the education of women.  In one province, the literacy organization runs
5 separate facilitator trainings in homes rather than one large
facilitator training in the provincial capital, as is done in the other
provinces.  This is done for security concerns; the women can't be seen
as working for a non governmental organization.
 
Best, Lisa
 
-----Original Message-----
From: womenliteracy-bounces at dev.nifl.gov
[mailto:womenliteracy-bounces at dev.nifl.gov] On Behalf Of Stephanie
Foerst
Sent: Wednesday, November 30, 2005 8:56 AM
To: The Women &amp; Literacy Discussion List
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
 
Brenda,
 
To continue from Chris' post, what is being done to help the women who
want to become teachers, doctors, engineers, etc? After they finish the
literacy program, will/are these women able to continue with their
schooling and learn the profession they want?
 
In an unrelated question, what has been the biggest political stumbling
block you've come across?
 
Thank you for being a guest facilitator, it's been very insightful.
 
Stephanie
----- Original Message ----- 
From: Christopher <mailto:cmcallister1225 at yahoo.com>  McAllister 
To: The <mailto:womenliteracy at dev.nifl.gov>  Women &amp, Literacy
Discussion List 
Sent: Tuesday, November 29, 2005 9:15 PM
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
 
Dear Brenda,
 
I would think that those responses (see below) are expected. People who
go back to school do usually want to "make the world a better place."  I
do have a question though. Besides quoting the Qu'ran, what other
methods do you use to overcome the cultural obstacles? You mention that
the classes are separated by gender; the problem is that they don't live
in separate societies. Is there any attempt to allow the women to
demonstrate their new sense of power that they have gained from their
education?
 
Sorry, if it seems like I am rambling.
 
SIncerely,
Chris
 
The common response to the first question (why are you in this  
> class?), from both male and female classes, was -- to learn  
> reading, writing and math!  Of course.  But with further probing,  
> the young men said things like - to be able to read letters from  
> relatives in Iran; to read shop signs; to get skills to help my  
> family; to have a better future; to help our country develop; to  
> become doctors, engineers, entrepreneurs, carpenters, metal  
> workers.  Young women said  -- to read and write letters to  
> relatives; to become teachers (most); doctors, engineers, shop  
> keepers (some); to do business in the bazaar; to learn everything  
> we can; to help our families and our community.
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/womenliteracy
 
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From lalumineuse at yahoo.com  Wed Nov 30 10:11:09 2005
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 30 Nov 2005 07:11:09 -0800 (PST)
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
In-Reply-To: <20051130021504.76583.qmail@web31315.mail.mud.yahoo.com>
Message-ID: <20051130151109.71354.qmail@web30813.mail.mud.yahoo.com>
Dear Chris,
    
> You mention that the classes are
> separated by gender; the problem is that they don't
> live in separate societies. Is there any attempt to
> allow the women to demonstrate their new sense of
> power that they have gained from their education?>>
Your question interests me, especially the choice of
phrase, "demonstrate their new sense of power".... and
"... they don't live in separate societies". I'd like
to share my views on this based on my experiences in
South Asia. And I would be curious to understand what
you see as a demonstration of power gained from
literacy.
Separate societies: Having spent time in our projects
in the NWFP of Pakistan, a social structure very
similar to Afghani society, I have learned a lot about
separate societies. For the first time, in market
places, I saw no women. In most agrarian societies,
the informal economy is run by women, whereas in lots
of the NWFP, even market vendors were men. Whilst
driving through some congested areas, I was asked to
cover my face even when sitting in a moving car. One
of the reasons that girls are not allowed to come to
school are because either the teacher is a male or
there are no loos for girls or if girls and boys have
to sit next to one another. Separate societies exist,
and quite happily. It took me a little getting used to
and once I understood the degree to which purdah
worked both ways (e.g. a North American friend of
mine, married to a Pathan man who lives now in
Pakistan apologised for not inviting me to her home as
it would embarass her husband.), it was easier to
accept the separate societies. I also found that this
style of life (and I refuse to call it conservatism
because that would imply that the life I lead is
"liberal" or "free" in a different sense) fascinating,
the politics, the hierarchy, the power wielded by
women and the control they exert from behind their
veil and mud walls.
"Demonstrate the sense of power": In working with
women in South Asia, the sense of power from education
i.e being able to read, write and calculate, is often
a personal one. It is seen as a personal victory, as
if "they were suddenly gifted vision", and "..despite
having wings, being able to fly unafraid for the first
time". I think power manifests itself in subtle ways.
Breaking the house is one way, expanding the house,
another. 
Literacy alone does not equal power, or else why would
we have Mom's taxi, the overworked daughter-in-law in
Indian middle class families, the overworked woman in
middle class families all over the world. What I still
find surprising is that the women's movement across
the world has made strides, but we don't have a
similar movement for men. 
And now, I am rambling!
Ujwala
>    
>   Sorry, if it seems like I am rambling.
>    
>   SIncerely,
>   Chris
>    
>   The common response to the first question (why are
> you in this  
> > class?), from both male and female classes, was --
> to learn  
> > reading, writing and math!  Of course.  But with
> further probing,  
> > the young men said things like - to be able to
> read letters from  
> > relatives in Iran; to read shop signs; to get
> skills to help my  
> > family; to have a better future; to help our
> country develop; to  
> > become doctors, engineers, entrepreneurs,
> carpenters, metal  
> > workers.  Young women said  -- to read and write
> letters to  
> > relatives; to become teachers (most); doctors,
> engineers, shop  
> > keepers (some); to do business in the bazaar; to
> learn everything  
> > we can; to help our families and our community.
> 
>   
> > National Insitute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at dev.nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://dev.nifl.gov/mailman/listinfo/womenliteracy
> 
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings,
> please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
>   
> 
> 
> 		
> ---------------------------------
>  Yahoo! DSL Something to write home about. Just
> $16.99/mo. or less> 
> ----------------------------------------------------
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> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings,
> please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
	
		
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From lalumineuse at yahoo.com  Wed Nov 30 10:15:03 2005
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 30 Nov 2005 07:15:03 -0800 (PST)
Subject: [WomenLiteracy] catching up on email
In-Reply-To: <35589DD47219F14BBFE1446979A831B401C41A9A@athena.ad.edc.org>
Message-ID: <20051130151503.4181.qmail@web30808.mail.mud.yahoo.com>
Hi Brenda,
One of the founders of AWEC (Afghan Women's Education
Centre) Shinkai Zahine, just won the election. She is
an incredibly dynamic woman...
  
> Quickly -- re: Chris' question on participation of
> women.  In the Literacy and Community Empowerment
> Program in rural villages, girls and women are
> taking a more active role in community activities. 
> Some of the participants in literacy classes are
> members of the women's community development
> council, using their new literacy skills to help
> with the CDC business -- writing minutes, developing
> a community development plan, developing proposals
> for infrastructure improvement projects.  In some
> villages (more than half), the women's council works
> very closely with the men's council - they consult
> together on decisions affecting the village.  I
> assume that the next time CDC elections are held,
> women who have been in the literacy classes will be
> more likely to considered for a seat on the council.
> Also -- from my recent field visits, I know that
> several women village teachers were candidates in
> the recent parliamentary elections.<<
Women are often very active in Village Education
Committees as well and these run the village schools.
We tend to recruit them as teachers and train them. 
Ujwala
	
		
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From ryanryanc at yahoo.com  Wed Nov 30 10:22:56 2005
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Wed, 30 Nov 2005 07:22:56 -0800 (PST)
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
In-Reply-To: <20051130151109.71354.qmail@web30813.mail.mud.yahoo.com>
Message-ID: <20051130152256.14653.qmail@web31809.mail.mud.yahoo.com>
Ujwala, 
  What do you mean by "but we don't have a similar movement for men"?
Ryan
  
Ujwala Samant <lalumineuse at yahoo.com> wrote:
  
Dear Chris,
> You mention that the classes are
> separated by gender; the problem is that they don't
> live in separate societies. Is there any attempt to
> allow the women to demonstrate their new sense of
> power that they have gained from their education?>>
Your question interests me, especially the choice of
phrase, "demonstrate their new sense of power".... and
"... they don't live in separate societies". I'd like
to share my views on this based on my experiences in
South Asia. And I would be curious to understand what
you see as a demonstration of power gained from
literacy.
Separate societies: Having spent time in our projects
in the NWFP of Pakistan, a social structure very
similar to Afghani society, I have learned a lot about
separate societies. For the first time, in market
places, I saw no women. In most agrarian societies,
the informal economy is run by women, whereas in lots
of the NWFP, even market vendors were men. Whilst
driving through some congested areas, I was asked to
cover my face even when sitting in a moving car. One
of the reasons that girls are not allowed to come to
school are because either the teacher is a male or
there are no loos for girls or if girls and boys have
to sit next to one another. Separate societies exist,
and quite happily. It took me a little getting used to
and once I understood the degree to which purdah
worked both ways (e.g. a North American friend of
mine, married to a Pathan man who lives now in
Pakistan apologised for not inviting me to her home as
it would embarass her husband.), it was easier to
accept the separate societies. I also found that this
style of life (and I refuse to call it conservatism
because that would imply that the life I lead is
"liberal" or "free" in a different sense) fascinating,
the politics, the hierarchy, the power wielded by
women and the control they exert from behind their
veil and mud walls.
"Demonstrate the sense of power": In working with
women in South Asia, the sense of power from education
i.e being able to read, write and calculate, is often
a personal one. It is seen as a personal victory, as
if "they were suddenly gifted vision", and "..despite
having wings, being able to fly unafraid for the first
time". I think power manifests itself in subtle ways.
Breaking the house is one way, expanding the house,
another. 
Literacy alone does not equal power, or else why would
we have Mom's taxi, the overworked daughter-in-law in
Indian middle class families, the overworked woman in
middle class families all over the world. What I still
find surprising is that the women's movement across
the world has made strides, but we don't have a
similar movement for men. 
And now, I am rambling!
Ujwala
> 
> Sorry, if it seems like I am rambling.
> 
> SIncerely,
> Chris
> 
> The common response to the first question (why are
> you in this 
> > class?), from both male and female classes, was --
> to learn 
> > reading, writing and math! Of course. But with
> further probing, 
> > the young men said things like - to be able to
> read letters from 
> > relatives in Iran; to read shop signs; to get
> skills to help my 
> > family; to have a better future; to help our
> country develop; to 
> > become doctors, engineers, entrepreneurs,
> carpenters, metal 
> > workers. Young women said -- to read and write
> letters to 
> > relatives; to become teachers (most); doctors,
> engineers, shop 
> > keepers (some); to do business in the bazaar; to
> learn everything 
> > we can; to help our families and our community.
> 
> 
> > National Insitute for Literacy
> > Women and Literacy mailing list
> > WomenLiteracy at dev.nifl.gov
> > To unsubscribe or change your subscription
> settings, please go to
> > http://dev.nifl.gov/mailman/listinfo/womenliteracy
> 
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings,
> please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
> 
> 
> 
> 
> ---------------------------------
> Yahoo! DSL Something to write home about. Just
> $16.99/mo. or less> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings,
> please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
__________________________________ 
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http://mail.yahoo.com
----------------------------------------------------
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Women and Literacy mailing list
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To unsubscribe or change your subscription settings, please go to 
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From lalumineuse at yahoo.com  Wed Nov 30 13:31:28 2005
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 30 Nov 2005 10:31:28 -0800 (PST)
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
In-Reply-To: <20051130152256.14653.qmail@web31809.mail.mud.yahoo.com>
Message-ID: <20051130183128.40958.qmail@web30802.mail.mud.yahoo.com>
Ryan,
 
>   What do you mean by "but we don't have a similar
> movement for men"?<
Women's movements tend to exclude men.  Western
feminist movements have typically done so and the term
'gender' is used in lieu of or often referring to
women/girls/females. In the Third world, my experience
of feminist movements or movements for social change
was a real eye opener. Women, especially poor women
had no desire to exclude men from their efforts
towards equity. The notion that the sexes are
different is accepted but equal is not. The same women
who taught me about the difference between education
and literacy, explained their perceptions of equity
and equality. What they looked for was equity, or
fairness regardless of their gender. Equality was a
completely different issue to them. In their eyes, no
social change would ever endure unless they included
their men, young and old. Hence they preferred to have
young men as tutors, as social interpreters and with
delicate negotiations (I learned a lot about diplomacy
in my years in the slums) they earned the support of
the older men as well.
In a different example, in the Himalayan foothills, in
one of our projects, I've seen women and men as
healers, as teachers, as parents and a number of them
attend life skills classes to share everything from
childbirth to cooking, farming and market work as well
as administering the village school in between.
Aside from the research I found in the 1990s for my
research, my own observations after living in the US
and France showed me that with so-called liberation
and 'equality', the division of labour between men and
women had not changed. Women just found additional
work and labour attached to their already considerable
(traditional) workload. 
The point I am making is that for lasting social
change, men have to be included in any movement.
Whether they need a separate movement for this, I
don't know. But whilst I see some difference in male
roles, I still see a majority of our work roles,
salaries earned, who stays at home being decided in a
traditional manner.
I am not saying there were no valid reasons for a
women's movement to be exclusive. I just found what I
learned when I returned to India for that prolonged
length of time, fascinating, turning all my
theoretical work in the US on it's head. Opened my
eyes to the spectrum of what is power, empowerment,
social change, equity and equality.
Regards,
Ujwala
		
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From esp150 at psu.edu  Wed Nov 30 13:59:36 2005
From: esp150 at psu.edu (Esther Prins)
Date: Wed, 30 Nov 2005 13:59:36 -0500
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
In-Reply-To: <20051130183128.40958.qmail@web30802.mail.mud.yahoo.com>
References: <20051130152256.14653.qmail@web31809.mail.mud.yahoo.com>
	<20051130183128.40958.qmail@web30802.mail.mud.yahoo.com>
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From bedwards at kennesaw.edu  Wed Nov 30 16:29:16 2005
From: bedwards at kennesaw.edu (Belinda Edwards)
Date: Wed, 30 Nov 2005 16:29:16 -0500
Subject: [WomenLiteracy] demonstrated power
Message-ID: <s38dd362.073@greatowl.kennesaw.edu>
Ujwala, 
I agree that literacy alone does not equal power. However, being able to read, write, and calculate can give these women the strength and ability to act * to someday effect change within their communities.  They become great role models for their children.  They have the potential to change their future.  That, in itself, is pretty powerful.  I guess it depends on how you define power.  If literacy is enabling these women to help their families and their community, and providing an opportunity for them to learn everything they can I think that's pretty powerful.  These women seem to be strong and resilient.  Do they see themselves as strong and resilient?  Can you speak to their self image?  How do they see themselves?
Belinda
 
Belinda P. Edwards
Instructor of Mathematics
Mailbox #1204
Kennesaw State University
Phone:  770-420-4727
Fax:  770-423-6629
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From lalumineuse at yahoo.com  Wed Nov 30 16:55:57 2005
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 30 Nov 2005 13:55:57 -0800 (PST)
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
In-Reply-To: <6.2.1.2.2.20051130135556.01e1cb80@email.psu.edu>
Message-ID: <20051130215557.37242.qmail@web30809.mail.mud.yahoo.com>
Thanks for that link Esther.
Very interesting reading.... the women I worked with
(and still do) told me that they had to involve men
and boys because these would be the future men of the
communities, and would be their sons-in-law. In one
community that had lost many generations of men to
intergenerational alcoholism, women said that by
involving the men, they were securing a better future
for their daughters. Some of these same women who
worked in middle class homes as maids could not
understand the quiet oppression of their middle-class
female employers.
Ujwala
--- Esther Prins <esp150 at psu.edu> wrote:
---------------------------------
Andrea Cornwall has written a good article on these
issues. Despite therhetoric--that gender refers to
relations of power between andamong men and
women--most education and development projects
stilltry to promote gender equity by focusing
exclusively on women. 
Cornwall, A. (2000). Missing men? Reflections on men,
masculinities andgender in GAD. IDS Bulletin, 31(2),
18-27. Available
from:http://www.ids.ac.uk/ids/particip/research/gender/missmen.pdf
Esther
At 01:31 PM 11/30/2005, you wrote:
Ryan,
 
>   What do you mean by "but we don't have asimilar
> movement for men"?<
Women's movements tend to exclude men.  Western
feminist movements have typically done so and the term
'gender' is used in lieu of or often referring to
women/girls/females. In the Third world, my experience
of feminist movements or movements for social change
was a real eye opener. Women, especially poor women
had no desire to exclude men from their efforts
towards equity. The notion that the sexes are
different is accepted but equal is not. The same women
who taught me about the difference between education
and literacy, explained their perceptions of equity
and equality. What they looked for was equity, or
fairness regardless of their gender. Equality was a
completely different issue to them. In their eyes, no
social change would ever endure unless they included
their men, young and old. Hence they preferred to have
young men as tutors, as social interpreters and with
delicate negotiations (I learned a lot about diplomacy
in my years in the slums) they earned the support of
the older men as well.
In a different example, in the Himalayan foothills, in
one of our projects, I've seen women and men as
healers, as teachers, as parents and a number of them
attend life skills classes to share everything from
childbirth to cooking, farming and market work as well
as administering the village school in between.
Aside from the research I found in the 1990s for my
research, my own observations after living in the US
and France showed me that with so-called liberation
and 'equality', the division of labour between men and
women had not changed. Women just found additional
work and labour attached to their already considerable
(traditional) workload. 
The point I am making is that for lasting social
change, men have to be included in any movement.
Whether they need a separate movement for this, I
don't know. But whilst I see some difference in male
roles, I still see a majority of our work roles,
salaries earned, who stays at home being decided in a
traditional manner.
I am not saying there were no valid reasons for a
women's movement to be exclusive. I just found what I
learned when I returned to India for that prolonged
length of time, fascinating, turning all my
theoretical work in the US on it's head. Opened my
eyes to the spectrum of what is power, empowerment,
social change, equity and equality.
Regards,
Ujwala
                
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WomenLiteracy at dev.nifl.gov
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please go to 
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~~~~~~~~~~~~~~~~~~~~~~~
Esther Prins
Assistant Professor and Co-Director
Goodling Institute for Research in Family
Literacy(http://www.ed.psu.edu/goodlinginstitute)
Institute for the Study of Adult
Literacy(http://www.ed.psu.edu/isal)
Adult Education Program, Dept. of Learning &
Performance Systems
Pennsylvania State University
305B Keller Building
University Park, PA 16802
814-865-0597
814-865-0128 (fax)
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings,
> please go to 
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
		
