the Project. In the first cycle, a workshop and an online course would provide opportunities for in-depth learning and reflection about violence and learning, and about how to support learning. In the second cycle, participants would be supported to extend their learning by doing Changing Practices research in practice projects. Throughout the Project, we also planned to work with participants to raise awareness about violence and learning, make connections with people involved in related work, and share what we had learned through conferences, workshops, newsletters, and this publication. We were very excited when our funding proposal for the Project was approved.

Inviting Participants

In May 2002, we co-facilitated a two-day workshop to introduce the VALTA Project and invite participation. We also developed a booklet about the Project, sent it to literacy and adult educators across the province, and invited people who wanted to participate to send in an application form that described their interests in the Project.

Eleven women⁶ answered the invitation to participate. Others expressed interest but were unable to become involved at the time because of prior commitments. Two women who applied had to withdraw at the start of the Project because of changes in their circumstances, so nine women participated in the first cycle. At the time, these women worked in one or more areas of adult literacy, adult education, and special education; and as coordinators, administrators, group leaders and consultants. They lived and worked throughout Alberta, in cities, towns and villages. Together, we ranged in age from mid-20s to 60s.

The women were drawn to the VALTA Project because they were familiar with the idea that violence affects learning. They had heard stories of violence from students with whom they had worked. Some had firsthand experience with violence. Their knowledge, experiences and desires to make a difference were starting points for learning together.