by Nancy J. Hartling, M.A.Ed, B.A., R.S.W.
Executive Director, Support to Single Parents Inc.

Most people agree that acquiring an education is a key element in promoting self-sufficiency. This article will explore the connection between education and social justice. For this reason, Support to Single Parents Inc. (1982) a non-profit organisation in Moncton, New Brunswick offers a literacy classroom that promotes a holistic and women-positive approach.

For almost 10 years our classroom has provided women with academic upgrading that supports women where they are and affirms their lives and experiences. Two goals of a women-centered classroom are:

1. to acknowledge and promote resources/programs to assist women with their personal issues;
2. to educate and promote issues that promote equality for women.

In order for women to acquire their education, a holistic approach to literacy is essential, and to act seriously we must understand the interconnectedness of the “political” and the “personal” in the delivery of literacy programs. The publication “Women and Education” documents women’s experiences of male resistance (or support of) their educational efforts and stresses that women’s participation in education must be considered in relation to the lack of control that they have over decision-making in their homes and communities, over money and property, over their bodies or biological processes, over religion, custom or tradition, as well as direct oppression by the men in their lives.

The Women’s World March 2000 was an international solidarity movement involving over 5000 organisations and 159 countries with the theme of eliminating violence and poverty in women’s lives. Our group actively participated in this movement by hosting local and provincial activities and encouraging participation from the literacy class. More than 140 New Brunswick women traveled to Montreal, Ottawa and New York to participate in these events. This movement is a good example of social transformation and demonstrated the need to address social issues in a collective way to promote women’s equality. For example, two themes that researchers have documented that affect the lives of women in literacy classes are pervasiveness of poverty and violence in their lives. Women talked about poverty as a systemic form of violence due to the lack of resources and services for women who are hungry, homeless, sick or disabled, resulting in a terrible stress. This severe poverty may often be invisible since women denied a minimum standard of living either never appear in the classroom or silently drop out.

At times academic work may take second place to personal issues. If a student is showing a lack of interest in her schoolwork, it does not necessarily mean she no longer cares about school. It could be that a personal issue is pushing in to the forefront. The student must be allowed the time away from academic work to confront these issues and be given the necessary referral or resources.

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