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From lalumineuse at yahoo.com  Wed Nov 30 17:13:54 2005
From: lalumineuse at yahoo.com (Ujwala Samant)
Date: Wed, 30 Nov 2005 14:13:54 -0800 (PST)
Subject: [WomenLiteracy] demonstrated power
In-Reply-To: <s38dd362.073@greatowl.kennesaw.edu>
Message-ID: <20051130221354.79365.qmail@web30806.mail.mud.yahoo.com>
Belinda,
I can't speak for the Afghani women. But my interviews
showed that women found that being able to read, write
and calculate gave them a sense of independence. Some
said that after years of feeling invisible in the
cities, they felt as if they were now visible and able
to negotiate the city.
> I agree that literacy alone does not equal power.
> However, being able to read, write, and calculate
> can give these women the strength and ability to act
> * to someday effect change within their communities.
>  They become great role models for their children.
<<
People will effect change only if they see a need for
it. Prior to becoming literate, are we assuming that
these women were not strong or effective? I can't and
don't make that assumption. In fact in a number of
Indian villages and slums (I believe Lalita Ramdas
also had an article about this in the 1990s) literacy
was seen as useful ONLY if it was linked to
employment. Literacy is as powerful as the people who
acquire it, see it to be. A number of women I've
talked to said they felt the need to be literate when
they moved to the city slums from their villages. So,
whilst I see literacy as the first step towards
awareness and a necessary tool for development,
sometimes it can be hard convincing everyone that it
is, especially if they don't see a direct need for it.
I visited a Khan's house in Pakistan. It was a wealthy
household with a huge house, lots of land and three
generations living under the same roof. The difference
between the men and women, in terms of clothes,
health, hygiene and education was marked. The girls
were obviously being kept until they were married off.
The men went to the nearest city and wore fancy
clothes and had impeccable hairdos with gel etc. The
young boys were driven to the city school. The girls?
at home. It has taken years to convince this family to
build a school (in the back near the buffalo shed) for
the girls living in that compound!! 
> They have the potential to change their future. 
> That, in itself, is pretty powerful.  I guess it
> depends on how you define power.  If literacy is
> enabling these women to help their families and
> their community, and providing an opportunity for
> them to learn everything they can I think that's
> pretty powerful.  These women seem to be strong and
> resilient.  Do they see themselves as strong and
> resilient?  Can you speak to their self image?  How
> do they see themselves?<<
It's difficult to generalise. I've seen cases where
women who are not literate but are seen as extremely
wise. Often thesde women can act as social mobilisers
to get communities and women mobilised into
participating in development. I've had women who even
after an education are happy to make rotis and not
venture out of their homes. They have the potential to
change their future to what they see as powerful, as
valid as relevant to their society. 
I've seen women with sexy lingerie and make up like
Bollywood stars (who are quite adored in the sub
continent) under their burqas and I've had colleagues
(Irani and Afghani) who asked me why I thought their
burqas made our American and French colleagues
uncomfortable. The strange thing is for all this talk
of power, there have been and still are quite a few
women in politics in South Asia and not as many in
say, Europe or America. I don't of course see this as
an indicator of the disempowerment of American women,
but it is curious!
I may not have answered your question, but then I
don't think there is a simple answer to it. 
Warm regards,
Ujwala
	
		
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From n_sosnowski at yahoo.com  Wed Nov 30 18:03:59 2005
From: n_sosnowski at yahoo.com (Nancy Sosnowski)
Date: Wed, 30 Nov 2005 15:03:59 -0800 (PST)
Subject: [WomenLiteracy] More on literacy programs in Afghanistan
In-Reply-To: <003401c5f5a4$6e5a23d0$33010a0a@kabul.msh.org>
Message-ID: <20051130230359.61663.qmail@web34911.mail.mud.yahoo.com>
Hi Lisa -- I really enjoyed your input into the discussion on literacy and you are a expert in it so thanks for enlightening me on what is happening in Afganistan. Thanks for your advice on the job front -- who knows when our paths will cross again. My very best and big hug to all of you CIE folks - have a nice holiday and be safe! warmest blessings -Nancy
		
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From BBell at edc.org  Thu Dec  1 06:15:58 2005
From: BBell at edc.org (Brenda Bell)
Date: Thu, 1 Dec 2005 06:15:58 -0500
Subject: [WomenLiteracy] RE: women's issues and violence
References: <20051130183128.40958.qmail@web30802.mail.mud.yahoo.com>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41AA3@athena.ad.edc.org>
Hello everyone.   This will be a long post - as I've been away from the discussion list for several days. 
 
n this email I'll try to give some perspectives and thoughts on violence and on violence against women here in Afghanistan.  This is in reply to earlier questions about women's willingness to talk about violence in their lives and about burning issues for women, and in reference to the recent conference here in Kabul on eliminating violence against women.
 
Yesterday over lunch with eight women who are teacher trainers, I had the opportunity to ask a few questions.  We were discussing rural economic development, having just come out a session where they were planning and practicing a workshop for new village literacy teachers on the objectives of LCEP (Literacy and Community Empowerment).  I asked if they thought rural women would say that lack of money is the most important issue for them as women.  Absolutely not, they said.  The biggest issue is women's human rights - the right not to be married off at 11 or 12; the right to not be abused or beaten, the right to education; the right not to have 12 children.
 
This led us into a discussion of the recent local conference on eliminating violence against women, in which one staff person had participated.  The issues are becoming a little different for educated women in Kabul, she said. She said that in addition to the 'usual' ways in which violence is perpetrated against women by men, some women at this conference were talking about the rise in what she called 'psychological' violence that women use against each other.  She gave the example of one very highly placed government official who said that since she has been appointed, women have turned against her, are jealous of her, and are undermining her efforts. 
 
Overall, the conference was focused on establishing some common goals and strategies for raising awareness and educating women and men about violence against women.  There was participation by key Ministries - such those of Women's Affairs, Social and Labor Affairs, Health, Education, Higher Education, Finance, and the Haj - as well as by the Human Rights Commission and international and national NGOs.  While each group committed to developing specific strategies, there were several recommendations - such as using the Women's Affairs centers in each province to hold awareness-raising and strategy workshops at the provincial level; and to establish national regulations for registering engagements (as important as the marriage itself) - to protect very young women.  And - to expand the number (currently only 4 - one in Kabul and 3 in the provinces) of shelters for women.  Some of the documents from the conference will be translated in to English, and if I'm still here when they are made available, I will try to share them.
 
Now - back to individual stories.  I asked a Western friend who speaks good Dari to share her experiences with Afghans (and women in particular) talking about violence in their lives.  Here are some excerpts from what she had to say:
 
"In terms of violence against women, all I can tell you is it happens and most people know and don't question it
 
"I was talking to a group of folks last night and the topic of violence came up.  Killing is violence -  but beating is not considered violence.  Beating is considered part of educating and ensuring good behavior.  Interestingly, about 2 years ago, there was study that showed that beating is conducted by 90% of formal school teachers. 
 
"Once I was privy to an odd conversation. I was in the back seat driving around the roads of Bamiyan and the Hazara driver was speaking with an Easterner who had gone to the West.
"I hear that they don't beat their wives in America".  The returnee said, "It's true-- even some students take their teachers to court if there is any suspicion that the teachers have even touched them."  Said the driver, "That's awful.  People lose their values when they go to the West".
  
My friend also shared a couple of other stories .... 
"There was a woman who was going home in the early evening in Macrorayan (the big area of Soviet-built apartment blocks in Kabul). A taxi was speeding and hit her.  After all the uproar they got the woman out from under the car.  She told the taxi driver 'if only you would have been going faster and killed me, because it is better that I were dead, than go home late and get beating from my husband for being so late.'
 
'Also I was told about a man who killed his wife.  He found she was a "woman" not "a daughter" after they married and so he killed her on the second day of marriage.  He strangled her.  
 
"Once we had a Gender Training for people in our program.   And of the 1 million 3 hundred thousand trainings we have had, this was the most compelling I have ever witnessed. People were so heated and there was so much back and forth.  We started out by addressing stereotypes. We got in groups and each group had to fill in the blank. 
An Afghan man is...
An Afghan woman is 
An Afghan man should be..
An Afghan woman should be
 
"In the Afghan men's group the answers were  'He is .....hospitable ......kind..... faithful......loyal
fights for his country .......fights against colonialism.  This came from the men.
 ... this came from the men.  The women in the group said...He is .....cruel......beats his wife........steps on the rights of women.
 
"And from there the heated debates began.   When we came to the statement  'An Afghan woman should be... ',  the first answer that popped out was...'Veiled!'
 
 
 
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Ujwala Samant
Sent: Thu 12/1/2005 12:01 AM
To: The Women &amp, Literacy Discussion List
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
Ryan,
>   What do you mean by "but we don't have a similar
> movement for men"?<
Women's movements tend to exclude men.  Western
feminist movements have typically done so and the term
'gender' is used in lieu of or often referring to
women/girls/females. In the Third world, my experience
of feminist movements or movements for social change
was a real eye opener. Women, especially poor women
had no desire to exclude men from their efforts
towards equity. The notion that the sexes are
different is accepted but equal is not. The same women
who taught me about the difference between education
and literacy, explained their perceptions of equity
and equality. What they looked for was equity, or
fairness regardless of their gender. Equality was a
completely different issue to them. In their eyes, no
social change would ever endure unless they included
their men, young and old. Hence they preferred to have
young men as tutors, as social interpreters and with
delicate negotiations (I learned a lot about diplomacy
in my years in the slums) they earned the support of
the older men as well.
In a different example, in the Himalayan foothills, in
one of our projects, I've seen women and men as
healers, as teachers, as parents and a number of them
attend life skills classes to share everything from
childbirth to cooking, farming and market work as well
as administering the village school in between.
Aside from the research I found in the 1990s for my
research, my own observations after living in the US
and France showed me that with so-called liberation
and 'equality', the division of labour between men and
women had not changed. Women just found additional
work and labour attached to their already considerable
(traditional) workload.
The point I am making is that for lasting social
change, men have to be included in any movement.
Whether they need a separate movement for this, I
don't know. But whilst I see some difference in male
roles, I still see a majority of our work roles,
salaries earned, who stays at home being decided in a
traditional manner.
I am not saying there were no valid reasons for a
women's movement to be exclusive. I just found what I
learned when I returned to India for that prolonged
length of time, fascinating, turning all my
theoretical work in the US on it's head. Opened my
eyes to the spectrum of what is power, empowerment,
social change, equity and equality.
Regards,
Ujwala
               
__________________________________
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From laurie_sheridan at worlded.org  Thu Dec  1 10:10:13 2005
From: laurie_sheridan at worlded.org (Laurie Sheridan)
Date: Thu, 01 Dec 2005 10:10:13 -0500
Subject: [WomenLiteracy] RE: women's issues and violence
Message-ID: <s38ecc1a.072@mail.jsi.com>
This is wonderful--I am so grateful for your insights and perspective,
Brenda, and for the discussion they have sparked.  I have been finding
this information incredibly fascinating and valuable over the last few
weeks.  Even the very disturbing parts (in fact, sometimes especially
the disturbing parts), because there is so much hope, learning and
progress going on and that comes through quite clearly.  
My thought is--wouldn't it be wonderful to publish some of this
"material" for a wider audience?  For example:  Ms., The Women's Review
of Books (which has just resumed publication), even mainstream "women's
magazines" in this country.  And we could think of other publications
that would reach men as well as women, too--I took very seriously the
points made by Ujwala and others about the need to include men in
discussions of gender rights in this country and everywhere.    I think
a lot of people would be interested in what you are seeing and
learning--inside and outside the adult ed community.  Does anyone have
any thoughts about this?
Laurie Sheridan
Workforce Development Coordinator
World Education
44 Farnsworth St.
Boston, MA 02210
(617) 482-9485 Ext. 509
lsheridan at worlded.org
>>> BBell at edc.org 12/01 6:15 AM >>>
Hello everyone.   This will be a long post - as I've been away from the
discussion list for several days. 
 
n this email I'll try to give some perspectives and thoughts on
violence and on violence against women here in Afghanistan.  This is in
reply to earlier questions about women's willingness to talk about
violence in their lives and about burning issues for women, and in
reference to the recent conference here in Kabul on eliminating violence
against women.
 
Yesterday over lunch with eight women who are teacher trainers, I had
the opportunity to ask a few questions.  We were discussing rural
economic development, having just come out a session where they were
planning and practicing a workshop for new village literacy teachers on
the objectives of LCEP (Literacy and Community Empowerment).  I asked if
they thought rural women would say that lack of money is the most
important issue for them as women.  Absolutely not, they said.  The
biggest issue is women's human rights - the right not to be married off
at 11 or 12; the right to not be abused or beaten, the right to
education; the right not to have 12 children.
 
This led us into a discussion of the recent local conference on
eliminating violence against women, in which one staff person had
participated.  The issues are becoming a little different for educated
women in Kabul, she said. She said that in addition to the 'usual' ways
in which violence is perpetrated against women by men, some women at
this conference were talking about the rise in what she called
'psychological' violence that women use against each other.  She gave
the example of one very highly placed government official who said that
since she has been appointed, women have turned against her, are jealous
of her, and are undermining her efforts. 
 
Overall, the conference was focused on establishing some common goals
and strategies for raising awareness and educating women and men about
violence against women.  There was participation by key Ministries -
such those of Women's Affairs, Social and Labor Affairs, Health,
Education, Higher Education, Finance, and the Haj - as well as by the
Human Rights Commission and international and national NGOs.  While each
group committed to developing specific strategies, there were several
recommendations - such as using the Women's Affairs centers in each
province to hold awareness-raising and strategy workshops at the
provincial level; and to establish national regulations for registering
engagements (as important as the marriage itself) - to protect very
young women.  And - to expand the number (currently only 4 - one in
Kabul and 3 in the provinces) of shelters for women.  Some of the
documents from the conference will be translated in to English, and if
I'm still here when they are made available, I will try to share them.
 
Now - back to individual stories.  I asked a Western friend who speaks
good Dari to share her experiences with Afghans (and women in
particular) talking about violence in their lives.  Here are some
excerpts from what she had to say:
 
"In terms of violence against women, all I can tell you is it happens
and most people know and don't question it
 
"I was talking to a group of folks last night and the topic of violence
came up.  Killing is violence -  but beating is not considered violence.
 Beating is considered part of educating and ensuring good behavior. 
Interestingly, about 2 years ago, there was study that showed that
beating is conducted by 90% of formal school teachers. 
 
"Once I was privy to an odd conversation. I was in the back seat
driving around the roads of Bamiyan and the Hazara driver was speaking
with an Easterner who had gone to the West.
"I hear that they don't beat their wives in America".  The returnee
said, "It's true-- even some students take their teachers to court if
there is any suspicion that the teachers have even touched them."  Said
the driver, "That's awful.  People lose their values when they go to the
West".
  
My friend also shared a couple of other stories .... 
"There was a woman who was going home in the early evening in
Macrorayan (the big area of Soviet-built apartment blocks in Kabul). A
taxi was speeding and hit her.  After all the uproar they got the woman
out from under the car.  She told the taxi driver 'if only you would
have been going faster and killed me, because it is better that I were
dead, than go home late and get beating from my husband for being so
late.'
 
'Also I was told about a man who killed his wife.  He found she was a
"woman" not "a daughter" after they married and so he killed her on the
second day of marriage.  He strangled her.  
 
"Once we had a Gender Training for people in our program.   And of the
1 million 3 hundred thousand trainings we have had, this was the most
compelling I have ever witnessed. People were so heated and there was so
much back and forth.  We started out by addressing stereotypes. We got
in groups and each group had to fill in the blank. 
An Afghan man is...
An Afghan woman is 
An Afghan man should be..
An Afghan woman should be
 
"In the Afghan men's group the answers were  'He is .....hospitable
......kind..... faithful......loyal
fights for his country .......fights against colonialism.  This came
from the men.
 ... this came from the men.  The women in the group said...He is
.....cruel......beats his wife........steps on the rights of women.
 
"And from there the heated debates began.   When we came to the
statement  'An Afghan woman should be... ',  the first answer that
popped out was...'Veiled!'
 
