This process took place over several weeks, in between other learning activities. The tasks and skills came out of the reality of workers’ experiences. The process went beyond looking at an individual situation and linked it to the larger collectivity — co-workers and fellow union members. It helped the group work towards an understanding of how decisions are made and where change is possible by dealing with the systems surrounding an actual incident. This way of learning not only helped the participants understand these systems better, but it engaged them in a process of how they could stand up for themselves to effect positive change.

“Often, it is this system level, the broader context of how our world works, that is ignored by mainstream literacy definitions and practices. Yet it is only when we include literacy skills for dealing with this kind of activity that we can claim to be developing literacy for democratic participation, indeed, for citizenship” (CLC, 2001).

A Worker-Centred Approach

Over the years, Canadian unions have developed a checklist to guide the development of our programs. This is the framework within which we talk to one another and the package we present to employers.

Worker-centred learning:

1. builds on what workers already know;
2. addresses the needs of workers as whole persons;
3. enables workers to have more control over their lives and jobs;
4. involves workers in decision-making;
5. reflects the diverse learning styles and needs of adult workers;
6. is developmental;
7. looks to integrate literacy with other aspects of workplace training;
8. assures confidentiality;
9. is open to all; and
10. is accessible.

The Workplace as a Venue

Union literacy programs build on the sense of community that many people develop on the job. This can help sustain workers for whom it is often very difficult to “go back to school.” Schools have a special way of coding, storing and transmitting knowledge, a way that many union members have found alienating and exclusionary. Furthermore, there are not always appropriate programs available through the community college, school board or community-based program. Most significantly, life gets in the way: shift work, child care and other family responsibilities, transportation, and physical exhaustion. Many unions know that if they can negotiate favourable conditions for worker-centred education, the workplace can be an important venue for learning, because it is convenient, especially if the classes take place at least partly on work time.

However, just because the program takes place in the workplace doesn’t mean that everything that goes on in the class has to come from the workplace. In fact, the learning will happen more effectively if the materials and content come from the range of activities and interests of the workers, whether from work, home, the union or the community.