For a courageously forthright and illuminating account of the difficulty of achieving this kind of dialogue, written by the co-coordinator of a life skills course for immigrant women, see the 1980 thesis by Kathleen Jo Tobias.29 A Second Site: In Alliance With Working Class Organizations For adult basic educators working at the second site, i.e. as employees of, or allied with, working class organizations, movements or communities, their work is often relatively free from the objections of supervisors, administrators and funding authorities who do not share their perspective on illiteracy, and so they can more often openly pursue their liberatory orientation. A handful of projects within such contexts are described in the literature of Canadian adult basic education. One example here is the experience of the "Crossroads" community literacy project in the Point St. Charles working class district of Montreal. It was begun by a committee of illiterate adults, and initially took the liberal "adaptation" approach. However, according to its director, Serge Wagner, the staff increasingly chose to "serve the primary struggles of the district, thus sparking a class consciousness and solidarity".30 Another example of literacy education serving working class community struggles is the Adult Services Department of St. Christopher House, a settlement house in the west end of Toronto. Classes among the low-income working class residents of the area, many of them immigrants, became in the words of the staff, "practical places for working together with our constituency towards understanding the systems which control us and keep us powerless". 31 A final example of adult basic education carried on at this site is the 1980 account of an English class for recent immigrants working in a garment factory in Toronto. The class was part of a program of English instruction carried out in Toronto workplaces, developed through the collaboration of labour unions, plant management, boards of education and community organizations--particularly St. Christopher House. The participants were mostly immigrant women, which the account calls "the most marginalized of an already-exploited cheap labour force". The report explains that the language instruction helps build "greater confidence, greater social consciousness, and potential collective action" among the workers.32