 
 
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Ujwala Samant
Sent: Thu 12/1/2005 12:01 AM
To: The Women &amp, Literacy Discussion List
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
Ryan,
>   What do you mean by "but we don't have a similar
> movement for men"?<
Women's movements tend to exclude men.  Western
feminist movements have typically done so and the term
'gender' is used in lieu of or often referring to
women/girls/females. In the Third world, my experience
of feminist movements or movements for social change
was a real eye opener. Women, especially poor women
had no desire to exclude men from their efforts
towards equity. The notion that the sexes are
different is accepted but equal is not. The same women
who taught me about the difference between education
and literacy, explained their perceptions of equity
and equality. What they looked for was equity, or
fairness regardless of their gender. Equality was a
completely different issue to them. In their eyes, no
social change would ever endure unless they included
their men, young and old. Hence they preferred to have
young men as tutors, as social interpreters and with
delicate negotiations (I learned a lot about diplomacy
in my years in the slums) they earned the support of
the older men as well.
In a different example, in the Himalayan foothills, in
one of our projects, I've seen women and men as
healers, as teachers, as parents and a number of them
attend life skills classes to share everything from
childbirth to cooking, farming and market work as well
as administering the village school in between.
Aside from the research I found in the 1990s for my
research, my own observations after living in the US
and France showed me that with so-called liberation
and 'equality', the division of labour between men and
women had not changed. Women just found additional
work and labour attached to their already considerable
(traditional) workload.
The point I am making is that for lasting social
change, men have to be included in any movement.
Whether they need a separate movement for this, I
don't know. But whilst I see some difference in male
roles, I still see a majority of our work roles,
salaries earned, who stays at home being decided in a
traditional manner.
I am not saying there were no valid reasons for a
women's movement to be exclusive. I just found what I
learned when I returned to India for that prolonged
length of time, fascinating, turning all my
theoretical work in the US on it's head. Opened my
eyes to the spectrum of what is power, empowerment,
social change, equity and equality.
Regards,
Ujwala
               
__________________________________
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From elsa.auerbach at umb.edu  Thu Dec  1 10:18:43 2005
From: elsa.auerbach at umb.edu (Elsa Auerbach)
Date: Thu, 01 Dec 2005 10:18:43 -0500
Subject: [WomenLiteracy] RE: women's issues and violence
In-Reply-To: <s38ecc1a.072@mail.jsi.com>
Message-ID: <BFB47E83.8363%elsa.auerbach@umb.edu>
I completely agree with Laurie.  I'm hoping that in the short run, someone
could "compose" this discussion into a single piece (cutting and pasting?)
so that it's all on one document (any takers?).  I've been trying to keep
track of it, but seem to have big missing pieces.  From there, perhaps it
would be easier to write something up for publication.  My guess is that
Brenda already has in mind to do some writing about her
insights/research/experiences.
Elsa Auerbach
On 12/1/05 10:10 AM, "Laurie Sheridan" <laurie_sheridan at worlded.org> wrote:
> This is wonderful--I am so grateful for your insights and perspective,
> Brenda, and for the discussion they have sparked.  I have been finding
> this information incredibly fascinating and valuable over the last few
> weeks.  Even the very disturbing parts (in fact, sometimes especially
> the disturbing parts), because there is so much hope, learning and
> progress going on and that comes through quite clearly.
> 
> My thought is--wouldn't it be wonderful to publish some of this
> "material" for a wider audience?  For example:  Ms., The Women's Review
> of Books (which has just resumed publication), even mainstream "women's
> magazines" in this country.  And we could think of other publications
> that would reach men as well as women, too--I took very seriously the
> points made by Ujwala and others about the need to include men in
> discussions of gender rights in this country and everywhere.    I think
> a lot of people would be interested in what you are seeing and
> learning--inside and outside the adult ed community.  Does anyone have
> any thoughts about this?
> 
> Laurie Sheridan
> Workforce Development Coordinator
> World Education
> 44 Farnsworth St.
> Boston, MA 02210
> (617) 482-9485 Ext. 509
> lsheridan at worlded.org
> 
>>>> BBell at edc.org 12/01 6:15 AM >>>
> Hello everyone.   This will be a long post - as I've been away from the
> discussion list for several days.
> 
> 
> 
> n this email I'll try to give some perspectives and thoughts on
> violence and on violence against women here in Afghanistan.  This is in
> reply to earlier questions about women's willingness to talk about
> violence in their lives and about burning issues for women, and in
> reference to the recent conference here in Kabul on eliminating violence
> against women.
> 
> 
> 
> Yesterday over lunch with eight women who are teacher trainers, I had
> the opportunity to ask a few questions.  We were discussing rural
> economic development, having just come out a session where they were
> planning and practicing a workshop for new village literacy teachers on
> the objectives of LCEP (Literacy and Community Empowerment).  I asked if
> they thought rural women would say that lack of money is the most
> important issue for them as women.  Absolutely not, they said.  The
> biggest issue is women's human rights - the right not to be married off
> at 11 or 12; the right to not be abused or beaten, the right to
> education; the right not to have 12 children.
> 
> 
> 
> This led us into a discussion of the recent local conference on
> eliminating violence against women, in which one staff person had
> participated.  The issues are becoming a little different for educated
> women in Kabul, she said. She said that in addition to the 'usual' ways
> in which violence is perpetrated against women by men, some women at
> this conference were talking about the rise in what she called
> 'psychological' violence that women use against each other.  She gave
> the example of one very highly placed government official who said that
> since she has been appointed, women have turned against her, are jealous
> of her, and are undermining her efforts.
> 
> 
> 
> Overall, the conference was focused on establishing some common goals
> and strategies for raising awareness and educating women and men about
> violence against women.  There was participation by key Ministries -
> such those of Women's Affairs, Social and Labor Affairs, Health,
> Education, Higher Education, Finance, and the Haj - as well as by the
> Human Rights Commission and international and national NGOs.  While each
> group committed to developing specific strategies, there were several
> recommendations - such as using the Women's Affairs centers in each
> province to hold awareness-raising and strategy workshops at the
> provincial level; and to establish national regulations for registering
> engagements (as important as the marriage itself) - to protect very
> young women.  And - to expand the number (currently only 4 - one in
> Kabul and 3 in the provinces) of shelters for women.  Some of the
> documents from the conference will be translated in to English, and if
> I'm still here when they are made available, I will try to share them.
> 
> 
> 
> Now - back to individual stories.  I asked a Western friend who speaks
> good Dari to share her experiences with Afghans (and women in
> particular) talking about violence in their lives.  Here are some
> excerpts from what she had to say:
> 
> 
> 
> "In terms of violence against women, all I can tell you is it happens
> and most people know and don't question it
> 
> 
> 
> "I was talking to a group of folks last night and the topic of violence
> came up.  Killing is violence -  but beating is not considered violence.
> Beating is considered part of educating and ensuring good behavior.
> Interestingly, about 2 years ago, there was study that showed that
> beating is conducted by 90% of formal school teachers.
> 
> 
> 
> "Once I was privy to an odd conversation. I was in the back seat
> driving around the roads of Bamiyan and the Hazara driver was speaking
> with an Easterner who had gone to the West.
> 
> "I hear that they don't beat their wives in America".  The returnee
> said, "It's true-- even some students take their teachers to court if
> there is any suspicion that the teachers have even touched them."  Said
> the driver, "That's awful.  People lose their values when they go to the
> West".
> 
> 
> 
> My friend also shared a couple of other stories ....
> 
> "There was a woman who was going home in the early evening in
> Macrorayan (the big area of Soviet-built apartment blocks in Kabul). A
> taxi was speeding and hit her.  After all the uproar they got the woman
> out from under the car.  She told the taxi driver 'if only you would
> have been going faster and killed me, because it is better that I were
> dead, than go home late and get beating from my husband for being so
> late.'
> 
> 
> 
> 'Also I was told about a man who killed his wife.  He found she was a
> "woman" not "a daughter" after they married and so he killed her on the
> second day of marriage.  He strangled her.
> 
> 
> 
> "Once we had a Gender Training for people in our program.   And of the
> 1 million 3 hundred thousand trainings we have had, this was the most
> compelling I have ever witnessed. People were so heated and there was so
> much back and forth.  We started out by addressing stereotypes. We got
> in groups and each group had to fill in the blank.
> 
> An Afghan man is...
> 
> An Afghan woman is
> 
> An Afghan man should be..
> 
> An Afghan woman should be
> 
> 
> 
> "In the Afghan men's group the answers were  'He is .....hospitable
> ......kind..... faithful......loyal
> 
> fights for his country .......fights against colonialism.  This came
> from the men.
> 
> ... this came from the men.  The women in the group said...He is
> .....cruel......beats his wife........steps on the rights of women.
> 
> 
> 
> "And from there the heated debates began.   When we came to the
> statement  'An Afghan woman should be... ',  the first answer that
> popped out was...'Veiled!'
> 
> 
> 
> 
> 
> 
> 
> 
> ________________________________
> 
> From: womenliteracy-bounces at dev.nifl.gov on behalf of Ujwala Samant
> Sent: Thu 12/1/2005 12:01 AM
> To: The Women &amp, Literacy Discussion List
> Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
> 
> 
> 
> Ryan,
> 
>>   What do you mean by "but we don't have a similar
>> movement for men"?<
> 
> Women's movements tend to exclude men.  Western
> feminist movements have typically done so and the term
> 'gender' is used in lieu of or often referring to
> women/girls/females. In the Third world, my experience
> of feminist movements or movements for social change
> was a real eye opener. Women, especially poor women
> had no desire to exclude men from their efforts
> towards equity. The notion that the sexes are
> different is accepted but equal is not. The same women
> who taught me about the difference between education
> and literacy, explained their perceptions of equity
> and equality. What they looked for was equity, or
> fairness regardless of their gender. Equality was a
> completely different issue to them. In their eyes, no
> social change would ever endure unless they included
> their men, young and old. Hence they preferred to have
> young men as tutors, as social interpreters and with
> delicate negotiations (I learned a lot about diplomacy
> in my years in the slums) they earned the support of
> the older men as well.
> 
> In a different example, in the Himalayan foothills, in
> one of our projects, I've seen women and men as
> healers, as teachers, as parents and a number of them
> attend life skills classes to share everything from
> childbirth to cooking, farming and market work as well
> as administering the village school in between.
> 
> Aside from the research I found in the 1990s for my
> research, my own observations after living in the US
> and France showed me that with so-called liberation
> and 'equality', the division of labour between men and
> women had not changed. Women just found additional
> work and labour attached to their already considerable
> (traditional) workload.
> 
> The point I am making is that for lasting social
> change, men have to be included in any movement.
> Whether they need a separate movement for this, I
> don't know. But whilst I see some difference in male
> roles, I still see a majority of our work roles,
> salaries earned, who stays at home being decided in a
> traditional manner.
> 
> I am not saying there were no valid reasons for a
> women's movement to be exclusive. I just found what I
> learned when I returned to India for that prolonged
> length of time, fascinating, turning all my
> theoretical work in the US on it's head. Opened my
> eyes to the spectrum of what is power, empowerment,
> social change, equity and equality.
> 
> Regards,
> Ujwala
> 
> 
> 
>              
> __________________________________
> Yahoo! Music Unlimited
> Access over 1 million songs. Try it free.
> http://music.yahoo.com/unlimited/
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
> 
> 
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
> 
From laurie_sheridan at worlded.org  Thu Dec  1 10:18:55 2005
From: laurie_sheridan at worlded.org (Laurie Sheridan)
Date: Thu, 01 Dec 2005 10:18:55 -0500
Subject: [WomenLiteracy] RE: women's issues and violence
Message-ID: <s38ece28.012@mail.jsi.com>
Thanks, Elsa--I hope so.  This information really deserves to be shared
widely, if that is possible.   
Laurie
>>> elsa.auerbach at umb.edu 12/01 10:18 AM >>>
I completely agree with Laurie.  I'm hoping that in the short run,
someone
could "compose" this discussion into a single piece (cutting and
pasting?)
so that it's all on one document (any takers?).  I've been trying to
keep
track of it, but seem to have big missing pieces.  From there, perhaps
it
would be easier to write something up for publication.  My guess is
that
Brenda already has in mind to do some writing about her
insights/research/experiences.
Elsa Auerbach
On 12/1/05 10:10 AM, "Laurie Sheridan" <laurie_sheridan at worlded.org>
wrote:
> This is wonderful--I am so grateful for your insights and
perspective,
> Brenda, and for the discussion they have sparked.  I have been
finding
> this information incredibly fascinating and valuable over the last
few
> weeks.  Even the very disturbing parts (in fact, sometimes
especially
> the disturbing parts), because there is so much hope, learning and
> progress going on and that comes through quite clearly.
> 
> My thought is--wouldn't it be wonderful to publish some of this
> "material" for a wider audience?  For example:  Ms., The Women's
Review
> of Books (which has just resumed publication), even mainstream
"women's
> magazines" in this country.  And we could think of other
publications
> that would reach men as well as women, too--I took very seriously
the
> points made by Ujwala and others about the need to include men in
> discussions of gender rights in this country and everywhere.    I
think
> a lot of people would be interested in what you are seeing and
> learning--inside and outside the adult ed community.  Does anyone
have
> any thoughts about this?
> 
> Laurie Sheridan
> Workforce Development Coordinator
> World Education
> 44 Farnsworth St.
> Boston, MA 02210
> (617) 482-9485 Ext. 509
> lsheridan at worlded.org 
> 
>>>> BBell at edc.org 12/01 6:15 AM >>>
> Hello everyone.   This will be a long post - as I've been away from
the
> discussion list for several days.
> 
> 
> 
> n this email I'll try to give some perspectives and thoughts on
> violence and on violence against women here in Afghanistan.  This is
in
> reply to earlier questions about women's willingness to talk about
> violence in their lives and about burning issues for women, and in
> reference to the recent conference here in Kabul on eliminating
violence
> against women.
> 
> 
> 
> Yesterday over lunch with eight women who are teacher trainers, I
had
> the opportunity to ask a few questions.  We were discussing rural
> economic development, having just come out a session where they were
> planning and practicing a workshop for new village literacy teachers
on
> the objectives of LCEP (Literacy and Community Empowerment).  I asked
if
> they thought rural women would say that lack of money is the most
> important issue for them as women.  Absolutely not, they said.  The
> biggest issue is women's human rights - the right not to be married
off
> at 11 or 12; the right to not be abused or beaten, the right to
> education; the right not to have 12 children.
> 
> 
> 
> This led us into a discussion of the recent local conference on
> eliminating violence against women, in which one staff person had
> participated.  The issues are becoming a little different for
educated
> women in Kabul, she said. She said that in addition to the 'usual'
ways
> in which violence is perpetrated against women by men, some women at
> this conference were talking about the rise in what she called
> 'psychological' violence that women use against each other.  She
gave
> the example of one very highly placed government official who said
that
> since she has been appointed, women have turned against her, are
jealous
> of her, and are undermining her efforts.
> 
> 
> 
> Overall, the conference was focused on establishing some common
goals
> and strategies for raising awareness and educating women and men
about
> violence against women.  There was participation by key Ministries -
> such those of Women's Affairs, Social and Labor Affairs, Health,
> Education, Higher Education, Finance, and the Haj - as well as by
the
> Human Rights Commission and international and national NGOs.  While
each
> group committed to developing specific strategies, there were
several
> recommendations - such as using the Women's Affairs centers in each
> province to hold awareness-raising and strategy workshops at the
> provincial level; and to establish national regulations for
registering
> engagements (as important as the marriage itself) - to protect very
> young women.  And - to expand the number (currently only 4 - one in
> Kabul and 3 in the provinces) of shelters for women.  Some of the
> documents from the conference will be translated in to English, and
if
> I'm still here when they are made available, I will try to share
them.
> 
> 
> 
> Now - back to individual stories.  I asked a Western friend who
speaks
> good Dari to share her experiences with Afghans (and women in
> particular) talking about violence in their lives.  Here are some
> excerpts from what she had to say:
> 
> 
> 
> "In terms of violence against women, all I can tell you is it
happens
> and most people know and don't question it
> 
> 
> 
> "I was talking to a group of folks last night and the topic of
violence
> came up.  Killing is violence -  but beating is not considered
violence.
> Beating is considered part of educating and ensuring good behavior.
> Interestingly, about 2 years ago, there was study that showed that
> beating is conducted by 90% of formal school teachers.
> 
> 
> 
> "Once I was privy to an odd conversation. I was in the back seat
> driving around the roads of Bamiyan and the Hazara driver was
speaking
> with an Easterner who had gone to the West.
> 
> "I hear that they don't beat their wives in America".  The returnee
> said, "It's true-- even some students take their teachers to court
if
> there is any suspicion that the teachers have even touched them." 
Said
> the driver, "That's awful.  People lose their values when they go to
the
> West".
> 
> 
> 
> My friend also shared a couple of other stories ....
> 
> "There was a woman who was going home in the early evening in
> Macrorayan (the big area of Soviet-built apartment blocks in Kabul).
A
> taxi was speeding and hit her.  After all the uproar they got the
woman
> out from under the car.  She told the taxi driver 'if only you would
> have been going faster and killed me, because it is better that I
were
> dead, than go home late and get beating from my husband for being so
> late.'
> 
> 
> 
> 'Also I was told about a man who killed his wife.  He found she was
a
> "woman" not "a daughter" after they married and so he killed her on
the
> second day of marriage.  He strangled her.
> 
> 
> 
> "Once we had a Gender Training for people in our program.   And of
the
> 1 million 3 hundred thousand trainings we have had, this was the
most
> compelling I have ever witnessed. People were so heated and there was
so
> much back and forth.  We started out by addressing stereotypes. We
got
> in groups and each group had to fill in the blank.
> 
> An Afghan man is...
> 
> An Afghan woman is
> 
> An Afghan man should be..
> 
> An Afghan woman should be
> 
> 
> 
> "In the Afghan men's group the answers were  'He is .....hospitable
> ......kind..... faithful......loyal
> 
> fights for his country .......fights against colonialism.  This came
> from the men.
> 
> ... this came from the men.  The women in the group said...He is
> .....cruel......beats his wife........steps on the rights of women.
> 
> 
> 
> "And from there the heated debates began.   When we came to the
> statement  'An Afghan woman should be... ',  the first answer that
> popped out was...'Veiled!'
> 
> 
> 
> 
> 
> 
> 
> 
> ________________________________
> 
> From: womenliteracy-bounces at dev.nifl.gov on behalf of Ujwala Samant
> Sent: Thu 12/1/2005 12:01 AM
> To: The Women &amp, Literacy Discussion List
> Subject: Re: [WomenLiteracy] More on literacy programs in
Afghanistan
> 
> 
> 
> Ryan,
> 
>>   What do you mean by "but we don't have a similar
>> movement for men"?<
> 
> Women's movements tend to exclude men.  Western
> feminist movements have typically done so and the term
> 'gender' is used in lieu of or often referring to
> women/girls/females. In the Third world, my experience
> of feminist movements or movements for social change
> was a real eye opener. Women, especially poor women
> had no desire to exclude men from their efforts
> towards equity. The notion that the sexes are
> different is accepted but equal is not. The same women
> who taught me about the difference between education
> and literacy, explained their perceptions of equity
> and equality. What they looked for was equity, or
> fairness regardless of their gender. Equality was a
> completely different issue to them. In their eyes, no
> social change would ever endure unless they included
> their men, young and old. Hence they preferred to have
> young men as tutors, as social interpreters and with
> delicate negotiations (I learned a lot about diplomacy
> in my years in the slums) they earned the support of
> the older men as well.
> 
> In a different example, in the Himalayan foothills, in
> one of our projects, I've seen women and men as
> healers, as teachers, as parents and a number of them
> attend life skills classes to share everything from
> childbirth to cooking, farming and market work as well
> as administering the village school in between.
> 
> Aside from the research I found in the 1990s for my
> research, my own observations after living in the US
> and France showed me that with so-called liberation
> and 'equality', the division of labour between men and
> women had not changed. Women just found additional
> work and labour attached to their already considerable
> (traditional) workload.
> 
> The point I am making is that for lasting social
> change, men have to be included in any movement.
> Whether they need a separate movement for this, I
> don't know. But whilst I see some difference in male
> roles, I still see a majority of our work roles,
> salaries earned, who stays at home being decided in a
> traditional manner.
> 
> I am not saying there were no valid reasons for a
> women's movement to be exclusive. I just found what I
> learned when I returned to India for that prolonged
> length of time, fascinating, turning all my
> theoretical work in the US on it's head. Opened my
> eyes to the spectrum of what is power, empowerment,
> social change, equity and equality.
> 
> Regards,
> Ujwala
> 
> 
> 
>              
> __________________________________
> Yahoo! Music Unlimited
> Access over 1 million songs. Try it free.
> http://music.yahoo.com/unlimited/ 
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov 
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy 
> 
> 
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov 
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy 
> 
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov 
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From sissy.kegley at verizon.net  Thu Dec  1 10:26:09 2005
From: sissy.kegley at verizon.net (Sissy Kegley)
Date: Thu, 01 Dec 2005 10:26:09 -0500
Subject: [WomenLiteracy] RE: women's issues and violence
In-Reply-To: <BFB47E83.8363%elsa.auerbach@umb.edu>
Message-ID: <00fe01c5f68b$8e5a8070$0200a8c0@mlk>
For an immediate compilation of the discussion, see David Rosen's message
posted Nov. 25:
>>
>>
Hello Daphne, Brenda and others,
The discussion on Women's Literacy in Afghanistan is being archived  
on the Adult Literacy Education Wiki, in a new topic area, "World  
Literacy and Nonformal Education."  You will find this at:
http://wiki.literacytent.org/index.php/Women%27s_Literacy_in_Afghanistan
This enables those who are new to the discussion to catch up, and  
others, who find the discussion after it has taken place, to still  
benefit.
The new ALE Wiki area needs an Area Leader, someone who is interested  
in helping develop and promote World Literacy and Nonformal  
Education.  If you are interested, wherever you may live, e-mail me.   
And, of course, anyone can add new material -- or edit --the ALE  
Wiki.  For more information go to http://wiki.literacytent.org
David J. Rosen
djrosen at comcast.net
>>
>>
Sissy Kegley 
ESOL/Adult Education 
(301) 588-4333 home office 
(301) 467-5364 cellular 
sissy.kegley at verizon.net 
>-----Original Message-----
>From: womenliteracy-bounces at dev.nifl.gov [mailto:womenliteracy-
>bounces at dev.nifl.gov] On Behalf Of Elsa Auerbach
>Sent: Thursday, December 01, 2005 10:19 AM
>To: The Women &amp; Literacy Discussion List
>Subject: Re: [WomenLiteracy] RE: women's issues and violence
>
>I completely agree with Laurie.  I'm hoping that in the short run, someone
>could "compose" this discussion into a single piece (cutting and pasting?)
>so that it's all on one document (any takers?).  I've been trying to keep
>track of it, but seem to have big missing pieces.  From there, perhaps it
>would be easier to write something up for publication.  My guess is that
>Brenda already has in mind to do some writing about her
>insights/research/experiences.
>
>Elsa Auerbach
From gvaladie at smtp.aed.org  Thu Dec  1 10:31:20 2005
From: gvaladie at smtp.aed.org (Gregory Valadie)
Date: Thu, 01 Dec 2005 10:31:20 -0500
Subject: [WomenLiteracy] RE: women's issues and violence
Message-ID: <s38ed104.082@smtp.aed.org>
Please take me out of the mailing list.
Thank you.
Gr?gory Valadi?
Academy for Educational Development
Center for Environmental Strategies
(w)202.884.8602
(c)703.851.9030
"Knowledge is experience. Everything else is just information." -Albert Einstein
>>> sissy.kegley at verizon.net 12/01/05 10:26 AM >>>
For an immediate compilation of the discussion, see David Rosen's message
posted Nov. 25:
>>
>>
Hello Daphne, Brenda and others,
The discussion on Women's Literacy in Afghanistan is being archived  
on the Adult Literacy Education Wiki, in a new topic area, "World  
Literacy and Nonformal Education."  You will find this at:
http://wiki.literacytent.org/index.php/Women%27s_Literacy_in_Afghanistan 
This enables those who are new to the discussion to catch up, and  
others, who find the discussion after it has taken place, to still  
benefit.
The new ALE Wiki area needs an Area Leader, someone who is interested  
in helping develop and promote World Literacy and Nonformal  
Education.  If you are interested, wherever you may live, e-mail me.   
And, of course, anyone can add new material -- or edit --the ALE  
Wiki.  For more information go to http://wiki.literacytent.org 
David J. Rosen
djrosen at comcast.net 
>>
>>
Sissy Kegley 
ESOL/Adult Education 
(301) 588-4333 home office 
(301) 467-5364 cellular 
sissy.kegley at verizon.net 
>-----Original Message-----
>From: womenliteracy-bounces at dev.nifl.gov [mailto:womenliteracy-
>bounces at dev.nifl.gov] On Behalf Of Elsa Auerbach
>Sent: Thursday, December 01, 2005 10:19 AM
>To: The Women &amp; Literacy Discussion List
>Subject: Re: [WomenLiteracy] RE: women's issues and violence
>
>I completely agree with Laurie.  I'm hoping that in the short run, someone
>could "compose" this discussion into a single piece (cutting and pasting?)
>so that it's all on one document (any takers?).  I've been trying to keep
>track of it, but seem to have big missing pieces.  From there, perhaps it
>would be easier to write something up for publication.  My guess is that
>Brenda already has in mind to do some writing about her
>insights/research/experiences.
>
>Elsa Auerbach
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov 
To unsubscribe or change your subscription settings, please go to 
http://dev.nifl.gov/mailman/listinfo/womenliteracy
From busems at jmu.edu  Thu Dec  1 10:31:35 2005
From: busems at jmu.edu (busems at jmu.edu)
Date: Thu, 1 Dec 2005 10:31:35 -0500
Subject: [WomenLiteracy] RE: women's issues and
 violence
Message-ID: <21af8e52.63e50272.1398f200@mpmail1.jmu.edu>
Has anyone stepped forward to try and combine this 
information into an article? Brenda? I have some aditional 
background articles on women in Afghanistan from my work as 
editor at the Journal of Mine Action.
Maggie
---- Original message ----
>Date: Thu, 01 Dec 2005 10:26:09 -0500
>From: "Sissy Kegley" <sissy.kegley at verizon.net>  
>Subject: RE: [WomenLiteracy] RE: women's issues and 
violence  
>To: "'The Women &amp; Literacy Discussion List'" 
<womenliteracy at dev.nifl.gov>
>
>For an immediate compilation of the discussion, see David 
Rosen's message
>posted Nov. 25:
>
>>>
>>>
>Hello Daphne, Brenda and others,
>
>The discussion on Women's Literacy in Afghanistan is being 
archived  
>on the Adult Literacy Education Wiki, in a new topic 
area, "World  
>Literacy and Nonformal Education."  You will find this at:
>
>http://wiki.literacytent.org/index.php/Women%
27s_Literacy_in_Afghanistan
>
>This enables those who are new to the discussion to catch 
up, and  
>others, who find the discussion after it has taken place, 
to still  
>benefit.
>
>The new ALE Wiki area needs an Area Leader, someone who is 
interested  
>in helping develop and promote World Literacy and 
Nonformal  
>Education.  If you are interested, wherever you may live, e-
mail me.   
>And, of course, anyone can add new material -- or edit --
the ALE  
>Wiki.  For more information go to 
http://wiki.literacytent.org
>
>David J. Rosen
>djrosen at comcast.net
>>>
>>>
>
>Sissy Kegley 
>ESOL/Adult Education 
>(301) 588-4333 home office 
>(301) 467-5364 cellular 
>sissy.kegley at verizon.net 
>
>
>>-----Original Message-----
>>From: womenliteracy-bounces at dev.nifl.gov 
[mailto:womenliteracy-
>>bounces at dev.nifl.gov] On Behalf Of Elsa Auerbach
>>Sent: Thursday, December 01, 2005 10:19 AM
>>To: The Women &amp; Literacy Discussion List
>>Subject: Re: [WomenLiteracy] RE: women's issues and 
violence
>>
>>I completely agree with Laurie.  I'm hoping that in the 
short run, someone
>>could "compose" this discussion into a single piece 
(cutting and pasting?)
>>so that it's all on one document (any takers?).  I've been 
trying to keep
>>track of it, but seem to have big missing pieces.  From 
there, perhaps it
>>would be easier to write something up for publication.  My 
guess is that
>>Brenda already has in mind to do some writing about her
>>insights/research/experiences.
>>
>>Elsa Auerbach
>
>
>
>----------------------------------------------------
>National Insitute for Literacy
>Women and Literacy mailing list
>WomenLiteracy at dev.nifl.gov
>To unsubscribe or change your subscription settings, please 
go to 
>http://dev.nifl.gov/mailman/listinfo/womenliteracy
Margaret Buse`
Associate Director 
Workforce Develoment Campus
Project Coordinator Workforce Improvement Network-Learning Technology and Leadership Education
JMU HELPS/Career Development Academy/Reel to Real
From djrosen at comcast.net  Thu Dec  1 11:20:07 2005
From: djrosen at comcast.net (David Rosen)
Date: Thu, 1 Dec 2005 11:20:07 -0500
Subject: [WomenLiteracy] RE: women's issues and violence
In-Reply-To: <00fe01c5f68b$8e5a8070$0200a8c0@mlk>
References: <00fe01c5f68b$8e5a8070$0200a8c0@mlk>
Message-ID: <FDDE5DDD-D637-40D0-BAC9-1F441B8FE8D0@comcast.net>
Colleagues,
I have just updated the ALE Wiki page which archives this discussion:
	http://wiki.literacytent.org/index.php/Women% 
27s_Literacy_in_Afghanistan
David
David J. Rosen
djrosen at comcast.net
On Dec 1, 2005, at 10:26 AM, Sissy Kegley wrote:
> For an immediate compilation of the discussion, see David Rosen's  
> message
> posted Nov. 25:
>
>>>
>>>
> Hello Daphne, Brenda and others,
>
> The discussion on Women's Literacy in Afghanistan is being archived
> on the Adult Literacy Education Wiki, in a new topic area, "World
> Literacy and Nonformal Education."  You will find this at:
>
> http://wiki.literacytent.org/index.php/Women% 
> 27s_Literacy_in_Afghanistan
>
> This enables those who are new to the discussion to catch up, and
> others, who find the discussion after it has taken place, to still
> benefit.
>
> The new ALE Wiki area needs an Area Leader, someone who is interested
> in helping develop and promote World Literacy and Nonformal
> Education.  If you are interested, wherever you may live, e-mail me.
> And, of course, anyone can add new material -- or edit --the ALE
> Wiki.  For more information go to http://wiki.literacytent.org
>
> David J. Rosen
> djrosen at comcast.net
>>>
>>>
>
> Sissy Kegley
> ESOL/Adult Education
> (301) 588-4333 home office
> (301) 467-5364 cellular
> sissy.kegley at verizon.net
>
>
>> -----Original Message-----
>> From: womenliteracy-bounces at dev.nifl.gov [mailto:womenliteracy-
>> bounces at dev.nifl.gov] On Behalf Of Elsa Auerbach
>> Sent: Thursday, December 01, 2005 10:19 AM
>> To: The Women &amp; Literacy Discussion List
>> Subject: Re: [WomenLiteracy] RE: women's issues and violence
>>
>> I completely agree with Laurie.  I'm hoping that in the short run,  
>> someone
>> could "compose" this discussion into a single piece (cutting and  
>> pasting?)
>> so that it's all on one document (any takers?).  I've been trying  
>> to keep
>> track of it, but seem to have big missing pieces.  From there,  
>> perhaps it
>> would be easier to write something up for publication.  My guess  
>> is that
>> Brenda already has in mind to do some writing about her
>> insights/research/experiences.
>>
>> Elsa Auerbach
>
>
>
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to
> http://dev.nifl.gov/mailman/listinfo/womenliteracy
From BBell at edc.org  Thu Dec  1 12:12:18 2005
From: BBell at edc.org (Brenda Bell)
Date: Thu, 1 Dec 2005 12:12:18 -0500
Subject: [WomenLiteracy] RE: Afghan women
References: <5.1.0.14.2.20051128102518.012ec020@pop.utk.edu>
Message-ID: <35589DD47219F14BBFE1446979A831B401C41AA6@athena.ad.edc.org>
Hi Donna --
 
