Taking on the Challenge was produced to encourage other practitioners to engage in conversations about and help their learners begin/continue talking about the impact of violence on their own learning. Many educators may not be cognizant of violence’s impact on their adult learners. However, in Jenny Horsman’s extensive research on women, violence, and education, she presents that, “[a]necdotal evidence, collected during this study and previously through my work from wide numbers of literacy workers and learners, suggests the incidence of women in adult literacy programs who have experienced trauma may be far higher than in the general population (Horsman, 2000).”
Given this data, there is a definite and immediate need for this discussion to take place.
Since this study focuses upon women in adult literacy programs, I believe it is crucial for adult literacy practitioners to think about their learners histories – not only their past educational histories, but their life histories. I also consider this research important for any educator - academic, vocational, or extracurricular. In order to help facilitate students learning, teachers must understand and acknowledge how violence exists in their learners’ lives. It is also important that teachers understand the effects of violence on learners. They must be aware that the effects of violence can be manifested in various ways in the classroom. However, I acknowledge that there might be some resistance from teachers to think about this issue.
First of all, violence is simply not an enjoyable topic. It conjures up disturbing images, hurtful memories, and feelings of hopelessness because of the pervasive nature of violence that exists in our society. It seems too overwhelming to even begin a discussion.