1 This first phase of the research project was an exploratory process- to discover some questions that might focus the next stage

Much of the research already completed on women's experience and literacy programs looks at how women are affected by their involvement or lack of involvement in literacy programs. To some extent, this reflects the point of view that programs are organized to “fix” the people who participate, rather than the structures within which the people live, work and study.

Also, much of the work with women's experience and literacy programs has been theoretical or directed toward policy development. The social construction of women's reality and the role of gender in determining their involvement and success in upgrading has been a major focus. Research already completed by CCLOW has determined that women experience particular barriers to learning and that these barriers may be individually overcome through such things as flexible program schedules, childcare, transportation, counselling and other support services, and appropriate curriculum and materials (MacKeracher et al. n.d.).

CCLOW research has also determined that government policy development in terms of equal pay for work of equal value and equal employment opportunity (including affirmative action) are essential for women's participation in educational and training activities. Without the restructuring of both work and family life in the formal and non-formal sectors of the economy, women will continue to struggle with the double and triple day and with the expectation of subordinate status on both a private and public level. This restructuring requires not only effective policy development but also public education and community action (for example, Wismer 1988).

CCLOW and the national advisory committee conceived of the first phase of this project as taking the research one step further-exploring the ways in which a national, action research project could begin to document the realities of women's experience as they actually worked within literacy programs as students and as staff. At the program level this would be participatory research. It would be based on a social context model of literacy, intended to raise essential questions about women's experience in literacy programs within the context of their entire lives.

The theoretical methodology would be action research: "the systematic collection and analysis of information for the purpose of informing political action and social change." (Barnsley et al.)

This first phase would include input from women in literacy programs. The second phase would include involvement of women in literacy programs.

1-2 Origins of the research design for this first phase

A national advisory group of CCLOW members developed the initial proposal, conceptualized the project and hired the researcher. The design of the first stage took part within a framework developed during a teleconference call between the researcher, committee members and the executive director. Much of it built on discussions among the advisory committee members during the preceding months. We agreed that the researcher would:

  • visit four communities and have conversations with women in literacy programs (the four communities were determined by geographic considerations, the programs in the community and advisory committee members' availability to take part in the process),
  • prepare a final report for the first phase using the data from the visits,
  • develop research questions and a methodology for a long-term national action research project that would be carried out in partnership with a variety of programs,
  • develop a proposal for this second phase project.

Back Contents Next