Sorry to be so long in responding to this question about non-Muslim women.  
 
Only 1% of the population is not Muslim. (of the Muslim population, ca 80% are Sunni and 19% are Shia).  And, as best I know, most of this 1% lives in Kabul.  The literacy program that I'm working with does not have activities in Kabul, so no, I haven't been in touch with Hindu Afghans.  Or Christian Afghans, of whom there are a few, I'm told.
 
A follow up comment to my post from earlier today:  I have a copy of a booklet (in Dari) that was distributed at the eliminating violence conference, about women (around the world, in Afghanistan, women's issues).  It a joint publication, I think, of UNFPA, the government of Afghanistan, and Women Without Borders (and maybe more organizations - I can't read the Dari).  It contains some great illustrations. The one on the cover is of three women standing on a globe (with symbols of women's work/contributions - books, pots, a stethoscope, a scythe). They are holding their arms up toward the sky --Two of the three are wearing hijab, or scarves, and the third does not have her hair covered.  The title translates something roughly like the old slogan 'women hold up half the sky' --  I love it!
 
And -- one more note -- inside the booklet there is a map of the world, with pictures of notable women from various places in the world.  The one woman pictured from the US is Rosa Parks.  I love it!
 
Finally -- it has been so great to connect with friends through this discussion -- Donna, Uju, Lisa, Sissy (hi!), Barb - and others -- and to meet new people as well.   Perhaps this glimpse of life in Afghanistan will encourage some of you to come here for a while.  I hope this thread of discussion about women and literacy internationally continues for a while.  I'll be available on the list for the next few days, so even if we've reached my December 1 cut-off point, let me know if you have more questions.
 
Brenda
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Donna Brian
Sent: Mon 11/28/2005 9:00 PM
To: The Women & Literacy Discussion List
Subject: Re: [WomenLiteracy] RE: Afghan women
Hi Brenda and all,
Hope all is well with all of you and that you all feel you have a lot to be
thankful for.
On NPR this morning was a segment about Afghan refugees in Germany being
sent back to Afghanistan, the German gov. having decided that they were no
longer in danger there from the Taliban.  The segment was saying this was
especially hard on the Hindu Afghanis, since they did still feel they would
surely suffer if sent back.  It made me wonder about your programs and
whether you have contact with Afgani women who are not Muslim.
Donna Brian
djgbrian at utk.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy
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From laurie_sheridan at worlded.org  Thu Dec  1 12:24:41 2005
From: laurie_sheridan at worlded.org (Laurie Sheridan)
Date: Thu, 01 Dec 2005 12:24:41 -0500
Subject: [WomenLiteracy] RE: Afghan women
Message-ID: <s38eeb9f.007@mail.jsi.com>
Thank you, Brenda, for all that you have shared with us--and everyone,
for your questions and contributions.  I have found it really
iinspiring, and enlightening.
And it's wonderful to hear about the booklet in Dari that selects Rosa
Parks as the notable U.S. woman.  Especially today, Dec. 1, which is
being celebrated this year to commemorate her life (and recent death). 
In Boston, perhaps elsewhere, a number of people are taking today off
from work, and adults and students together are participating in a march
to City Hall in support of civil rights and economic justice, in honor
of Rosa Parks' birthday.  So, it couldn't have been more timely to hear
about this today!
Laurie Sheridan 
>>> BBell at edc.org 12/01 12:12 PM >>>
Hi Donna --
 
Sorry to be so long in responding to this question about non-Muslim
women.  
 
Only 1% of the population is not Muslim. (of the Muslim population, ca
80% are Sunni and 19% are Shia).  And, as best I know, most of this 1%
lives in Kabul.  The literacy program that I'm working with does not
have activities in Kabul, so no, I haven't been in touch with Hindu
Afghans.  Or Christian Afghans, of whom there are a few, I'm told.
 
A follow up comment to my post from earlier today:  I have a copy of a
booklet (in Dari) that was distributed at the eliminating violence
conference, about women (around the world, in Afghanistan, women's
issues).  It a joint publication, I think, of UNFPA, the government of
Afghanistan, and Women Without Borders (and maybe more organizations - I
can't read the Dari).  It contains some great illustrations. The one on
the cover is of three women standing on a globe (with symbols of women's
work/contributions - books, pots, a stethoscope, a scythe). They are
holding their arms up toward the sky --Two of the three are wearing
hijab, or scarves, and the third does not have her hair covered.  The
title translates something roughly like the old slogan 'women hold up
half the sky' --  I love it!
 
And -- one more note -- inside the booklet there is a map of the world,
with pictures of notable women from various places in the world.  The
one woman pictured from the US is Rosa Parks.  I love it!
 
Finally -- it has been so great to connect with friends through this
discussion -- Donna, Uju, Lisa, Sissy (hi!), Barb - and others -- and to
meet new people as well.   Perhaps this glimpse of life in Afghanistan
will encourage some of you to come here for a while.  I hope this thread
of discussion about women and literacy internationally continues for a
while.  I'll be available on the list for the next few days, so even if
we've reached my December 1 cut-off point, let me know if you have more
questions.
 
Brenda
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Donna Brian
Sent: Mon 11/28/2005 9:00 PM
To: The Women & Literacy Discussion List
Subject: Re: [WomenLiteracy] RE: Afghan women
Hi Brenda and all,
Hope all is well with all of you and that you all feel you have a lot
to be
thankful for.
On NPR this morning was a segment about Afghan refugees in Germany
being
sent back to Afghanistan, the German gov. having decided that they were
no
longer in danger there from the Taliban.  The segment was saying this
was
especially hard on the Hindu Afghanis, since they did still feel they
would
surely suffer if sent back.  It made me wonder about your programs and
whether you have contact with Afgani women who are not Muslim.
Donna Brian
djgbrian at utk.edu 
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov 
To unsubscribe or change your subscription settings, please go to
http://dev.nifl.gov/mailman/listinfo/womenliteracy 
From ALCDGG at langate.gsu.edu  Thu Dec  1 16:53:22 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 01 Dec 2005 16:53:22 -0500
Subject: [WomenLiteracy] RE: women's issues and violence
Message-ID: <s38f2a8f.050@mailsrv4.gsu.edu>
Brenda,
Thanks for this very rich description, I think that it places things into great perspective for us. Given the issues that you have described, I was wondering if you know if female circumcision is widespread in Afganistan? And if it is, is this something that health literacy classes could/do cover in terms of at least encouraging women who believe in performing this ritual to use hygenic methods? Or is this a topic that is considered too sacred to address?
Daphne 
>>> BBell at edc.org 12/1/2005 6:15:58 AM >>>
Hello everyone.   This will be a long post - as I've been away from the discussion list for several days. 
 
n this email I'll try to give some perspectives and thoughts on violence and on violence against women here in Afghanistan.  This is in reply to earlier questions about women's willingness to talk about violence in their lives and about burning issues for women, and in reference to the recent conference here in Kabul on eliminating violence against women.
 
Yesterday over lunch with eight women who are teacher trainers, I had the opportunity to ask a few questions.  We were discussing rural economic development, having just come out a session where they were planning and practicing a workshop for new village literacy teachers on the objectives of LCEP (Literacy and Community Empowerment).  I asked if they thought rural women would say that lack of money is the most important issue for them as women.  Absolutely not, they said.  The biggest issue is women's human rights - the right not to be married off at 11 or 12; the right to not be abused or beaten, the right to education; the right not to have 12 children.
 
This led us into a discussion of the recent local conference on eliminating violence against women, in which one staff person had participated.  The issues are becoming a little different for educated women in Kabul, she said. She said that in addition to the 'usual' ways in which violence is perpetrated against women by men, some women at this conference were talking about the rise in what she called 'psychological' violence that women use against each other.  She gave the example of one very highly placed government official who said that since she has been appointed, women have turned against her, are jealous of her, and are undermining her efforts. 
 
Overall, the conference was focused on establishing some common goals and strategies for raising awareness and educating women and men about violence against women.  There was participation by key Ministries - such those of Women's Affairs, Social and Labor Affairs, Health, Education, Higher Education, Finance, and the Haj - as well as by the Human Rights Commission and international and national NGOs.  While each group committed to developing specific strategies, there were several recommendations - such as using the Women's Affairs centers in each province to hold awareness-raising and strategy workshops at the provincial level; and to establish national regulations for registering engagements (as important as the marriage itself) - to protect very young women.  And - to expand the number (currently only 4 - one in Kabul and 3 in the provinces) of shelters for women.  Some of the documents from the conference will be translated in to English, and if I'm still here when they are made available, I will try to share them.
 
Now - back to individual stories.  I asked a Western friend who speaks good Dari to share her experiences with Afghans (and women in particular) talking about violence in their lives.  Here are some excerpts from what she had to say:
 
"In terms of violence against women, all I can tell you is it happens and most people know and don't question it
 
"I was talking to a group of folks last night and the topic of violence came up.  Killing is violence -  but beating is not considered violence.  Beating is considered part of educating and ensuring good behavior.  Interestingly, about 2 years ago, there was study that showed that beating is conducted by 90% of formal school teachers. 
 
"Once I was privy to an odd conversation. I was in the back seat driving around the roads of Bamiyan and the Hazara driver was speaking with an Easterner who had gone to the West.
"I hear that they don't beat their wives in America".  The returnee said, "It's true-- even some students take their teachers to court if there is any suspicion that the teachers have even touched them."  Said the driver, "That's awful.  People lose their values when they go to the West".
  
My friend also shared a couple of other stories .... 
"There was a woman who was going home in the early evening in Macrorayan (the big area of Soviet-built apartment blocks in Kabul). A taxi was speeding and hit her.  After all the uproar they got the woman out from under the car.  She told the taxi driver 'if only you would have been going faster and killed me, because it is better that I were dead, than go home late and get beating from my husband for being so late.'
 
'Also I was told about a man who killed his wife.  He found she was a "woman" not "a daughter" after they married and so he killed her on the second day of marriage.  He strangled her.  
 
"Once we had a Gender Training for people in our program.   And of the 1 million 3 hundred thousand trainings we have had, this was the most compelling I have ever witnessed. People were so heated and there was so much back and forth.  We started out by addressing stereotypes. We got in groups and each group had to fill in the blank. 
An Afghan man is...
An Afghan woman is 
An Afghan man should be..
An Afghan woman should be
 
"In the Afghan men's group the answers were  'He is .....hospitable ......kind..... faithful......loyal
fights for his country .......fights against colonialism.  This came from the men.
 ... this came from the men.  The women in the group said...He is .....cruel......beats his wife........steps on the rights of women.
 
"And from there the heated debates began.   When we came to the statement  'An Afghan woman should be... ',  the first answer that popped out was...'Veiled!'
 
 
 
________________________________
From: womenliteracy-bounces at dev.nifl.gov on behalf of Ujwala Samant
Sent: Thu 12/1/2005 12:01 AM
To: The Women &amp, Literacy Discussion List
Subject: Re: [WomenLiteracy] More on literacy programs in Afghanistan
Ryan,
>   What do you mean by "but we don't have a similar
> movement for men"?<
Women's movements tend to exclude men.  Western
feminist movements have typically done so and the term
'gender' is used in lieu of or often referring to
women/girls/females. In the Third world, my experience
of feminist movements or movements for social change
was a real eye opener. Women, especially poor women
had no desire to exclude men from their efforts
towards equity. The notion that the sexes are
different is accepted but equal is not. The same women
who taught me about the difference between education
and literacy, explained their perceptions of equity
and equality. What they looked for was equity, or
fairness regardless of their gender. Equality was a
completely different issue to them. In their eyes, no
social change would ever endure unless they included
their men, young and old. Hence they preferred to have
young men as tutors, as social interpreters and with
delicate negotiations (I learned a lot about diplomacy
in my years in the slums) they earned the support of
the older men as well.
In a different example, in the Himalayan foothills, in
one of our projects, I've seen women and men as
healers, as teachers, as parents and a number of them
attend life skills classes to share everything from
childbirth to cooking, farming and market work as well
as administering the village school in between.
Aside from the research I found in the 1990s for my
research, my own observations after living in the US
and France showed me that with so-called liberation
and 'equality', the division of labour between men and
women had not changed. Women just found additional
work and labour attached to their already considerable
(traditional) workload.
The point I am making is that for lasting social
change, men have to be included in any movement.
Whether they need a separate movement for this, I
don't know. But whilst I see some difference in male
roles, I still see a majority of our work roles,
salaries earned, who stays at home being decided in a
traditional manner.
I am not saying there were no valid reasons for a
women's movement to be exclusive. I just found what I
learned when I returned to India for that prolonged
length of time, fascinating, turning all my
theoretical work in the US on it's head. Opened my
eyes to the spectrum of what is power, empowerment,
social change, equity and equality.
Regards,
Ujwala
               
__________________________________
Yahoo! Music Unlimited
Access over 1 million songs. Try it free.
http://music.yahoo.com/unlimited/ 
----------------------------------------------------
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Women and Literacy mailing list
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To unsubscribe or change your subscription settings, please go to
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From mev at litwomen.org  Fri Dec  2 06:52:57 2005
From: mev at litwomen.org (mev at litwomen.org)
Date: Fri, 2 Dec 2005 06:52:57 -0500
Subject: [WomenLiteracy] RE: women's issues and violence
In-Reply-To: <21af8e52.63e50272.1398f200@mpmail1.jmu.edu>
Message-ID: <2E492707-632A-11DA-B9D0-000393ABE4D2@litwomen.org>
Brenda & Daphne -- did you have some ideas for future "summary" of this 
discussion. I know the conversation is archived on NIFL and David's 
Wiki -- but these will appear as conversational threads. In the near 
future,  I  will have more time available to focus more directly on WE 
LEARN work -- updating the website is a top priority. A compiled 
summary/essay of this conversation -- in a nicely laid our fashion -- 
could live on the WE LEARN website. Anyone interested in helping out 
with this? Please let me know. We could perhaps take a version of this 
to other media  -- perhaps the newspaper - "off our backs."
thanks.
Mev
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
On Thursday, December 1, 2005, at 10:31  AM, <busems at jmu.edu> wrote:
> Has anyone stepped forward to try and combine this
> information into an article? Brenda? I have some aditional
> background articles on women in Afghanistan from my work as
> editor at the Journal of Mine Action.
>
> Maggie
>
> ---- O
From garlanre at gse.harvard.edu  Fri Dec  2 09:21:33 2005
From: garlanre at gse.harvard.edu (Rebecca Garland)
Date: Fri, 02 Dec 2005 09:21:33 -0500
Subject: [WomenLiteracy] RE: women's issues and violence
In-Reply-To: <2E492707-632A-11DA-B9D0-000393ABE4D2@litwomen.org>
References: <2E492707-632A-11DA-B9D0-000393ABE4D2@litwomen.org>
Message-ID: <web-30483460@gse.harvard.edu>
Dear all,
I have followed the discussion with great interest and would be happy to condense it into a more 
readable format. However, I know there are others out there (Ujwala? Brenda?) who are much better 
equipped to do this. Let me know if I can help in any way.
Best,
Rebecca Garland, M.Ed.
Doctoral Candidate,
Human Development & Psychology
Harvard Graduate School of Education
Cambridge, MA 02138
617-733-9289
Fri, 2 Dec 2005 06:52:57 -0500
  mev at litwomen.org <mev at litwomen.org> wrote:
> Brenda & Daphne -- did you have some ideas for future "summary" of this discussion. I know the 
>conversation is archived on NIFL and David's Wiki -- but these will appear as conversational 
>threads. In the near future,  I  will have more time available to focus more directly on WE LEARN 
>work -- updating the website is a top priority. A compiled summary/essay of this conversation -- 
>in a nicely laid our fashion -- could live on the WE LEARN website. Anyone interested in helping 
>out with this? Please let me know. We could perhaps take a version of this to other media  -- 
>perhaps the newspaper - "off our backs."
> thanks.
> Mev
> 
> 
> WE LEARN
> Women Expanding: Literacy Education Action Resource Network
> www.litwomen.org/welearn.html
> 
> Mev Miller, Ed.D., Director
> 182 Riverside Ave.
> Cranston, RI 02910
> 401-383-4374
> welearn at litwomen.org
> 
> 
> On Thursday, December 1, 2005, at 10:31  AM, <busems at jmu.edu> wrote:
> 
>> Has anyone stepped forward to try and combine this
>> information into an article? Brenda? I have some aditional
>> background articles on women in Afghanistan from my work as
>> editor at the Journal of Mine Action.
>>
>> Maggie
>>
>> ---- O
> 
> ----------------------------------------------------
> National Insitute for Literacy
> Women and Literacy mailing list
> WomenLiteracy at dev.nifl.gov
> To unsubscribe or change your subscription settings, please go to 
>http://www.nifl.gov/mailman/listinfo/womenliteracy
From mev at litwomen.org  Fri Dec  2 08:36:39 2005
From: mev at litwomen.org (mev at litwomen.org)
Date: Fri, 2 Dec 2005 08:36:39 -0500
Subject: [WomenLiteracy] WE LEARN - Directory in progress
Message-ID: <AAA24B92-6338-11DA-B9D0-000393ABE4D2@litwomen.org>
WE LEARN often receives requests for a listing/directory of ABE 
programs that provide services directly addressing the needs of women. 
We have wanted to create such a directory for some time but have not 
yet found the resources to create it effectively or completely. 
However, we thought that one way to initiate this project would be to 
begin with our membership base. So we are starting a directory on this 
small scale and will grow it over time. To see the start-up, please go 
to: http://www.litwomen.org/directory.html
We hope you find this directory project of interest to you and your 
students.
WE LEARN is making an effort to increase our membership base -- 
especially of organizations serving women's literacy/basic education 
needs. For more information on membership and its benefits, please 
contact us directly or download the forms and information from our 
website: http://www.litwomen.org/membership.html
Thanks.
Mev Miller
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From ldeyo at msh.org  Sat Dec  3 03:04:16 2005
From: ldeyo at msh.org (Lisa Deyo)
Date: Sat, 3 Dec 2005 12:34:16 +0430
Subject: [WomenLiteracy] RE: women's issues and violence
In-Reply-To: <s38f2a8f.050@mailsrv4.gsu.edu>
Message-ID: <005e01c5f7e0$2c7160d0$33010a0a@kabul.msh.org>
Daphne,
Brenda asked if I could respond to your one last question.  Female
circumcision, to my knowledge, isn't practiced here.  I checked with a
colleague who works in a hospital & I do know that this topic isn't
mentioned in any Ministry of Public Health documents.  One of our units
does include a section on hygiene and menstruation.  We have found that
women are interested in learning about family planning, other such
topics.  The difficulty is sometimes in convincing the folks who stay in
Kabul that women in villages are ready and willing to talk about these
topics.  Lisa
-----Original Message-----
From: womenliteracy-bounces at dev.nifl.gov
[mailto:womenliteracy-bounces at dev.nifl.gov] On Behalf Of Daphne
Greenberg
Sent: Friday, December 02, 2005 2:23 AM
To: womenliteracy at dev.nifl.gov
Subject: [WomenLiteracy] RE: women's issues and violence
Brenda,
Thanks for this very rich description, I think that it places things
into great perspective for us. Given the issues that you have described,
I was wondering if you know if female circumcision is widespread in
Afganistan? And if it is, is this something that health literacy classes
could/do cover in terms of at least encouraging women who believe in
performing this ritual to use hygenic methods? Or is this a topic that
is considered too sacred to address? Daphne 
 
 
 
 
 
From ALCDGG at langate.gsu.edu  Mon Dec  5 09:17:59 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 05 Dec 2005 09:17:59 -0500
Subject: [WomenLiteracy] thank you
Message-ID: <s39405d2.045@mailsrv4.gsu.edu>
I would like to take this opportunity to thank everyone for a rich discussion on Afghanistan and literacy with a special emphasis on women. Specifically, I would like to thank:
- Brenda Bell and her colleagues for taking time out of their busy days in Afghanistan to share with us vital information and to answer our many questions. Brenda had to juggle power outages, work deadlines and a sickness while guest facilitating. Her efforts, insights, and dedication to an important cause are very much appreciated.
- Members of the listserv who posted, for sharing and asking important and sometimes difficult to ask questions.
- Lurkers who did not post, but faithfully read each and every post and reflected on what Brenda and her colleagues wrote, along with other listserv posters wrote. 
- David Rosen for suggesting that I contact Brenda to ask her if she would be willing to guest facilitate.
Thank you, thank you, thank you.
Many of you have suggested and asked about compiling the discussion into a smooth and easy to read format. I am looking into this and will get back to you about this.
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Mon Dec  5 10:18:09 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 05 Dec 2005 10:18:09 -0500
Subject: [WomenLiteracy] Family Literacy Program Directory
Message-ID: <s39413ea.043@mailsrv4.gsu.edu>
This is crossposted from the family literacy liststerv:
The National Center for Family Literacy maintains a Family Literacy  
Program Directory (FLPD) on our Website. The FLPD has recently  
undergone some exciting changes! Its new design and search functions  
offer easy zip code, city and state searching. The Advanced Search  
feature allows visitors to search for program categories like: adult  
education, ESL, children's education, family literacy, GED, tutoring,  
volunteer opportunities, and instruction targeted at learning  
disabilities. You can  type in a key word, such as "library" for a  
more detailed search.
Visit www.famlit.org/Directory/index.cfm 
For those of you involved in family literacy programs, check to see  
if your program is listed. If it is not, follow the easy directions  
on the page to add it. We update program information as it is received
Gail J. Price
Multimedia Specialist
National Center for Family Literacy
325 West Main Street, Suite 300
Louisville, KY 40205
Phone: 502 584-1133, ext. 112
Fax: 502 584-0172
From ALCDGG at langate.gsu.edu  Mon Dec  5 10:14:35 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 05 Dec 2005 10:14:35 -0500
Subject: [WomenLiteracy] Change
Message-ID: <s3941315.084@mailsrv4.gsu.edu>
This is a longer than usual post, but I hope that you take the 2-3 minutes to at least skim it!
As many of you know, the National Institute for Literacy has decided to move all of their discussion lists to a fully moderated format. This morning, this has occurred for the Women and Literacy discussion list.
What does this mean?
First of all, I will continue to be the moderator and there will be no significant changes in the way you receive your discussion list mail.  In addition, when you want to post something, you can continue to do so by replying to a previous post, or by sending your post to: womenliteracy at dev.nifl.gov 
However, what will change is that I will be reviewing messages posted to the list daily, prior to releasing them to the Listserv. Up until now, all posts went immediately out to the Listserv. These included posts that none of us wanted to receive such as out of office announcements and spam announcements, along with posts that were sent by mistake, such as personal emails sent to the whole group that were really meant for a side conversation with one individual. As a result of the fact that I will be reviewing messages prior to them being posted, there should be a significant decrease in those kinds of postings, in fact, there should not be any! 
Another change will be that there will be a delay from the time you send your posting to the time you see it posted. I check my email multiple times during the business day, so if you send your email during business hours, there should never be more than a few hour delay. I also check my email in the evenings and night, along with weekends, so although there may be longer delays during those time periods, your postings will be posted within a realistic time frame. The only times when there may be more significant delays is when I am away at a conference or full day meeting. During those times, I will be checking email at least once during the business day and then again in the evening. When I am away on vacation, I will find a substitute moderator to handle the email flow.
I urge all of you to continue to post your questions, announcements and thoughts. I love the exchanges that we often have on this Listserv. 
One last thing to share. Those of us who have been on this Listserv for many years, know that prior to 9/11 we had often very controversial discussions on this Listserv. We talked about abortion, gay rights, laws/policies we did not like, etc., etc., Then shortly after 9/11 it was more difficult to talk as freely about these issues. My hope is that we go back to the way "we used to be" and post anything that we feel is relevant to women and literacy, regardless of whether the posting aligns with the views of this or a future administration. With that in mind, I humbly request the following:
1. Please refrain from posting anything that urges people to vote in a certain way or to lobby political figures.  As indicated by the National Institute for Literacy:
"Anti-lobbying laws prohibit the use of appropriated funds for lobbying. The National Institute for Literacy's discussion lists are maintained with appropriated funds; therefore, lobbying messages - i.e., those that are intended to influence or cause others to influence a member of Congress to favor or oppose legislation or an appropriation by Congress - will not be posted to the discussions lists nor will lobbying messages that contain direct links to other websites or web pages whose purpose is to influence or cause others to influence a member of Congress to favor or oppose legislation or an appropriation be posted."
However, this does NOT mean that you cannot post information about a new piece of legislation, as long as it applies to women and literacy AND you do not connect it to lobbying efforts.
2. Please keep in mind that members of this Listserv hold different beliefs, values, and judgements. Let us encourage an open space where ALL beliefs, values, and judgements related to women and literacy are  encouraged to be expressed. We do not need to agree with fellow posters, but I do hope that we can engage in respectful disagreement where all voices feel welcome.
3. Please relate your posts to women and literacy issues. So for example, if you think that there is an important piece related to abortion that you would like us to know about, that is great-but please make a connection between your statement and women and literacy issues.
4. As always, I encourage you to be careful with your wording and formatting. Remember that email is read out of context. Capital letters often come across as screaming. They are fine, just as long as you really mean  to scream! Also, sarcasm and jokes often come across poorly in a medium such as this one, where people who do not know each other are interacting. You may want to think twice before sending a message with sarcasm or a joke.
Please feel free to email me directly if you ever have any questions or concerns at dgreenberg at gsu.edu 
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From ALCDGG at langate.gsu.edu  Mon Dec  5 12:07:17 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 05 Dec 2005 12:07:17 -0500
Subject: [WomenLiteracy] Conference
Message-ID: <s3942d7f.087@mailsrv4.gsu.edu>
The following announcement is from Diane Gardner. 
___________________________________
New Destinations to Literacy, Learning and Life: A National Conference
on Adult Education
December 14-15, 2005
Trump Plaza
Atlantic City, New Jersey
Hosted by 
Equipped for the Future 
And
The New Jersey State Employment and Training Commission
As we complete the final preparations for the conference, our excitement
increases in anticipation of hearing from so many folks in the field who
are integrating Equipped for the Future (EFF) standards- based
instructional practices into their programs.
As we began planning for this conference with our partners, we sent out
a request for proposals, reaching out to the various programs and states
that are implementing EFF, and we received proposals from across the
country.  In addition to the 24 EFF sessions that are scheduled, there
are a number of sessions that have been coordinated through the New
Jersey SETC, totaling 36 sessions over the course of the conference.  We
are pleased to have a colleague from India joining us as a conference
presenter.
I would also invite you to learn more about the new adult literacy
assessments that Educational Testing Service (ETS) and several Charter
states are working together to develop.  Designed to measure adult
learners' skills in reading and math, these standards-based assessments
are linked to current research and theory.  These web-delivered
assessments will include open-ended tasks that measure and report
learners' progress across a broad range of knowledge and skills. Because
the assessments are computer-based, many of the administrative burdens
associated with scoring, test administration, and record keeping will be
eliminated or minimized. 
Irwin Kirsch from Educational Testing Service (ETS) will be at the
conference to discuss this important new assessment.  If you can not
attend the conference, I urge you to contact him to learn more about the
assessments and to consider your state's becoming a Charter member. 
It's not too late to register and join us in Atlantic City!  For more
information on the conference and to register go to
http://www.njsetc.net 
Diane P. Gardner
EFF Center
The University of Tennessee
Center for Literacy Studies
600 Henley Street, Suite 312
Knoxville, TN 37996-4135
865-974-9949
dgardner at utk.edu 
From ryanryanc at yahoo.com  Tue Dec  6 07:23:20 2005
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Tue, 6 Dec 2005 04:23:20 -0800 (PST)
Subject: [WomenLiteracy] Change
In-Reply-To: <s3941315.084@mailsrv4.gsu.edu>
Message-ID: <20051206122320.80251.qmail@web31809.mail.mud.yahoo.com>
 
  I have a question about the comments Daphne made about being cautious in one's 
word choice, format, and the use of capital letters and jokes, etc. . . 
It concerns the use of the exclamation mark. I am aware that using all 
caps is regarded as screaming, but I wonder how people perceive the use of exclamation marks- do readers consider the use of exclamation marks as screaming as well. Even as aware as I am of the potential problems that occur with email-- such as the issues you mentioned in your posting-- I often wonder if people's use of the exclamation mark is their substitute for the all caps, thinking that they can still be screaming but not be so rude about it. . . I personally do not take offense to the 
use of them because I am aware of the inadvertent communications that 
often occur in emails, especially when we are talking to people who we do not know. However, the same people who are offended at the use of all caps are probably just as offended when there is an exclamation mark. 
   
  Thanks, 
  Ryan
  
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
  This is a longer than usual post, but I hope that you take the 2-3 minutes to at least skim it!
As many of you know, the National Institute for Literacy has decided to move all of their discussion lists to a fully moderated format. This morning, this has occurred for the Women and Literacy discussion list.
What does this mean?
First of all, I will continue to be the moderator and there will be no significant changes in the way you receive your discussion list mail. In addition, when you want to post something, you can continue to do so by replying to a previous post, or by sending your post to: womenliteracy at dev.nifl.gov 
However, what will change is that I will be reviewing messages posted to the list daily, prior to releasing them to the Listserv. Up until now, all posts went immediately out to the Listserv. These included posts that none of us wanted to receive such as out of office announcements and spam announcements, along with posts that were sent by mistake, such as personal emails sent to the whole group that were really meant for a side conversation with one individual. As a result of the fact that I will be reviewing messages prior to them being posted, there should be a significant decrease in those kinds of postings, in fact, there should not be any! 
Another change will be that there will be a delay from the time you send your posting to the time you see it posted. I check my email multiple times during the business day, so if you send your email during business hours, there should never be more than a few hour delay. I also check my email in the evenings and night, along with weekends, so although there may be longer delays during those time periods, your postings will be posted within a realistic time frame. The only times when there may be more significant delays is when I am away at a conference or full day meeting. During those times, I will be checking email at least once during the business day and then again in the evening. When I am away on vacation, I will find a substitute moderator to handle the email flow.
I urge all of you to continue to post your questions, announcements and thoughts. I love the exchanges that we often have on this Listserv. 
One last thing to share. Those of us who have been on this Listserv for many years, know that prior to 9/11 we had often very controversial discussions on this Listserv. We talked about abortion, gay rights, laws/policies we did not like, etc., etc., Then shortly after 9/11 it was more difficult to talk as freely about these issues. My hope is that we go back to the way "we used to be" and post anything that we feel is relevant to women and literacy, regardless of whether the posting aligns with the views of this or a future administration. With that in mind, I humbly request the following:
1. Please refrain from posting anything that urges people to vote in a certain way or to lobby political figures. As indicated by the National Institute for Literacy:
"Anti-lobbying laws prohibit the use of appropriated funds for lobbying. The National Institute for Literacy's discussion lists are maintained with appropriated funds; therefore, lobbying messages - i.e., those that are intended to influence or cause others to influence a member of Congress to favor or oppose legislation or an appropriation by Congress - will not be posted to the discussions lists nor will lobbying messages that contain direct links to other websites or web pages whose purpose is to influence or cause others to influence a member of Congress to favor or oppose legislation or an appropriation be posted."
However, this does NOT mean that you cannot post information about a new piece of legislation, as long as it applies to women and literacy AND you do not connect it to lobbying efforts.
2. Please keep in mind that members of this Listserv hold different beliefs, values, and judgements. Let us encourage an open space where ALL beliefs, values, and judgements related to women and literacy are encouraged to be expressed. We do not need to agree with fellow posters, but I do hope that we can engage in respectful disagreement where all voices feel welcome.
3. Please relate your posts to women and literacy issues. So for example, if you think that there is an important piece related to abortion that you would like us to know about, that is great-but please make a connection between your statement and women and literacy issues.
4. As always, I encourage you to be careful with your wording and formatting. Remember that email is read out of context. Capital letters often come across as screaming. They are fine, just as long as you really mean to scream! Also, sarcasm and jokes often come across poorly in a medium such as this one, where people who do not know each other are interacting. You may want to think twice before sending a message with sarcasm or a joke.
Please feel free to email me directly if you ever have any questions or concerns at dgreenberg at gsu.edu 
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
  
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From MMaralit at NIFL.gov  Tue Dec  6 10:04:03 2005
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Tue, 6 Dec 2005 10:04:03 -0500
Subject: [WomenLiteracy] Subject: Join the NAAL mailing list
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932A75@wdcrobe2m03.ed.gov>
Posted by request from the National Center for Education Statistics
The National Center for Education Statistics (NCES) will soon be releasing the results of its 2003 National Assessment of Adult Literacy (NAAL) studies.  
To receive notification about NAAL upcoming reports and other products, simply fill out a short online form at http://www.edpubs.org/register/NAAL/ <http://www.edpubs.org/register/NAAL/>  or call us at 1-877-433-7827.  You will be included on the NAAL mailing list only if we hear from you.
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From ALCDGG at langate.gsu.edu  Tue Dec  6 14:56:25 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 06 Dec 2005 14:56:25 -0500
Subject: [WomenLiteracy] Change
Message-ID: <s395a6a3.023@mailsrv4.gsu.edu>
Ryan,
Thank you so much for raising this question. I am wondering what other subscribers feel about the use of exclamation points in email. I use them all the time, and never realized that some might consider use of them as the same as using caps. 
Daphne
>>> ryanryanc at yahoo.com 12/6/2005 7:23:20 AM >>>
 
  I have a question about the comments Daphne made about being cautious in one's 
word choice, format, and the use of capital letters and jokes, etc. . . 
It concerns the use of the exclamation mark. I am aware that using all 
caps is regarded as screaming, but I wonder how people perceive the use of exclamation marks- do readers consider the use of exclamation marks as screaming as well. Even as aware as I am of the potential problems that occur with email-- such as the issues you mentioned in your posting-- I often wonder if people's use of the exclamation mark is their substitute for the all caps, thinking that they can still be screaming but not be so rude about it. . . I personally do not take offense to the 
use of them because I am aware of the inadvertent communications that 
often occur in emails, especially when we are talking to people who we do not know. However, the same people who are offended at the use of all caps are probably just as offended when there is an exclamation mark. 
   
  Thanks, 
  Ryan
  
Daphne Greenberg <ALCDGG at langate.gsu.edu> wrote:
  This is a longer than usual post, but I hope that you take the 2-3 minutes to at least skim it!
As many of you know, the National Institute for Literacy has decided to move all of their discussion lists to a fully moderated format. This morning, this has occurred for the Women and Literacy discussion list.
What does this mean?
First of all, I will continue to be the moderator and there will be no significant changes in the way you receive your discussion list mail. In addition, when you want to post something, you can continue to do so by replying to a previous post, or by sending your post to: womenliteracy at dev.nifl.gov 
However, what will change is that I will be reviewing messages posted to the list daily, prior to releasing them to the Listserv. Up until now, all posts went immediately out to the Listserv. These included posts that none of us wanted to receive such as out of office announcements and spam announcements, along with posts that were sent by mistake, such as personal emails sent to the whole group that were really meant for a side conversation with one individual. As a result of the fact that I will be reviewing messages prior to them being posted, there should be a significant decrease in those kinds of postings, in fact, there should not be any! 
Another change will be that there will be a delay from the time you send your posting to the time you see it posted. I check my email multiple times during the business day, so if you send your email during business hours, there should never be more than a few hour delay. I also check my email in the evenings and night, along with weekends, so although there may be longer delays during those time periods, your postings will be posted within a realistic time frame. The only times when there may be more significant delays is when I am away at a conference or full day meeting. During those times, I will be checking email at least once during the business day and then again in the evening. When I am away on vacation, I will find a substitute moderator to handle the email flow.
I urge all of you to continue to post your questions, announcements and thoughts. I love the exchanges that we often have on this Listserv. 
One last thing to share. Those of us who have been on this Listserv for many years, know that prior to 9/11 we had often very controversial discussions on this Listserv. We talked about abortion, gay rights, laws/policies we did not like, etc., etc., Then shortly after 9/11 it was more difficult to talk as freely about these issues. My hope is that we go back to the way "we used to be" and post anything that we feel is relevant to women and literacy, regardless of whether the posting aligns with the views of this or a future administration. With that in mind, I humbly request the following:
1. Please refrain from posting anything that urges people to vote in a certain way or to lobby political figures. As indicated by the National Institute for Literacy:
"Anti-lobbying laws prohibit the use of appropriated funds for lobbying. The National Institute for Literacy's discussion lists are maintained with appropriated funds; therefore, lobbying messages - i.e., those that are intended to influence or cause others to influence a member of Congress to favor or oppose legislation or an appropriation by Congress - will not be posted to the discussions lists nor will lobbying messages that contain direct links to other websites or web pages whose purpose is to influence or cause others to influence a member of Congress to favor or oppose legislation or an appropriation be posted."
However, this does NOT mean that you cannot post information about a new piece of legislation, as long as it applies to women and literacy AND you do not connect it to lobbying efforts.
2. Please keep in mind that members of this Listserv hold different beliefs, values, and judgements. Let us encourage an open space where ALL beliefs, values, and judgements related to women and literacy are encouraged to be expressed. We do not need to agree with fellow posters, but I do hope that we can engage in respectful disagreement where all voices feel welcome.
3. Please relate your posts to women and literacy issues. So for example, if you think that there is an important piece related to abortion that you would like us to know about, that is great-but please make a connection between your statement and women and literacy issues.
4. As always, I encourage you to be careful with your wording and formatting. Remember that email is read out of context. Capital letters often come across as screaming. They are fine, just as long as you really mean to scream! Also, sarcasm and jokes often come across poorly in a medium such as this one, where people who do not know each other are interacting. You may want to think twice before sending a message with sarcasm or a joke.
Please feel free to email me directly if you ever have any questions or concerns at dgreenberg at gsu.edu 
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu 
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu 
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy 
  
From mev at litwomen.org  Tue Dec  6 16:37:05 2005
From: mev at litwomen.org (mev at litwomen.org)
Date: Tue, 6 Dec 2005 16:37:05 -0500
Subject: [WomenLiteracy] Change
In-Reply-To: <s395a6a3.023@mailsrv4.gsu.edu>
Message-ID: <71EE1BF0-66A0-11DA-A712-000393ABE4D2@litwomen.org>
interesting.
I'm a big user of exclamation points -- to exclaim numbers of 
things...surprise or shock, emphasis, "don't miss this," strong 
feeling, or just excitement...etc. I went to the dictionary & 
discovered to my surprise that exclamation point is "used after an 
interjection or exclamation to indicate forceful utterance or strong 
feeling."
hmmm... perhaps a bit stronger than what I usually mean!
I don't think using exclamations points are screaming....but this 
question does bring up a curious culture-related issue. All caps in an 
email have come to mean screaming - and is considered rude. But there 
are many cultures where shouting, talking loudly, or being in someone's 
face is culturally acceptable -- and not considered rude. In my 
experience, these exclamatory expression behaviors are difficult for 
(and I know this is generalization) white, middle-upper class, european 
descent folks (usually English, Scandinavian and some others) but also 
for some communities of color, especially those of Asian decent. I've 
been around white working class, Italian, African-American, Latina, 
Jewish and other communities where speaking loudly and passionately is 
commonplace -- and often misconstrued by quieter folks as anger and 
screaming.
I think that screaming is a particularly sensitive issue for women. 
Screaming often is exhibited by someone who is being abusive 
(psychologically or physically). Screaming can be a cry of distress or 
anguish (a cry for help, a cry when a loved one is killed). Screaming 
indicates pain. But sometimes screaming can be connected with ecstasy. 
And sometimes, talking loudly is considered screaming when in fact it 
is usually passion-- and sometimes a real good expression of anger. 
Women especially are told not to do this. There's a lot to it -- and 
sometimes this is determined by culture and sometimes determined by 
gender-based repressions of expression. And many of these things are 
more easily understood in face-to-face communication where body 
language, facial expression, tone, and context provide helpful clues.
so, I guess the real question is this -- what are the cultural meanings 
behind screaming and why are they not acceptable in email? My problem 
with email conversations has always been that we don't get to use the  
important aspects of speech (tone) and body language. (For users of 
American Sign Language, this is the size of gesture & facial 
expression.) Some people are very good at using written word to express 
what they mean -- and to convey the emotion they desire. Others are not 
as comfortable with this and may come across as insulting when in fact 
they have not used the structure of written language to convey what 
they really mean. Email demands that people be "writers" in many ways 
that they may not be necessary in other aspects of their lives or 
writing efforts.
Does anyone know of a study on email communication that discusses how 
to use "tone indicators" caps & exclamation points could be some -- but 
also the use of the smiley face :) or sad face :(
or - as I've seen with youngsters , the alphabet: - cu at 8 - btw - and 
many other quick short phrases that often worries me about their 
"schooled" literacy capabilities! And how are such expressions 
culturally relevant -- to whom -- and why?
anyway, I think I'll stick with using exclamation points. I am a 
passionate speaker -- but I'm not screaming!
Mev
On Tuesday, December 6, 2005, at 02:56  PM, Daphne Greenberg wrote:
> Ryan,
> Thank you so much for raising this question. I am wondering what other 
> subscribers feel about the use of exclamation points in email. I use 
> them all the time, and never realized that some might consider use of 
> them as the same as using caps.
> Daphne
>>>> ryanryanc at yahoo.com 12/6/2005 7:23:20 AM >>>
>
>   I have a question about the comments Daphne made about being 
> cautious in one's
> word choice, format, and the use of capital letters and jokes, etc. . .
> It concerns the use of the exclamation mark. I am aware that using all
> caps is regarded as screaming, but I wonder how people perceive the 
> use of exclamation marks- do readers consider the use of exclamation 
> marks as screaming as well. Even as aware as I am of the potential 
> problems that occur with email-- such as the issues you mentioned in 
> your posting-- I often wonder if people's use of the exclamation mark 
> is their substitute for the all caps, thinking that they can still be 
> screaming but not be so rude about it. . . I personally do not take 
> offense to the
> use of them because I am aware of the inadvertent communications that
> often occur in emails, especially when we are talking to people who we 
> do not know. However, the same people who are offended at the use of 
> all caps are probably just as offended when there is an exclamation 
> mark.
>
>   Thanks,
>   Ryan
>
From MMaralit at NIFL.gov  Thu Dec  8 16:51:04 2005
From: MMaralit at NIFL.gov (Maralit, Mary Jo)
Date: Thu, 8 Dec 2005 16:51:04 -0500
Subject: [WomenLiteracy] NAAL Webcast on Dec. 15
Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932AC0@wdcrobe2m03.ed.gov>
Join us for a LIVE webcast of a new release from the National Center for
Education Statistics ? A First Look at the Literacy of America?s Adults in
the 21st Century
WHEN:          December 15, 2005
               9:30 a.m. ? 10:30 a.m. EST
For more information about this webcast, go to: http://www.nifl.gov/ or 
http://www.nifl.gov/nifl/webcasts/20051215/webcast12-15.html
(Please access the site 30 minutes prior to the event to follow the webcast
guidelines.)                 
----------------------------------------------------------------------------
--------------------------------
The U.S. Department of Education?s National Center for Education Statistics
(NCES) in the Institute of Education Sciences (IES) invites you to view the
live webcast of the release of the first national findings on adult literacy
since 1992.  Results from the 2003 National Assessment of Adult Literacy
(NAAL) will be released on December 15 at 9:30 a.m. EST. At that time, NCES
will release two initial reports on NAAL: A First Look at the Literacy of
America?s Adults in the 21st Century presents key results?including changes
in adult literacy since 1992 and performance by gender, race/ethnicity, age,
language spoken before starting school, educational attainment, and
employment status. A companion report, Key Concepts and Features of the 2003
National Assessment of Adult Literacy, describes the assessment?s key
features and major data types.
These reports will be available online at http://nces.ed.gov/naal beginning
at 9:30 a.m. EST.
An online live chat moderated by NCES Associate Commissioner Peggy Carr will
be available to all at 1:00 p.m. EST,  December 15, at the NCES website at
http://nces.ed.gov/naal.
 
Jaleh Behroozi Soroui
Education Statistics Services Institute (ESSI)
American Institutes for Research
1990 K Street, NW Suite 500
Washington, DC 20006
Phone: 202/403-6958
email: jsoroui at air.org
 
From ryanryanc at yahoo.com  Wed Dec  7 23:22:53 2005
From: ryanryanc at yahoo.com (Ryan Carter Hall)
Date: Wed, 7 Dec 2005 20:22:53 -0800 (PST)
Subject: [WomenLiteracy] Change
In-Reply-To: <71EE1BF0-66A0-11DA-A712-000393ABE4D2@litwomen.org>
Message-ID: <20051208042253.53712.qmail@web31801.mail.mud.yahoo.com>
 
  The pragmatics of language use, for both written and spoken language use, is a topic that many instructors of ESL students find very important for their students' development of language skills as the differences in tone, word choice, body language, etc. across cultures often leads to misunderstandings. Mev mentioned several reasons why screaming is a particularly sensitive issue for women- I wonder if any instructors of women ever discuss such issues of tone, body language, or other pragmatic issues of spoken or written in their classes in order to help their students understand differences in speech from different perspectives. It seems to me that discussions of the differences in how tone, for example, is used differently by different people in different settings might be empowering to some women who might mistake one's tone for disapproval when, in fact, it's not. 
  Ryan
mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote:
  interesting.
I'm a big user of exclamation points -- to exclaim numbers of 
things...surprise or shock, emphasis, "don't miss this," strong 
feeling, or just excitement...etc. I went to the dictionary & 
discovered to my surprise that exclamation point is "used after an 
interjection or exclamation to indicate forceful utterance or strong 
feeling."
hmmm... perhaps a bit stronger than what I usually mean!
I don't think using exclamations points are screaming....but this 
question does bring up a curious culture-related issue. All caps in an 
email have come to mean screaming - and is considered rude. But there 
are many cultures where shouting, talking loudly, or being in someone's 
face is culturally acceptable -- and not considered rude. In my 
experience, these exclamatory expression behaviors are difficult for 
(and I know this is generalization) white, middle-upper class, european 
descent folks (usually English, Scandinavian and some others) but also 
for some communities of color, especially those of Asian decent. I've 
been around white working class, Italian, African-American, Latina, 
Jewish and other communities where speaking loudly and passionately is 
commonplace -- and often misconstrued by quieter folks as anger and 
screaming.
I think that screaming is a particularly sensitive issue for women. 
Screaming often is exhibited by someone who is being abusive 
(psychologically or physically). Screaming can be a cry of distress or 
anguish (a cry for help, a cry when a loved one is killed). Screaming 
indicates pain. But sometimes screaming can be connected with ecstasy. 
And sometimes, talking loudly is considered screaming when in fact it 
is usually passion-- and sometimes a real good expression of anger. 
Women especially are told not to do this. There's a lot to it -- and 
sometimes this is determined by culture and sometimes determined by 
gender-based repressions of expression. And many of these things are 
more easily understood in face-to-face communication where body 
language, facial expression, tone, and context provide helpful clues.
so, I guess the real question is this -- what are the cultural meanings 
behind screaming and why are they not acceptable in email? My problem 
with email conversations has always been that we don't get to use the 
important aspects of speech (tone) and body language. (For users of 
American Sign Language, this is the size of gesture & facial 
expression.) Some people are very good at using written word to express 
what they mean -- and to convey the emotion they desire. Others are not 
as comfortable with this and may come across as insulting when in fact 
they have not used the structure of written language to convey what 
they really mean. Email demands that people be "writers" in many ways 
that they may not be necessary in other aspects of their lives or 
writing efforts.
Does anyone know of a study on email communication that discusses how 
to use "tone indicators" caps & exclamation points could be some -- but 
also the use of the smiley face :) or sad face :(
or - as I've seen with youngsters , the alphabet: - cu at 8 - btw - and 
many other quick short phrases that often worries me about their 
"schooled" literacy capabilities! And how are such expressions 
culturally relevant -- to whom -- and why?
anyway, I think I'll stick with using exclamation points. I am a 
passionate speaker -- but I'm not screaming!
Mev
On Tuesday, December 6, 2005, at 02:56 PM, Daphne Greenberg wrote:
> Ryan,
> Thank you so much for raising this question. I am wondering what other 
> subscribers feel about the use of exclamation points in email. I use 
> them all the time, and never realized that some might consider use of 
> them as the same as using caps.
> Daphne
>>>> ryanryanc at yahoo.com 12/6/2005 7:23:20 AM >>>
>
> I have a question about the comments Daphne made about being 
> cautious in one's
> word choice, format, and the use of capital letters and jokes, etc. . .
> It concerns the use of the exclamation mark. I am aware that using all
> caps is regarded as screaming, but I wonder how people perceive the 
> use of exclamation marks- do readers consider the use of exclamation 
> marks as screaming as well. Even as aware as I am of the potential 
> problems that occur with email-- such as the issues you mentioned in 
> your posting-- I often wonder if people's use of the exclamation mark 
> is their substitute for the all caps, thinking that they can still be 
> screaming but not be so rude about it. . . I personally do not take 
> offense to the
> use of them because I am aware of the inadvertent communications that
> often occur in emails, especially when we are talking to people who we 
> do not know. However, the same people who are offended at the use of 
> all caps are probably just as offended when there is an exclamation 
> mark.
>
> Thanks,
> Ryan
>
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy
  
-------------- next part --------------
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From ALCDGG at langate.gsu.edu  Mon Dec 12 12:55:36 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 12 Dec 2005 12:55:36 -0500
Subject: [WomenLiteracy] cultural differences
Message-ID: <s39d734e.052@mailsrv4.gsu.edu>
Ryan raises an interesting question:  "I wonder if any instructors of women ever discuss such issues of tone, body language, or other pragmatic issues of spoken or written in their classes in order to help their students understand differences in speech from different perspectives."
I am also wondering what cultural differences in tone or body language any of you have encountered when working with learners from other cultures?
Daphne
>>> ryanryanc at yahoo.com 12/7/2005 11:22:53 PM >>>
 
  The pragmatics of language use, for both written and spoken language use, is a topic that many instructors of ESL students find very important for their students' development of language skills as the differences in tone, word choice, body language, etc. across cultures often leads to misunderstandings. Mev mentioned several reasons why screaming is a particularly sensitive issue for women- I wonder if any instructors of women ever discuss such issues of tone, body language, or other pragmatic issues of spoken or written in their classes in order to help their students understand differences in speech from different perspectives. It seems to me that discussions of the differences in how tone, for example, is used differently by different people in different settings might be empowering to some women who might mistake one's tone for disapproval when, in fact, it's not. 
  Ryan
mev at litwomen.org, UNEXPECTED_DATA_AFTER_ADDRESS at .SYNTAX-ERROR. wrote:
  interesting.
I'm a big user of exclamation points -- to exclaim numbers of 
things...surprise or shock, emphasis, "don't miss this," strong 
feeling, or just excitement...etc. I went to the dictionary & 
discovered to my surprise that exclamation point is "used after an 
interjection or exclamation to indicate forceful utterance or strong 
feeling."
hmmm... perhaps a bit stronger than what I usually mean!
I don't think using exclamations points are screaming....but this 
question does bring up a curious culture-related issue. All caps in an 
email have come to mean screaming - and is considered rude. But there 
are many cultures where shouting, talking loudly, or being in someone's 
face is culturally acceptable -- and not considered rude. In my 
experience, these exclamatory expression behaviors are difficult for 
(and I know this is generalization) white, middle-upper class, european 
descent folks (usually English, Scandinavian and some others) but also 
for some communities of color, especially those of Asian decent. I've 
been around white working class, Italian, African-American, Latina, 
Jewish and other communities where speaking loudly and passionately is 
commonplace -- and often misconstrued by quieter folks as anger and 
screaming.
I think that screaming is a particularly sensitive issue for women. 
Screaming often is exhibited by someone who is being abusive 
(psychologically or physically). Screaming can be a cry of distress or 
anguish (a cry for help, a cry when a loved one is killed). Screaming 
indicates pain. But sometimes screaming can be connected with ecstasy. 
And sometimes, talking loudly is considered screaming when in fact it 
is usually passion-- and sometimes a real good expression of anger. 
Women especially are told not to do this. There's a lot to it -- and 
sometimes this is determined by culture and sometimes determined by 
gender-based repressions of expression. And many of these things are 
more easily understood in face-to-face communication where body 
language, facial expression, tone, and context provide helpful clues.
so, I guess the real question is this -- what are the cultural meanings 
behind screaming and why are they not acceptable in email? My problem 
with email conversations has always been that we don't get to use the 
important aspects of speech (tone) and body language. (For users of 
American Sign Language, this is the size of gesture & facial 
expression.) Some people are very good at using written word to express 
what they mean -- and to convey the emotion they desire. Others are not 
as comfortable with this and may come across as insulting when in fact 
they have not used the structure of written language to convey what 
they really mean. Email demands that people be "writers" in many ways 
that they may not be necessary in other aspects of their lives or 
writing efforts.
Does anyone know of a study on email communication that discusses how 
to use "tone indicators" caps & exclamation points could be some -- but 
also the use of the smiley face :) or sad face :(
or - as I've seen with youngsters , the alphabet: - cu at 8 - btw - and 
many other quick short phrases that often worries me about their 
"schooled" literacy capabilities! And how are such expressions 
culturally relevant -- to whom -- and why?
anyway, I think I'll stick with using exclamation points. I am a 
passionate speaker -- but I'm not screaming!
Mev
On Tuesday, December 6, 2005, at 02:56 PM, Daphne Greenberg wrote:
> Ryan,
> Thank you so much for raising this question. I am wondering what other 
> subscribers feel about the use of exclamation points in email. I use 
> them all the time, and never realized that some might consider use of 
> them as the same as using caps.
> Daphne
>>>> ryanryanc at yahoo.com 12/6/2005 7:23:20 AM >>>
>
> I have a question about the comments Daphne made about being 
> cautious in one's
> word choice, format, and the use of capital letters and jokes, etc. . .
> It concerns the use of the exclamation mark. I am aware that using all
> caps is regarded as screaming, but I wonder how people perceive the 
> use of exclamation marks- do readers consider the use of exclamation 
> marks as screaming as well. Even as aware as I am of the potential 
> problems that occur with email-- such as the issues you mentioned in 
> your posting-- I often wonder if people's use of the exclamation mark 
> is their substitute for the all caps, thinking that they can still be 
> screaming but not be so rude about it. . . I personally do not take 
> offense to the
> use of them because I am aware of the inadvertent communications that
> often occur in emails, especially when we are talking to people who we 
> do not know. However, the same people who are offended at the use of 
> all caps are probably just as offended when there is an exclamation 
> mark.
>
> Thanks,
> Ryan
>
----------------------------------------------------
National Insitute for Literacy
Women and Literacy mailing list
WomenLiteracy at dev.nifl.gov 
To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/womenliteracy 
  
From ALCDGG at langate.gsu.edu  Mon Dec 12 14:01:48 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 12 Dec 2005 14:01:48 -0500
Subject: [WomenLiteracy] Women Work-xposted from NLA list
Message-ID: <s39d82d6.033@mailsrv4.gsu.edu>
Hello Everyone,
My name is Katherine Reilly, and I am the Vice President for Public Policy
at Women Work! The National Network for Women's Employment. I'm writing to
let you know about an exciting initiative coming from our office next week.
We're launching the Women Work! Job Finder, an online job bank, on our
website December 16. We are very excited about this resource, and are
promoting it extensively among both job seekers and employers across the
country.
This is a great resource to share with your clients, especially those who
are seeking entry-level positions. The Job Finder is FREE for job seekers,
and is designed to be user-friendly for inexperienced Internet users. The
site allows job seekers to post their resume in a searchable database, save
up to 100 jobs at a time before sending applications, and receive email
notification when new jobs are posted that might be of interest to them.
To access the Job Finder, go to www.womenwork.org and click on the Job
Finder logo. Please share this website with anyone you think would benefit
from it, including employers in your communities who need an inexpensive,
simple way to advertise open positions. 
If you would like more information about the Job Finder's features, call our
office at 202-467-6346, and ask for Erin Currier, our VP for Projects and
Research. 
Sincerely,
Katherine
From alcdgg at langate.gsu.edu  Mon Dec 12 19:38:42 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Mon, 12 Dec 2005 19:38:42 -0500
Subject: [WomenLiteracy] online professional development
Message-ID: <s39dd1cd.059@mailsrv4.gsu.edu>
The Center for Literacy Studies at the University of Tennessee, and the Ohio
Literacy Resource Center at Kent State University are proud to announce the
opening of registration for our winter distance learning courses. Overviews
of each course, as well as the start dates, are outlined below. 
Each course is a carefully-paced, facilitated training opportunity for adult
education professionals.  Each one has been piloted, reviewed, and offered
previously to excellent reviews.
More information and registration can be found at:
http://www.aeprofessional.org.
__________________________________________________
Integration of Technology into the Adult Education Classroom Course begins
January 9, 2006 
Cost - $149/person
Facilitator: Linda Eckert, AE Pro Developer
Have you ever tried to blindly put a puzzle together without knowing what
the final picture will look like? This may be what is happening to you when
you are trying to integrate computer technology into your classroom. This
course will provide quick access to educational resources, lesson plans,
activities, tools for evaluating educational software, information about
purchasing educational software, and knowledge to help you utilize a variety
of software applications and web-based activities in the classroom. Online
activities, discussion boards and assessments will keep you engaged.
__________________________________________________
ESOL Basics
January 9, 2006 
Cost - $149/person
Facilitator: Claire Valier, ESOL Coordinator and Certified CASAS Trainer
Do you need to know the basics of ESOL instruction? Through this online
course, you will learn how to identify characteristics of adult ESOL
learners, effective methods of teaching languages, the four language skills,
and how adults learn another language. Online activities, discussion boards
and assessments will keep you engaged.
___________________________________________________
Adult Education Teacher and Student
Course begins January 9, 2006 
Cost - $149/person
Facilitator: Debra L. Hargrove, AE Pro Developer
How Do We Teach Adults? Research investigating adults as learners concludes
that adults learn differently than children. If that premise is true, then
why do we so often teach them both in the same way? In truth, many
practitioners come to adult education with little or no background in
"adults as learners." 
Through this online course, you will look at "who is the adult learner" by
looking at background statistics on "who takes the GED", learning
disabilities in adults, and what brain research says about how adult
learners learn best. Online activities, discussion boards and assessments
will keep you engaged.
Bill McNutt
Technology Coordinator, AEProfessional Project
University of Tennessee, Center for Literacy Studies
http://www.aeprofessional.org
Bill McNutt
IT Administrator, UT Center for Literacy Studies
http://cls.coe.utk.edu
 
From ALCDGG at langate.gsu.edu  Wed Dec 14 11:08:19 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 14 Dec 2005 11:08:19 -0500
Subject: [WomenLiteracy] New Orleans
Message-ID: <s39ffd2c.087@mailsrv4.gsu.edu>
I thought that this editorial was a moving one and I would like to share it on behalf of our New Orleans adult literacy learners, teachers, tutors, administrators, advocates, and researchers. I think that it would make a great article to read out loud, or read with learners to work on reading comprehension, fluency, and critical thinking skills. It would also make a great stimulus for a writing activity. In addition, it can be used to teach about the way newspapers are written. For example, this is an editorial. Many of our learners do not know about editorials and might be interested in knowing what they are!
Death of an American City from NY TIMES:
http://www.nytimes.com/2005/12/11/opinion/11sun1.html?ex=1134968400&en=febf58baae52191b&ei=5070 
--------------------------------------------------------------------------------
December 11, 2005
Editorial
Death of an American City 
We are about to lose New Orleans. Whether it is a conscious plan to let the city rot until no one is willing to move back or honest paralysis over difficult questions, the moment is upon us when a major American city will die, leaving nothing but a few shells for tourists to visit like a museum.
We said this wouldn't happen. President Bush said it wouldn't happen. He stood in Jackson Square and said, "There is no way to imagine America without New Orleans." But it has been over three months since Hurricane Katrina struck and the city is in complete shambles.
There are many unanswered questions that will take years to work out, but one is make-or-break and needs to be dealt with immediately. It all boils down to the levee system. People will clear garbage, live in tents, work their fingers to the bone to reclaim homes and lives, but not if they don't believe they will be protected by more than patches to the same old system that failed during the deadly storm. Homeowners, businesses and insurance companies all need a commitment before they will stake their futures on the city.
At this moment the reconstruction is a rudderless ship. There is no effective leadership that we can identify. How many people could even name the president's liaison for the reconstruction effort, Donald Powell? Lawmakers need to understand that for New Orleans the words "pending in Congress" are a death warrant requiring no signature.
The rumbling from Washington that the proposed cost of better levees is too much has grown louder. Pretending we are going to do the necessary work eventually, while stalling until the next hurricane season is upon us, is dishonest and cowardly. Unless some clear, quick commitments are made, the displaced will have no choice but to sink roots in the alien communities where they landed.
The price tag for protection against a Category 5 hurricane, which would involve not just stronger and higher levees but also new drainage canals and environmental restoration, would very likely run to well over $32 billion. That is a lot of money. But that starting point represents just 1.2 percent of this year's estimated $2.6 trillion in federal spending, which actually overstates the case, since the cost would be spread over many years. And it is barely one-third the cost of the $95 billion in tax cuts passed just last week by the House of Representatives.
Total allocations for the wars in Iraq and Afghanistan and the war on terror have topped $300 billion. All that money has been appropriated as the cost of protecting the nation from terrorist attacks. But what was the worst possible case we fought to prevent? 
Losing a major American city. 
"We'll not just rebuild, we'll build higher and better," President Bush said that night in September. Our feeling, strongly, is that he was right and should keep to his word. We in New York remember well what it was like for the country to rally around our city in a desperate hour. New York survived and has flourished. New Orleans can too.
Of course, New Orleans's local and state officials must do their part as well, and demonstrate the political and practical will to rebuild the city efficiently and responsibly. They must, as quickly as possible, produce a comprehensive plan for putting New Orleans back together. Which schools will be rebuilt and which will be absorbed? Which neighborhoods will be shored up? Where will the roads go? What about electricity and water lines? So far, local and state officials have been derelict at producing anything that comes close to a coherent plan. That is unacceptable. 
The city must rise to the occasion. But it will not have that opportunity without the levees, and only the office of the president is strong enough to goad Congress to take swift action. Only his voice is loud enough to call people home and convince them that commitments will be met.
Maybe America does not want to rebuild New Orleans. Maybe we have decided that the deficits are too large and the money too scarce, and that it is better just to look the other way until the city withers and disappears. If that is truly the case, then it is incumbent on President Bush and Congress to admit it, and organize a real plan to help the dislocated residents resettle into new homes. The communities that opened their hearts to the Katrina refugees need to know that their short-term act of charity has turned into a permanent commitment.
If the rest of the nation has decided it is too expensive to give the people of New Orleans a chance at renewal, we have to tell them so. We must tell them we spent our rainy-day fund on a costly stalemate in Iraq, that we gave it away in tax cuts for wealthy families and shareholders. We must tell them America is too broke and too weak to rebuild one of its great cities. 
Our nation would then look like a feeble giant indeed. But whether we admit it or not, this is our choice to make. We decide whether New Orleans lives or dies. 
Copyright 2005The New York Times Company
 
From ALCDGG at langate.gsu.edu  Wed Dec 14 15:37:24 2005
From: ALCDGG at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 14 Dec 2005 15:37:24 -0500
Subject: [WomenLiteracy] reminder: live webcast
Message-ID: <s3a03c3e.037@mailsrv4.gsu.edu>
Since gender results will be reported (see below), I thought that individuals on this list may be particularly interested in the following reminder:
Join us for a LIVE webcast of a new release from the National Center for
Education Statistics - "A First Look at the Literacy of America's Adults
in the 21st Century."
WHEN: December 15, 2005
9:30 a.m. - 10:30 a.m. EST
For more information about this webcast, go to: <http://www.nifl.gov/> or
<http://www.nifl.gov/nifl/webcasts/20051215/webcast12-15.html>
(Please access the site 30 minutes prior to the event to follow the webcast
guidelines.) 
----------------------------------------------------------------------------
The U.S. Department of Education's National Center for Education Statistics
(NCES) in the Institute of Education Sciences (IES) invites you to view the
live webcast of the release of the first national findings on adult literacy
since 1992. 
Results from the 2003 National Assessment of Adult Literacy (NAAL) will be
released on December 15 at 9:30 a.m. EST. At that time, NCES will release
two
initial reports on NAAL. "A First Look at the Literacy of America's Adults
in the
21st Century" presents key results - including changes in adult literacy
since 1992
and performance by gender, race/ethnicity, age, language spoken before
starting
school, educational attainment, and employment status. A companion report,
"Key
Concepts and Features of the 2003 National Assessment of Adult Literacy,"
describes the assessment's key features and major data types.
These reports will be available online at <http://nces.ed.gov/naal>
beginning at
9:30 a.m. EST.
An online, live chat moderated by NCES Associate Commissioner, Peggy Carr,
will be available to all at 1:00 p.m. EST, December 15, at the NCES website
at <http://nces.ed.gov/naal>.
Jaleh Behroozi Soroui
Education Statistics Services Institute (ESSI)
American Institutes for Research
1990 K Street, NW Suite 500
Washington, DC 20006
Phone: 202/403-6958
email: jsoroui at air.org <mailto:jsoroui at air.org>
From alcdgg at langate.gsu.edu  Wed Dec 14 19:21:31 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 14 Dec 2005 19:21:31 -0500
Subject: [WomenLiteracy] new issue of Focus on Basics
Message-ID: <s3a070c4.078@mailsrv4.gsu.edu>
The newest issue of "Focus on Basics" is now on NCSALL's web site, http://www.ncsall.net. It's on ESOL and features research from NCSALL's ESOL Lab School.
Steve Reder, director of the ESOL Lab School, a partnership of Portland State University and Portland Community College, describes the research and how it is conducted. 
Kathryn Harris reports on one aspect of her study of pair work in the ESOL classroom. Learners she studied individualized their pair work, adapting the activities to their language learning needs. 
Pair activities are provided by Donna Moss of Arlington, VA.
Sustained silent reading has been found to encourage many students to read: does it do the same with beginning-level ESOL learners? It is a viable practice with this group, explain Sandra Banke and Reuel Kurzet, who participated in this Lab School study. 
To improve their students' speaking and listening skills, teachers often set up conversation groups. What if the conversation leaders were university students who studied immigration and cultural adaptation as well as strategies for initiating and keeping conversations going? Betsy Kraft chronicles her classes' experiences leading conversations with Lab School students.
Anyone who has taught an ESOL class with students from a variety of language backgrounds has noticed the chatter that goes on, in English, during breaks. Dominique Brillanceau was curious about whether this casual conversation occurs in class as well, and, if it does, what role it plays in learning. 
Starting conversations can be hard for anyone; it's even harder in a new language. John Hellermann explored the nuance of initiating and turn-taking in conversations in Lab School classes. 
Some ESOL learners get stuck, and teachers struggle to find out why. Robin Schwarz, now of Ohio, shares case studies from her years of work with ESOL learners and teachers and provides tips on how to find out what might be the problem.
And the development of NCSALL's Health Literacy Study Circle+ guide is chronicles by Winston Lawrence, NY, and Lisa Soricone, NCSALL.
Happy Reading!
Barb Garner
Editor
From alcdgg at langate.gsu.edu  Wed Dec 14 21:18:12 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Wed, 14 Dec 2005 21:18:12 -0500
Subject: [WomenLiteracy] State Assessments of Adult Literacy
Message-ID: <s3a08c1a.007@mailsrv4.gsu.edu>
For IMMEDIATE RELEASE
December 14, 2005
Contact: Larry McQuillan
(202) 403-5119
Louise Kennelly
(202) 403-5817
Findings from State Assessments of Adult Literacy to be Released in Coordination with National Assessment of Adult Literacy
WASHINGTON - The Department of Education's National Center for Education Statistics (NCES) will be releasing the first national report based on the National Assessment of Adult Literacy (NAAL) on Thursday, December 15, 2005.  Six states took advantage of the opportunity offered by NCES to purchase detailed state samples of their respective populations so that they could obtain comprehensive and direct information about the literacy of adults in their states.  These states are: Kentucky, Maryland, Massachusetts, Missouri, New York and Oklahoma.  
Five state reports are being released in coordination with the release of the national report on December 15th at 9:30 AM.  The state reports for Kentucky, Maryland, Massachusetts, Missouri and New York will be available on the AIR web site at that time, www.air.org/naal.  Oklahoma's report is being reviewed by state officials and is expected to be released shortly.  State contacts will also be identified on the AIR web site.
AIR's team was led by Vice President Mark Kutner, and Elizabeth Greenberg, St?phane Baldi, and Justin Baer.  They were also responsible for developing the assessment instruments, and analyzing and reporting the data in the first national report, A First Look at the Literacy of America's Adults in the 21st Century," which will be available at http://nces.ed.gov/naal.
For additional information, contact Larry McQuillan, AIR's director of communications, at (202) 403-5119.
About AIR
The American Institutes for Research (AIR) is an independent, not-for-profit organization that conducts behavioral and social science research on important social issues and delivers technical assistance both domestically and internationally in the areas of health, education, and workforce productivity.
From alcdgg at langate.gsu.edu  Thu Dec 15 09:09:48 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 15 Dec 2005 09:09:48 -0500
Subject: [WomenLiteracy] family literacy references
Message-ID: <s3a132ea.002@mailsrv4.gsu.edu>
>From the NIFL family literacy listserv:
 Are you looking for a fast way to find references on family literacy?  The
Goodling Institute for Research in Family Literacy's Annotated Bibliography,
updated monthly, provides annotations of about 200 publications pertaining to
family literacy (www.ed.psu.edu/goodlinginstitute/)on the Research page.
      The bibliography emphasizes the following subject areas:  interactive
literacy, parenting education, program description and models, curriculum and
instruction, collaboration within programs, assessment and evaluation, culture
and context, government policy, and professional development.  Each annotation
is cross-referenced for easy access by the users.  New annotations are
highlighted in the "what's new" section of the website home page.  
     The purpose of the annotated bibliography is to advance the work of all
those involved with family literacy, by providing a document that synthesizes
the research and writings on practices and theory directly affecting family
literacy programs.  It is intended for program staff, researchers, community
leaders, private and public funding agencies, policymakers, and others who want
to learn more about family literacy.
From mev at litwomen.org  Fri Dec 16 07:50:34 2005
From: mev at litwomen.org (mev at litwomen.org)
Date: Fri, 16 Dec 2005 07:50:34 -0500
Subject: [WomenLiteracy] Deadline extended - Women's Health student writing
	Initiative
Message-ID: <8C95ADFD-6E32-11DA-908B-000393ABE4D2@litwomen.org>
We know this is a difficult time of year for many students - attendance 
is uneven due to stress and illness. At the request of a few programs, 
we have decided to extend the deadline for the Women's Perspectives:  
Health & Wellness student writing Initiative.
The new deadline to send student writing is January 20, 2006. Writers 
will be notified if their writings have been selected by the end of 
January. We encourage students and teachers to still send writings 
prior to the deadline if possible.
We strongly encourage writings be sent via email -- the permissions 
forms to publish with student signatures should be mailed. Complete 
information below.
---------------
WE LEARN / Women Expanding: Literacy Education Action Resource Network
Women?s Perspectives: A Health and Wellness Initiative
Call for Writings by Adult Literacy/Basic Education Students
Women?s Perspectives: A Health and Wellness Initiative will showcase 
writings by adult literacy/basic education students across all levels. 
This collection will continue to empower women across the country to 
consider and further their knowledge about the important health issues 
that continue to impact their lives.
Student writers are encouraged to reflect and to write on the theme of 
women's health/well-being. The writings should highlight and 
personalize the struggles women face with health and wellness issues. 
They can be in the form of personal stories, poems, opinion essays, 
advice, or other forms of writing. Topics for this writing can cover 
the broad spectrum of issues related to women's health and well-being: 
education/literacy, healthcare systems, social issues, specific 
illnesses, media images, gender-specific issues such as reproductive 
health, as well as many other topics. The published collection of 
student writings will provide a catalyst for change in support of 
women's literacy for health and well-being.
?	Writers must be adult literacy/basic education students attending 
classes or working with a tutor.
?	Writings will be reviewed by WE LEARN members (including students & 
teachers) and will be selected for recognition on the basis of 
originality, creativity, and clarity.
?	Selected writings will be showcased on the WE LEARN website. Student 
writers and their programs will receive a printed copy of the selected 
writings.
?	Special recognition will be awarded to two students who will receive 
a cash award and a partial scholarship to attend the 3rd Annual WE 
LEARN (Net)Working Conference on March 10-11, 2006 in New Haven, CT. 
The announcement and the presentation of the awards will take place at 
the conference, and the writers will be invited to read their writing 
at the ceremony.
? Awards will be administered through the Elizabeth Morrish Memorial 
Student Scholarship Fund, a fund supported by designated donations.
DEADLINE to send in writings for consideration: January 20, 2006 (new 
deadline)
Writings should be sent to WE LEARN at 182 Riverside Ave., Cranston, RI 
02910 USA, or welearn at litwomen.org
*** Electronic submissions are strongly encouraged. (the permissions 
forms to publish with student signatures should be mailed. )***
TEACHERS: A pre-writing lesson plan for this initiative is also 
available.
To download an entry form and lesson plan, and for more information, go 
to:
http://www.litwomen.org/perspectives.html
To receive more information about the the Elizabeth Morrish Memorial 
Student Scholarship Fund and to make donations, go to: 
http://www.litwomen.org/morrish.html
or contact:
Mev Miller, Ed.D., Director  |     401-383-4374	  |  
welearn at litwomen.org
182 Riverside Ave., Cranston, RI 02910
WE LEARN
Women Expanding: Literacy Education Action Resource Network
www.litwomen.org/welearn.html
Mev Miller, Ed.D., Director
182 Riverside Ave.
Cranston, RI 02910
401-383-4374
welearn at litwomen.org
From alcdgg at langate.gsu.edu  Tue Dec 27 16:18:06 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Tue, 27 Dec 2005 16:18:06 -0500
Subject: [WomenLiteracy] Afghan women
Message-ID: <s3b1694e.085@mailsrv4.gsu.edu>
I thought that in light of the discussion we had on this listserv a few weeks ago, some of you may be interested in the following blurb which I copied and pasted from 
http://www.womensenews.org/article.cfm?aid=2571
Approximately 100 Afghan women have set themselves on fire in the past year, according to a report released by the Afghanistan Independent Human Rights Commission, the Chinese news agency Xinhua reported Dec. 10. Forced marriages, physical torture and beatings were the main incidents that are thought to be a factor in the immolations and remains severely underreported because women fear going to the police. The report also found that about 80 cases of forced marriage and almost 200 cases of torture and beatings were registered over the past year.
From alcdgg at langate.gsu.edu  Thu Dec 29 17:28:50 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Thu, 29 Dec 2005 17:28:50 -0500
Subject: [WomenLiteracy] Internet and Gender
Message-ID: <s3b41cda.021@mailsrv4.gsu.edu>
I found an article online that describes a study reporting demographic differences and the Internet. I am wondering if you think that the results match what you see in your classrooms, centers, and libraries, or what you hear learners say. I also have a more general question for you: Do the majority of your learners use the Internet?
Here are excerpts from the article taken from 
http://www.clickz.com/stats/sectors/demographics/article.php/3574176
The Online Battle of the Sexes
* * *   Demographics 
By Enid Burns | December 29, 2005 
As the gender gap narrows on the Internet, demographic differences hold more sway. The Pew Internet & American Life Project's report, "How Women and Men Use the Internet," finds online behavior differences between the two genders. 
Since 2002, the percentage of online users has increased for both men and women. Male online users increased from 61 percent in 2002 to 68 percent in 2005. The percentage of women online in 2002 was 57 percent; by 2005 the number increased to 66 percent. Though the percentage of male Internet users is consistently higher, the actual number of women online is higher because there are more women than men in the U.S. 
Age skews the gender gap. Young women, ages 18-29, are more likely to go online than men of the same age group. Eighty-six percent of the female group uses the Internet, compared to 80 percent of young males. 
The statistics are flipped among older adults in the over 65 group. Thirty-four percent of older men use the Web, compared to 21 percent of women in the same age group. 
Race is another demographic that sees a gender gap. White men are more likely to use the Web: 70 percent of white men and 67 percent of white women regularly going online. The percentage has increased for both sexes since 2002; 62 percent of white men and 58 percent of white women were online three years ago. 
The percentage of African-American women outnumbers African-American men online. Sixty percent of black women use the Web, compared to 50 percent of black men. In 2002, only 46 percent of black women and 48 percent of black men used the Web. 
English-speaking Hispanic women make up a fairly equal portion of the Web population. From 2002 to 2005, the percentage of online women in this group increased from 56 percent to 66 percent. Men from the English-speaking Hispanic community increased from 59 percent online three years ago to 67 percent this year. 
Married couples are more likely to go online than their single counterparts. Seventy-five percent of married or living-as-married women use the Internet compared to 56 percent of single women. Men mirror the statistic; 72 percent of married and living-as-married men are online, and only 62 percent of single men use the Internet. 
**********************************************************************************************
Once again, my questions are:
- Do you think that the results match what you see in your classrooms, centers, and libraries, or what you hear learners say? 
- Do the majority of your learners use the Internet?
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From alcdgg at langate.gsu.edu  Fri Dec 30 12:36:09 2005
From: alcdgg at langate.gsu.edu (Daphne Greenberg)
Date: Fri, 30 Dec 2005 12:36:09 -0500
Subject: [WomenLiteracy] Transgender learners
Message-ID: <s3b529c3.084@mailsrv4.gsu.edu>
Some of us may have transgender learners in our classrooms. In the fall, Amnesty International produced a report on police abuse and misconduct against lesbian, gay, bisexual and transgender people in the US. According to the fall 2005 INTERACT Newsletter (published by the Women's Humans Rights Action Network of Amnesty International) one of the most signficant findings of the report is the degree to which transgender women are targeted for abuse and misconduct by the police. The newsletter also states that "violence against women is characteristically underreported because women are ashamed or fear skepticism and disbelief. Lesbians, transgender men and women who are perceived as too masculine fear reporting abuse as all too often they are seen as responsible for the violence committed agains them and the violence is seen as a 'punishment' for their lack of conformity." (p. 5)
Do any of you have any thoughts about whether adult literacy classrooms are in "safe" places for transgender learners, teachers, administrators? 
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
From samuel.mcgraw at seattlegoodwill.org  Fri Dec 30 13:29:34 2005
From: samuel.mcgraw at seattlegoodwill.org (Samuel McGraw III)
Date: Fri, 30 Dec 2005 10:29:34 -0800
Subject: [WomenLiteracy] Transgender learners
Message-ID: <802F2B4590320142A57872DC43A2BFD22A516A@seamail.seagoodwill.org>
Daphne,
I think classrooms can be a "safe" place for transgender learners if the instructor creates a safe place. As a teacher, I believe because we teach students to note the differences (in all matters) differences will be noted.
The next step: maybe to teach differences as a positive and not a negative; and to teach that every individual, every group, every society, has differences - and those difference can be leveraged for the benefit of everyone.
I am surprised (and not surprised) that the police continue to be part of the problem and not part of the solution.
Transgender learners, teachers, administrators will continue to have problems - as we continue to use differences to compete, make ourselves feel better, and hold on to socially "programmed" ideas.
my thoughts - as we roll into a new year
Sam - peace to everyone
-----Original Message-----
From: womenliteracy-bounces at nifl.gov
[mailto:womenliteracy-bounces at nifl.gov]On Behalf Of Daphne Greenberg
Sent: Friday, December 30, 2005 9:36 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy]
Some of us may have transgender learners in our classrooms. In the fall, Amnesty International produced a report on police abuse and misconduct against lesbian, gay, bisexual and transgender people in the US. According to the fall 2005 INTERACT Newsletter (published by the Women's Humans Rights Action Network of Amnesty International) one of the most signficant findings of the report is the degree to which transgender women are targeted for abuse and misconduct by the police. The newsletter also states that "violence against women is characteristically underreported because women are ashamed or fear skepticism and disbelief. Lesbians, transgender men and women who are perceived as too masculine fear reporting abuse as all too often they are seen as responsible for the violence committed agains them and the violence is seen as a 'punishment' for their lack of conformity." (p. 5)
Do any of you have any thoughts about whether adult literacy classrooms are in "safe" places for transgender learners, teachers, administrators? 
Daphne
Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu
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